The Effects of Changes in Mathematical Knowledge on Teaching: A Longitudinal Study of Teachers' Knowledge and Instruction

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Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers (2021, background): “In fact, several studies have documented that teachers’ deep understanding of concepts is linked to effective instruction and student learning (e.g., Charalambous, 2010; Copur-Gencturk, 2015; Hill et al., 2008; Kersting et al., 2012; Tchoshanov, 2011).”
Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn (2017, background): “There is evidence that MKT influences teachers’ instructional practice (Charalambous, 2010; Copur-Gencturk, 2015; Hill et al., 2008).”
Covariational reasoning among U.S. and South Korean secondary mathematics teachers (2017, background): “Copur-Gencturk (2015), Zaslavsky (1994), and Thompson (2013) argued compellingly that how teachers understand a mathematical idea is an important factor in the mathematical understandings that students actually form.”