Learning Mathematics for Teaching: Results from California's Mathematics Professional Development Institutes

By H. Hill, Deborah Loewenberg Ball. 2004

582 citations recorded by the source corpus.

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Citations in the corpus

“Mathematical knowledge for teaching”: adapting U.S. measures for use in Ireland (2008, methodology): “It was also anticipated that the multiple-choice items could subsequently be used in Ireland, in pre-tests and posttests, to measure how mathematical knowledge grows during pre-service teacher education, during professional development interventions, or with teaching experience (Hill and Ball 2004).”
Mathematics Education in Sub-Saharan Africa (2016, background): “However, recent research suggests that these are, in fact, less important than the quality of schooling experienced by students. For example, using a particularly rich Canadian data set, Green and Riddell (2012) find that parental characteristics “have only modest effect on (the acquisition of) cogn”
The Curious — and Crucial — Case of Mathematical Knowledge for Teaching (2009, background): “We also have found that teachers’ MKT is strongly related to the mathematical quality of their instruction, including their use of mathematical explanation and representations, responsiveness to students’ mathematical ideas, and ability to avoid mathematical imprecision and error (Hill et al. 2008).”
‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation (2012, background): “Over the years these concepts have evolved–see, for example, the refinements of Shulman’s typology by Ball and her colleagues (e.g. Hill & Ball, 2004; Ball, Thames, & Phelps, 2008; etc.).”
Preparing Teachers to Learn from Teaching (2007, background): “…subject matter knowledge and teacher effects (Floden & Meniketti, 2005) to show that mathematics knowledge for teaching influences how teachers teach and how well students learn (Borko et al., 1992; Hill & Ball, 2004; Hill, Rowan, & Ball, 2005; Sherin, 2002; Stein, Baxter, & Leinhardt, 1990).”
Beyond Missionaries or Cannibals: Who Should Teach Mathematics to African American Children? (2007, background): “…2003a), coupled with an equally critical analysis of the growing research literature on mathematics teacher knowledge (e.g., Ball & Bass, 2000; Hill & Ball, 2004; Hill, Rowan, & Ball, 2005; Ma, 1999; National Research Council, 2001), leads to a number of questions for mathematics educators,…”
Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice (2017, methodology): “Specifically, we investigated how changes in instructional practice are related to mathematical knowledge for teaching (Hill et al. 2004) and instructional vision (Munter 2014).”
The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality (2010, background): “It appears that the extent to which these interventions actually work varies depending on implementation quality and other factors (Hill & Ball, 2004).”
Mother and Child Emotions during Mathematics Homework (2008, background): “In an effort to improve mathematics learning, researchers have investigated many factors in the learning process, including mathematics curricula (e.g., Senk & Thompson, 2003) and teacher effectiveness (e.g., Hill & Ball, 2004).”
Mathematical Knowledge of Middle School Teachers: Implications for the No Child Left Behind Policy Initiative (2007, background): “These areas have been the subject of our elementarylevel work (Hill & Ball, 2004), and they are also critical to the mathematics curriculum in the middle grades.”