Mathematical Knowledge of Middle School Teachers: Implications for the No Child Left Behind Policy Initiative

By H. Hill. 2007

191 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/882317ba58b6a70933dea107fa607df423938062

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Education and Poverty: Confronting the Evidence. Working Papers Series. SAN11-01. (2011, background): “Further, ambitious work by Heather Hill and colleagues show that math teachers in high-poverty schools have lower math knowledge for teaching (based on a measure that is distinct from math content knowledge or degrees) than their counterparts in more advantaged schools (Hill, 2007).”
Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning (2019, background): “2018; Hill 2007, 2010).”
Diagnosing Teachers’ Understandings of Rational Numbers: Building a Multidimensional Test Within the Diagnostic Classification Framework (2014, result): “Descriptive statistics for our sample were in rough accord with representative national samples of middle grades 6 C© 2013 by the National Council on Measurement in Education Educational Measurement: Issues and Practice teachers in other studies (e.g., Hill, 2007).”
Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, background): “…been calls to acknowledge and better understand the role of other resources mathematics teachers draw on to teach, such as teachers’ beliefs related to mathematics teaching and learning (Hill, 2007) and influences on the development of those beliefs (Voss, Kleickmann, Kunter, & Hachfeld, 2013).”
Teachers’ Education and Outcomes: Mapping the Research Terrain (2012, background): “For example, one study investigated how middle school teachers with different levels of content knowledge were distributed across schools and what their practices were in those schools (Hill, 2007), making the assumption that more content knowledge for teaching was desirable and should be equally di”
Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2010, background): “…Knowledge and Student Progress 139 at Max Planck Ins on July 27, 2011http://aerj.aera.netDownloaded from and set of measurement instruments for the assessment of elementary school teachers’ mathematical knowledge for teaching (Ball & Bass, 2003; Hill, 2007; Hill, Schilling, & Ball, 2004).”
Making Progress on Mathematical Knowledge for Teaching (2016, unknown): “In their study of 34 teachers, Hill, Umland, Litke, and Kapitula (2012) demonstrated that the connection between mathematical knowledge for teaching (measured with the LMT instrument) and the quality of instruction is complex. While weaker mathematical knowledge for teaching seemed to predict poorer”
Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship (2012, methodology): “This was done by entering these responses to an Item-Response-Theory model and scoring them alongside data obtained from a US nationally representative sample of middle-school teachers (see Hill 2007).”
Formal and Informal Mentoring (2014, methodology): “The importance of information garnered through descriptive analyses has been well established by previous research (Figlio, Hart, & Metzger, 2010; Hill, 2007; Ingersoll & Perda, 2010), and is perhaps best elucidated by Reardon and Galindo (2009), who say that “just as in medicine, where epidemiologi”
The Nature and Predictors of Elementary Teachers' Mathematical Knowledge for Teaching. (2010, background): “Although the assessment carried a limited number of common content knowledge items, these proved easier - a pattern we also saw in our middle school data as well (Hill, 2007).”
Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs (2008, background): “Recently, Hill (2007) has developed an analogous test of middle school mathematics teachers’ MKT, with some overlap between the items of the two tests.”