Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study

By H. Hill, Merrie Blunk, Charalambos Y. Charalambous, Jennifer M. Lewis, Geoffrey Phelps, Laurie Sleep, Deborah Loewenberg Ball. 2008

1,065 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/af2eaab78f299be3c8ab44b72d691bf37a8049c1

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Citations in the corpus

Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers’ Value-Added Scores (2013, background): “Emphasizing the importance of making mathematics accessible to students, Hill and her colleagues developed the Mathematical Quality of Instruction instrument (MQI) to assess the accuracy and richness of teachers’ mathematical ideas, language, representations and tasks (Hill et al. 2008).”
The Case for Teachers’ Classroom English Proficiency (2017, background): “As Ball and her colleagues have shown in mathematics (Hill et al., 2008), elementary teachers use a form of mathematical knowledge that blends disciplinary knowledge of mathematics with specific understandings of how students make sense of that content.6 The circumstances and purposes not only…”
The conceptualisation of mathematics competencies in the international teacher education study TEDS-M (2012, background): “2005) and “Learning Mathematics for Teaching” (LMT) of the University of Michigan (Hill et al. 2008).”
Effects of Teacher Preparation Courses: Do Graduates Use What They Learned to Plan Mathematics Lessons? (2017, background): “Those who initially defined the construct of MKT have reported significant relationships of MKT with quality of mathematics teaching and, in turn, with school students’ learning (Ball & Bass, 2000; Ball et al., 2008; Hill et al., 2008; Hill, Rowan, & Ball, 2005; Hill, Sleep, Lewis, & Ball, 2007).”
The role of perception, interpretation, and decision making in the development of beginning teachers’ competence (2016, background): “MKT was also found to be positively related to quality of instruction (Hill et al., 2008) and student learning (Hill, Rowan, & Ball, 2005).”
Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform (2017, background): “…will require considerable opportunities to develop more sophisticated forms of mathematical knowledge for teaching (Hill, Ball, & Schilling, 2008; Hill, Blunk et al., 2008), new perspectives on teaching and learning (e.g., Munter, 2014; Wilhelm, 2014), and new forms of teaching that privilege…”
Mathematical Knowledge for Teaching in Planning and Evaluating Instruction: What Can Preservice Teachers Learn? (2009, background): “, knowledge of content and students, knowledge of content and teaching) (Ball et al., 2008; Hill et al., 2008) as well as their beliefs about pedagogical practices.”
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015, background): “Moreover, research suggests that this sort of impromptu response requires deep and flexible knowledge of the discipline and close attention to students’ ideas as they relate to the disciplinary goals of the lesson (Ball & Cohen, 1999; Hill et al., 2008; Kersting, Givvin, Thompson, Santagata, & Stigl”
Best Practices in Teachers’ Professional Development in the United States (2015, background): “Recent development of a series of high-quality classroom observation rubrics, such as the Mathematics Quality of Instruction (MQI) (Hill et al., 2008) and the Instructional Quality Assessment (IQA) (Junker et al., 2006), increase the potential uses of classroom videos.”
A Framework for the Facilitation of Teachers’ Analysis of Video (2014, background): “Moreover, research in mathematics education has identified the central role that both content knowledge for teaching and teacher noticing have for achieving the goals of ambitious mathematics instruction (Ball, Thames, & Phelps, 2008; Hill et al., 2008; Sherin, Jacobs, & Philipp, 2011).”
Extending students’ mathematical thinking during whole-group discussions (2011, background): “In this review, Hiebert and Grouws (2007) identified the only two features of teaching mathematics that facilitate students’ conceptual development as ‘‘explicit attention to connections among ideas, facts, and procedures, and engagement of students in struggling with important mathematics’’ (p. 3”
Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model (2010, background): “Several recent studies in both special and general education (Brownell et al., 2007; Hill et al., 2008) demonstrate linkages between the specialized domain knowledge needed for teaching and teachers’ classroom practice in mathematics and reading.”
Mathematics Classroom Observation Protocol for Practices (MCOP2): A validation study (2017, methodology): “Primary methods of such measurement include fine-grained analyses such as video analysis (Hill et al., 2008; Hill, Charalambous, Blazar, et al., 2012), instructional logs (Ball & Rowan, 2004), teacher and student interviews (Ball & Rowan, 2004, Munter, 2014), analyzing student work (Matsumura,…”