Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction
An Exploratory Study
Bibliographic Data
This study illuminates claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. In particular, we focus on teachers' mathematical knowledge for teaching (MKT), which includes both the mathematical knowledge that is common to individuals working in diverse professions and the mathematical knowledge that is specialized to teaching. We use a series of five case studies and associated quantitative data to detail how MKT is associated with the mathematical quality of instruction. Although there is a significant, strong, and positive association between levels of MKT and the mathematical quality of instruction, we also find that there are a number of important factors that mediate this relationship, either supporting or hindering teachers' use of knowledge in practice.
Curriculum · Epistemology · Exploratory research · Mathematical theory · Mathematics education · Pedagogy · Quality (philosophy) · Sociology · Subject matter · Teaching method · Cognitive and developmental aspects of mathematical skills · Computer Science · Mathematics Education and Teaching Techniques · Psychology · Statistics Education and Methodologies
Protocolo De Observação De Aula (Poa) Para O Ensino Esportivo
Agnosticism in instructional observation systems
Using global observation protocols to inform research on teaching effectiveness and school improvement
Measure for Measure
Achievement goals and conceptual learning
Mathematical Learning
Best Practices in Teachers’ Professional Development in the United States
Teaching through Interactions
Qualities of classroom observation systems
Teacher and Teaching Effects on Students’ Attitudes and Behaviors
An Argument Approach to Observation Protocol Validity
The role of perception, interpretation, and decision making in the development of beginning teachers’ competence
The Effect of Observation Length and Presentation Order on the Reliability and Validity of an Observational Measure of Teaching Quality
Competencia reflexiva en formadores del profesorado de matemática
Revealing and refining teachers’ instructional vision
Validating automated assessments of teaching effectiveness using multimodal data
Examining the Role of Rehearsals in Preservice Teachers’ Mathematics-Related Teaching Identity Development
Capturing who participates and how
Five principles for high-quality mathematics teaching
Exploiting the linked teaching and learning international survey and programme for international student assessment data in examining school effects
Unpacking constructs used to describe teachers’ mathematics knowledge for teaching
Falke
Teachers' Competence in the Acquisition and Use of the Mathematical Language in Indonesia
Teacher Growth Through Professional Development Centered on the Teaching for Robust Understanding Framework
Preservice Secondary School Teachers’ Knowledge and Competencies When Reflecting on the Incorporation of Gamification in the Teaching of Mathematics
Investigating the Relationship Between Mathematics Instructional Time and Perseverance Growth with Elementary Pre-Service Teachers
Students’ Perceived Mathematics Teacher Competence
Measuring Mathematics Teaching Quality
Assessment of Chinese primary school mathematics teachers’ knowledge of students’ misconceptions regarding space and shape
Development and Validation of a Music Teacher Candidate Assessment
Investigating EFL teachers’ lesson planning for chatbot-assisted learning of argumentative writing
Ausubel’s meaningful learning re-visited
Theoretically driven educational app design
Do prompts and strategy instruction contribute to pre-service teachers’ peer-feedback on technology-integration
Mining the Gap
Does It Matter Who Evaluates Teachers? Principal Versus Teacher-Led Evaluation and Teacher Motivation
The Change We Cannot See
Teachers’ predictions of students’ mathematical thinking related to problem posing
Implementation and efficacy of a teacher intervention in dialogic mathematics classroom discourse in Hong Kong primary schools
Willed and skilled to teach mathematics with technology? Relating latent profiles of teachers’ knowledge and motivation to the availability of technology resources and the frequency of generic and subject-specific ways of using technologies
Influence of preservice teacher education on mathematics teaching efficiency of beginning teachers
STEM words and their multiple meanings
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK)
Do teachers teach all subjects equally well? Insights from Chinese and English classrooms
Mathematics teachers’ professional influence within teacher communities
Future preschool teachers’ mathematical questions during shared book reading
The relationship between propositional teacher knowledge and classroom teaching practice
Influence of teachers’ pedagogical knowledge on their classroom practice when solving arithmetic word problems with their students. An exploratory study / Influencia del conocimiento pedagógico del profesorado en su práctica de aula cuando resuelve problemas aritméticos verbales con su alumnado. Un estudio exploratorio
Initial Steps in Developing Classroom Observation Rubrics Designed Around Instructional Practices that Support Equity and Access in Classrooms with Potential for “Success”
School-to-School Differences in Instructional Practice
Effective Teacher Professional Development
Professional knowledge affects action‐related skills
Using Direct Observation to Document “Practice-Based Evidence” of Evidence-Based Mathematics Instruction
How Preservice Teachers Refer to Different Knowledge Domains When Evaluating a Lesson Plan on the Tropical Rainforest
Measuring Text-Focused Reading Instruction
Exploring a Model to Develop Critical Reflective Thought Among Elementary School Math Preservice Teachers
In Between High School and College
Conducting research on teacher professional development in partnership with educators
Elementary teachers’ agency
Classroom observation as a means of understanding teaching quality
Teacher versus student perspectives on instructional quality in mathematics education across countries
Fostering prospective teachers’ explaining skills during university education—Evaluation of a training module
Adaptive teaching in mathematics
Evaluating the quality of middle school mathematics teachers, using videos rated by college students
Implementing 360 Video to Increase Immersion, Perceptual Capacity, and Teacher Noticing
Classroom-level adversity, instructional clarity and student outcomes
Observing individual children in early childhood classrooms using Optimizing Learning Opportunities for Students (Olos)
The role of language comprehension skills and instructional practices in cross-language influence of Spanish-speaking dual language learners’ calculation skills
Teaching quality and student learning progress during Rwanda’s Leaders in Teaching programme
Comparative education and comparative classroom observation systems
Response to Douglas N. Harris
What value do standardized observation systems add to summative teacher evaluation systems
Examining practicums within initial teacher education programs
Engagement, achievement, and teacher classroom practices in mathematics
Classroom observation for evaluating and improving teaching
Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality
Building the field’s knowledge of teaching and learning
Hybrid content-specific and generic approaches to lesson observation
Making Inferences About Teacher Observation Scores Over Time
Trends in Classroom Observation Scores
A Practical Solution to Optimizing the Reliability of Teaching Observation Measures Under Budget Constraints
What About the “Instruction” in Instructional Sensitivity? Raising a Validity Issue in Research on Instructional Sensitivity
Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach
Dimensionality and validity of the content knowledge for teaching construct using cognitive diagnostic modeling and known groups comparisons
What matters for student learning outcomes
Early career mathematics teachers
Measuring the quality of teaching practices in primary schools
Prospective teachers’ skills of attending, interpreting and responding to content-specific characteristics of mathematics instruction in classroom videos
The development of ambitious instruction
The role of professional obligations in working to change one's teaching practices
Developing knowledge-in-action with a learning progression
Learning to notice important student mathematical thinking in complex classroom interactions
An examination of the professional development needs of out-of-field mathematics teachers
Practices that cross disciplines
Flipping instruction in a fifth grade class
Toward the automated analysis of teacher talk in secondary ELA classrooms
Instructional practice in algebra
Linking teachers’ solution strategies to their performance on fraction word problems
Academic majors of social studies teachers and student achievement in the U.S
Using generic and content-specific teaching practices in teacher evaluation
Knowing and Teaching Elementary Mathematics
Resources, Instruction, and Research
Skills and Other Dilemmas of a Progressive Black Educator
With an Eye on the Mathematical Horizon
Developing Measures of Teachers’ Mathematics Knowledge for Teaching
Subject area preparation of secondary mathematics and science teachers and student achievement
A Revolution in One Classroom
Expertise in mathematics instruction
The Discovery of Grounded Theory
Those Who Understand
Using Textbooks and Teachers' Guides
Speaking Mathematically
Using Children’s Mathematical Knowledge in Instruction
Subject-Matter Knowledge and Elementary Instruction
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
The Journal of Teacher Education
Content Knowledge for Teaching
Using Research on Employees' Performance to Study the Effects of Teachers on Students' Achievement
| Unique citing works | 138 |
|---|---|
| Citations per year | 8,12 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 133 |