2008/09/26 by Heather C. Hill, Merrie Blunk, Merrie L. Blunk +6 · 1 citation
Mathematics · Psychology · Social Sciences · #Cognitive and developmental aspects of mathematical skills #Computer science #Curriculum #Epistemology #Exploratory research #Mathematical theory #Mathematics Education and Teaching Techniques #Mathematics education #Pedagogy #Psychology #Quality (philosophy) #Sociology #Statistics Education and Methodologies #Subject matter #Teaching method
paper · pdf · doi:10.1080/07370000802177235
crossref issued 2008/09/26 · crossref published 2008/09/26 · crossref published-online 2008/09/26 · openalex publication_date 2008/09/26 · crossref created 2008/09/28 · crossref published-print 2008/10/03 · crossref deposited 2021/09/17 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/06 · crossref indexed 2026/08/08
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.