Journal Article

The Nature and Predictors of Elementary Teachers' Mathematical Knowledge for Teaching

Hill, Heather C.

2010

Overview

This article explores elementary school teachers' mathematical knowledge for teaching and the relationship between such knowledge and teacher characteristics. The Learning Mathematics for Teaching project administered a multiple-choice assessment covering topics in number and operation to a nationally representative sample of teachers (n = 625) and at the same time collected information on teacher and student characteristics. Performance did not vary according to mathematical topic (e.g., whole numbers or rational numbers), and items categorized as requiring specialized knowledge of mathematics proved more difficult for this sample of teachers. There were few substantively significant relationships between mathematical knowledge for teaching and teacher characteristics, including leadership activities and self-reported college-level mathematics preparation. Implications for current policies aimed at improving teacher quality are addressed.

• Publisher: National Council of Teachers of Mathematics
• Subject: College mathematics / Educational evaluation / Educational research / Elementary School Teachers / Knowledge / Knowledge Base for Teaching / Mathematical knowledge / Mathematical problems / Mathematics curricula / Mathematics Education / Mathematics Instruction / Mathematics teachers / Multiple Choice Tests / National Surveys / Numbers / Pedagogical Content Knowledge / Performance Based Assessment / Predictor Variables / Professional development / Student Characteristics / Teacher Characteristics / Teacher Competency Testing / Teacher education / Teacher Effectiveness / Teacher Evaluation / Teachers