Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement

Hill, Heather C.; Rowan, Brian; Ball, Deborah Loewenberg

doi:10.3102/00028312042002371

Cited by 2,812Mathematics Education and Teaching TechniquesSchool Choice and PerformanceTeacher Education and Assessments

Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement

Hill, Heather C., Rowan, Brian, Ball, Deborah Loewenberg·2005·American Educational Research Journal

DOI 10.3102/00028312042002371

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Abstract

This study explored whether and how teachers’ mathematical knowledge for teaching contributes to gains in students’ mathematics achievement. The authors used a linear mixed-model methodology in which first and third graders’ mathematical achievement gains over a year were nested within teachers, who in turn were nested within schools. They found that teachers’ mathematical knowledge was significantly related to student achievement gains in both first and third grades after controlling for key student- and teacher-level covariates. This result, while consonant with findings from the educational production function literature, was obtained via a measure focusing on the specialized mathematical knowledge and skills used in teaching mathematics. This finding provides support for policy initiatives designed to improve students’ mathematics achievement by improving teachers’ mathematical knowledge.

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The PMTs included some teacher actions by anticipating students' potential reasoning, a SCK descriptor.
“However, the PMTs included some teacher actions by “anticipating students' potential reasoning,” a SCK descriptor (Hill et al., 2005;Schilling & Hill, 2007).”
From Preservice teachers' mathematical knowledge for teaching: Focus on lesson planning and reflection (2024) · cites this paper as Hill et al., 2005

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Authors: Hill, H. C., Rowan, B., & Ball, D. L.
Affiliations: University of Michigan (US)
ORCID: Hill, Heather C.
Ball, Deborah Loewenberg
Venue: American Educational Research Journal
Publisher: American Educational Research Association (AERA)
Published: 2005-01
Volume: 42
Issue: 2
Pages: 371-406
ISSN: 0002-8312 (ISSN-L)
1935-1011
DOI: 10.3102/00028312042002371
OpenAlex: W2122081458
Cited by: 2,812
References: 66
Citations by year: 2026: 65 · 2025: 72 · 2024: 86 · 2023: 94 · 2022: 139 · 2021: 140 · 2020: 182 · 2019: 165 · 2018: 160 · 2017: 171 · 2016: 223 · 2015: 208 · 2014: 170 · 2013: 196 · 2012: 191
FWCI: 296.46
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: American Educational Research Journal (publishedVersion)
Digital Access to Scholarship at Harvard (DASH) (Harvard University) (acceptedVersion)
Topics: Social Sciences › Education › Mathematics Education and Teaching Techniques
Social Sciences › Education › School Choice and Performance
Social Sciences › Education › Teacher Education and Assessments
Keywords: mathematical knowledge for teaching, teacher knowledge, student mathematics achievement, achievement gains, early grades, first grade, third grade, education production function, teacher professional development, mathematics education policy

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Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement

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