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

The DOI matches its Crossref record; 64 of the 66 references it cites were found in a registry or an index.

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.

Overview

Integrity signals

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Crossref · 10.3102/00028312042002371

Cites

64 of 64 references verified0 citation errors · 0 not checkable

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Citations

Cites

Research works printed but not linked: 13

  1. Ball DL, 1988, Knowledge and reasoning in mathematical pedagogy: Examining what prospective teachers bring to teacher education
  2. Ball DL, 2000, Multiple perspectives on the teaching and learning of mathematics, 83
  3. Ball DL, 2003, Research compendium for the principles and standards for school mathematics, 27
  4. Ball DL, 1999, New tools for research on instruction: A Web-based teacher log
  5. Begle EG, 1972, Teacher knowledge and student achievement in algebra
  6. Benson G, 2002, Study of Instructional Improvement school sample design
  7. Ferguson RF, 1991, Harvard Journal on Legislation, 28, 458
  8. Hill HC, 2005, Assessing “content knowledge for teaching”: Data from teachers, non-teachers, and mathematicians
  9. Hill HC, 2005, Teachers' mathematics knowledge for teaching and school context: A study of California teachers
  10. Phelps G, 2004, Content knowledge for teaching reading: Technical report on reading measures used on the Study of Instructional Improvement teacher questionnaire
  11. 10.1177/016146810210400804 · DOI
  12. 10.2307/1175860 · DOI · Paper page
  13. Summers AA, 1977, American Economic Review, 67, 639

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Metadata

Authors
Hill, H. C., Rowan, B., & Ball, D. L.
Affiliations
University of Michigan (US)
ORCID
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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