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
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
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Citations
Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
Handbook of research on teaching
Wittrock, M. C. (1986) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 10,630
Review of research in education
Shulman, L. S., Mowry, S., & Berliner, D. C. (1973) · F.E. Peacock eBooks · Cited by 7,754
EQUALITY OF EDUCATIONAL OPPORTUNITY
Coleman, J. S. (1968) · Equity & Excellence in Education · doi:10.1080/0020486680060504 · Cited by 6,567
BRUNER, J. S. (1960) · doi:10.4159/9780674028999 · Cited by 6,042
Equality of Educational Opportunity.
Sewell, W. H., Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J. C., Mood, A. M., Weinfeld, F. D., & York, R. L. (1967) · American Sociological Review · doi:10.2307/2091094 · Cited by 2,753
(2009) · American Economic Review · doi:10.1257/aer.99.4.i · Cited by 2,304
The making of a teacher: teacher knowledge and teacher education
(1991) · Choice Reviews Online · doi:10.5860/choice.29-0440 · Cited by 2,267
(1999) · Choice Reviews Online · doi:10.5860/choice.37-2294 · Cited by 1,823
Research works printed but not linked: 13
- Ball DL, 1988, Knowledge and reasoning in mathematical pedagogy: Examining what prospective teachers bring to teacher education
- Ball DL, 2000, Multiple perspectives on the teaching and learning of mathematics, 83
- Ball DL, 2003, Research compendium for the principles and standards for school mathematics, 27
- Ball DL, 1999, New tools for research on instruction: A Web-based teacher log
- Begle EG, 1972, Teacher knowledge and student achievement in algebra
- Benson G, 2002, Study of Instructional Improvement school sample design
- Ferguson RF, 1991, Harvard Journal on Legislation, 28, 458
- Hill HC, 2005, Assessing “content knowledge for teaching”: Data from teachers, non-teachers, and mathematicians
- Hill HC, 2005, Teachers' mathematics knowledge for teaching and school context: A study of California teachers
- Phelps G, 2004, Content knowledge for teaching reading: Technical report on reading measures used on the Study of Instructional Improvement teacher questionnaire
- 10.1177/016146810210400804 · DOI
- 10.2307/1175860 · DOI · Paper page
- Summers AA, 1977, American Economic Review, 67, 639
Cited by
Sorted by citations
Content Knowledge for Teaching: What Makes It Special?
Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008) · Journal of Teacher Education · doi:10.1177/0022487108324554 · Cited by 5,388
Self-citationTeachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010) · American Educational Research Journal · doi:10.3102/0002831209345157 · Cited by 2,100
Hill, H. C., Ball, D. L., & Schilling, S. G. (2008) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.39.4.0372 · Cited by 1,679
Self-citationThe Work of Teaching and the Challenge for Teacher Education
Loewenberg Ball, D., & Forzani, F. M. (2009) · Journal of Teacher Education · doi:10.1177/0022487109348479 · Cited by 1,675
Self-citationProfessional competence of teachers: Effects on instructional quality and student development.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013) · Journal of Educational Psychology · doi:10.1037/a0032583 · Cited by 1,553
Metadata
- Authors
- Hill, H. C., Rowan, B., & Ball, D. L.
- Affiliations
- University of Michigan (US)
- Venue
- American Educational Research Journal
- Published
- 2005-01
- Volume
- 42
- Issue
- 2
- Pages
- 371-406
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- 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
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
