The DOI matches its Crossref record.
Knowing and teaching elementary mathematics: teachers' understanding of fundamental mathematics in China and the United States
Abstract
Author's Preface to the Anniversary Edition Series Editor's Introduction to the Anniversary Edition A Note about the Anniversary Edition Foreword Acknowledgments Introduction 1. Subtraction With Regrouping: Approaches To Teaching A Topic 2. Multidigit Number Multiplication: Dealing With Students' Mistakes 3. Generating Representations: Division By Fractions 4. Exploring New Knowledge: The Relationship Between Perimeter And Area 5. Teachers' Subject Matter Knowledge: Profound Understanding Of Fundamental Mathematics 6. Profound Understanding Of Fundamental Mathematics: When And How Is It Attained 7. Conclusion Appendix References New to the Anniversary Edition: Journal Article #1 New to the Anniversary Edition: Journal Article #2 Author Index Subject Index
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cited by
Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
Mishra, P., & Koehler, M. J. (2006) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1111/j.1467-9620.2006.00684.x · Cited by 12,604
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
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
Hill, H. C., Rowan, B., & Ball, D. L. (2005) · American Educational Research Journal · doi:10.3102/00028312042002371 · Cited by 2,812
Teachers’ 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
Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737024002081 · Cited by 1,688
Sfard, A., & Prusak, A. (2005) · Educational Researcher · doi:10.3102/0013189x034004014 · Cited by 1,617
Professional 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
Stichwort: Professionelle Kompetenz von Lehrkräften
Baumert, J., & Kunter, M. (2006) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-006-0165-2 · Cited by 1,441
Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008) · Cognition and Instruction · doi:10.1080/07370000802177235 · Cited by 996
Developing measures of teachers’ mathematics knowledge for teaching
Hill, H. C., Schilling, S. G., & Ball, D. L. (2004) · The Elementary School Journal · doi:10.1086/428763 · Cited by 902
Supporting Whole-class Collaborative Inquiry in a Secondary Mathematics Classroom
Staples, M. (2007) · Cognition and Instruction · doi:10.1080/07370000701301125 · Cited by 196
Venkat, H., & Spaull, N. (2015) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2015.02.002 · Cited by 150
Moving Beyond Paradoxes: Understanding Chinese Learners and Their Teachers
Rao, N., & Chan, C. K. K. (2010) · Revisiting The Chinese Learner · doi:10.1007/978-90-481-3840-1_1 · Cited by 93
Generating procedural and conceptual knowledge of fractions by pre-service teachers
Chinnappan, M., & Forrester, T. (2014) · Mathematics Education Research Journal · doi:10.1007/s13394-014-0131-x · Cited by 58
Improving the mathematics preparation of elementary teachers, one lesson at a time
Berk, D., & Hiebert, J. (2009) · Teachers and Teaching · doi:10.1080/13540600903056692 · Cited by 53
Morris, A. K., & Hiebert, J. (2017) · American Educational Research Journal · doi:10.3102/0002831217695217 · Cited by 50
Prospective elementary teachers use of representation to reason algebraically
Richardson, K., Berenson, S., & Staley, K. (2009) · The Journal of Mathematical Behavior · doi:10.1016/j.jmathb.2009.09.002 · Cited by 32
Learning mathematics for teaching in the student teaching experience: two contrasting cases
Peterson, B. E., & Williams, S. R. (2008) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-008-9085-9 · Cited by 25
Metadata
- Venue
- Choice Reviews Online
- Publisher
- American Library Association
- Published
- 1999-12-01
- Volume
- 37
- Issue
- 04
- Pages
- 37-2294-37-2294
- ISSN
- 0009-4978 (ISSN-L)
- 1523-8253
- OpenAlex
- W1533490605
- Cited by
- 1,829
- References
- 0
- Type
- book review
- Language
- en
- Open access
- closed
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
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
