Content knowledge for teaching: What makes it special?

Journal of Teacher Education

Volumn 59, Issue 5, 2008, Pages 389-407

  Loewenberg Ball, Deborah ^a   Thames, Mark Hoover ^a   Phelps, Geoffrey ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Mathematics; Pedagogical content knowledge; Teacher knowledge

Indexed keywords

EID: 54049084937     PISSN: 00224871     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022487108324554     Document Type: Review

References (55)

1. Ball, D.L. (1988). Knowledge and reasoning in mathematical pedagogy: Examining what prospective teachers bring to teacher education. Unpublished doctoral dissertation, Michigan State University, East Lansing.
2. Ball, D.L. (1990). The mathematical understandings that prospective teachers bring to teacher education. Elementary School Journal, 90, 449-466.
3. Ball, D.L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. Elementary School Journal, 93 (4). 373-397.
4. Ball, D.L. (1999). Crossing boundaries to examine the mathematics entailed in elementary teaching. In T. Lam (Ed.), Contemporary mathematics (pp. 15-36). Providence, RI: American Mathematical Society.
5. Ball, D.L., & Bass, H. (2000). Making believe: The collective construction of public mathematical knowledge in the elementary classroom. In D. C. Phillips (Ed.), Constructivism in education: Opinions and second opinions on controversial issues. Yearbook of the National Society for the Study of Education (pp. 193-224). Chicago: University of Chicago Press.
6. Ball, D.L., & Bass, H. (2003 a). Making mathematics reasonable in school. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to Principles and Standards for School Mathematics (pp. 27-44). Reston, VA: National Council of Teachers of Mathematics.
7. Ball, D.L., & Bass, H. (2003 b). Toward a practice-based theory of mathematical knowledge for teaching. In B. Davis & E. Simmt (Eds.), Proceedings of the 2002 annual meeting of the Canadian Mathematics Education Study Group (pp. 3-14). Edmonton, Alberta, Canada: Canadian Mathematics Education Study Group (Groupe Canadien d'étude en didactique des mathématiques).
8. Ball, D.L., Hill, H.H., & Bass, H. (2005, Fall). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, pp. 14-46.
9. Bass, H., & Lewis, J. (2005, April). What's in collaborative work? Mathematicians and educators developing measures of mathematical knowledge for teaching. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada.
10. Borko, H., Eisenhart, M., Brown, C., Underhill, R., Jones, D., & Agard, P. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily ? Journal for Research in Mathematics Education, 23 (3). 194-222.
11. Burger, W.F., & Shaughnessy, J.M. (1986). Characterizing the van Hiele levels of development in geometry. Journal for Research in Mathematics Education, 17, 31-48.
12. Carlsen, W. (1988). The effects of science teacher subject-matter knowledge on teacher questioning and classroom discourse. Unpublished doctoral dissertation, Stanford University, Palo Alto, CA.
13. Carpenter, T.P., Franke, M.L., Jacobs, V.R., Fennema, E., & Empson, S.B. (1998). A longitudinal study of invention and understanding in children's multidigit addition and subtraction. Journal for Research in Mathematics Education, 29 (1). 3-20.
14. Carpenter, T.P., Franke, M.L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Portsmouth, NH: Heinemann.
15. Carpenter, T.P., & Levi, L. (2000). Developing conceptions of algebraic reasoning in the primary grades (research report). Madison: University of Wisconsin-Madison, National Center for Improving Student Learning and Achievement in Mathematics and Science.
16. Chen, W. (2002). Six expert and student teachers' views and implementation of constructivist teaching using a movement approach to physical education. Elementary School Journal, 102 (3). 255-272.
17. Cohen, R.B. (2005). Examining the work of constructing a representational context in elementary mathematics teaching. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.
18. Cole, Y. (2008). Mathematical knowledge for teaching in Ghana. Manuscript in preparation.
19. Conference Board of the Mathematical Sciences. (2001). The mathematical education of teachers: Issues in mathematics education (Vol. 11). Providence, RI: American Mathematical Society.
20. Crowley, M.L. (1987). The van Hiele model of the development of geometric thought. In M. M. Lindquist (Ed.), Learning and teaching geometry, K-12 (pp. 1-16). Reston, VA: National Council of Teachers of Mathematics.
21. de Berg, K.C., & Greive, C. (1999). Understanding the siphon: An example of the development of pedagogical content knowledge using textbooks and the writings of early scientists. Australian Science Teachers' Journal, 45 (4). 19-26.
22. Delaney, S. (2008). Adapting and using U.S. measures to study Irish teachers' mathematical knowledge for teaching. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.
23. Grossman, P.L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
24. Grossman, P.L., Wilson, S.M., & Shulman, L.S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. Reynolds (Ed.), The knowledge base for beginning teachers (pp. 23-36). New York: Pergamon.
25. Hapgood, S., Palincsar, A.S., Kucan, L., Gelpi-Lomangino, A., & Khasnabis, D. (2005, April). Investigating a new measure of teachers' pedagogical content knowledge for teaching informational text comprehension. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada.
26. Hill, H.C., & Ball, D.L. (2004). Learning mathematics for teaching: Results from California's Mathematics Professional Development Institutes. Journal of Research in Mathematics Education, 35, 330-351.
27. Hill, H.C., Ball, D.L., & Schilling, S.G. (2004). Developing measures of teachers' mathematics knowledge for teaching. Elementary School Journal, 105 (1). 11-30.
28. Hill, H.C., Rowan, B., & Ball, D.L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Education Research Journal, 42 (2). 371-406.
29. Hoyles, C., Noss, R., & Pozzi, S. (2001). Proportional reasoning in nursing practice. Journal for Research in Mathematics Education, 32, 4-27.
30. Kent, P., Noss, R., Guile, D., Hoyles, C., & Bakker, A. (2007). Characterizing the use of mathematical knowledge in boundary crossing situations at work. Mind, Culture, and Activity, 14 (1-2). 64-82.
31. Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
32. Lowery, N.V. (2002). Construction of teacher knowledge in context: Preparing elementary teachers to teach mathematics and science. School Science and Mathematics, 102 (2). 68-83.
33. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Dordrecht, The Netherlands: Kluwer Academic.
34. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum.
35. Marks, R. (1990). Pedagogical content knowledge in elementary mathematics. Unpublished doctoral dissertation, Stanford University, Palo Alto, CA.
36. Moats, L.C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Washington, DC: American Federation of Teachers.
37. Millroy, W.L. (1992). An ethnographic study of the mathematical ideas of a group of carpenters. Journal for Research in Mathematics Education (Monograph Series No. 5).
38. National Mathematics Advisory Panel. (2008) Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.
39. Niess, M.L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
40. Noss, R., & Hoyles, C. (1996). The visibility of meanings: Designing for understanding the mathematics of banking. International Journal of Computers for Mathematical Learning, 1 (1). 3-31.
41. Phelps, G. (2008). Just knowing how to read isn't enough! What teachers need to know about the content of reading. Manuscript submitted for publication.
42. Phelps, G., & Schilling, S.G. (2004). Developing measures of content knowledge for teaching reading. Elementary School Journal, 105 (1). 31-48.
43. Philipp, R.A., Cabral, C., & Schappelle, B.P. (2005). IMAP CD-ROM: Integrating mathematics and pedagogy to illustrate children's reasoning [Computer software]. Upper Saddle River, NJ: Pearson.
44. Rovegno, I., Chen, W., & Todorovich, J. (2003). Accomplished teachers' pedagogical content knowledge of teaching dribbling to third grade children. Journal of Teaching in Physical Education, 22, 426-449.
45. Schilling, S.G. (in press). The role of psychometric modeling in test validation for the MKT measures: An application of multidimensional item response theory. Measurement: Interdisciplinary Research and Perspectives.
46. Schwab, J.J. (1978). Education and the structure of the disciplines. In I. Westbury & N. Wilkof (Eds.), Science, curriculum, and liberal education (pp. 167-183). Chicago: University of Chicago. (Original work published 1961)
47. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2). 4-14.
48. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
49. Smith, E.L., & Anderson, C.W. (1984). Plants as producers: A case study of elementary science teaching. Journal of Research in Science Teaching, 21 (7). 685-698.
50. Stylianides, A.J., & Ball, D.L. (2004, April). Studying the mathematical knowledge needed for teaching: The case of teachers' knowledge of reasoning and proof. Paper prepared for the 2004 Annual Meeting of the American Educational Research Association, San Diego, CA.
51. Thames, M.H. (2008). A study of practice-based approaches for determining the mathematics that (K-8) teachers need to know. Unpublished manuscript.
52. Wilson, S., Shulman, L., & Richert, A. (1987). " 150 different ways of knowing": Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 104-123). Eastbourne, UK: Cassell.
53. Wilson, S.M. (1988). Understanding historical understanding: Subject matter knowledge and the teaching of American history. Unpublished doctoral dissertation, Stanford University, Palo Alto, CA.
54. Wilson, S.M., & Wineburg, S.S. (1988). Peering at history through different lenses: The role of disciplinary perspectives in teaching history. Teachers College Record, 89 (4). 525-539.
55. Wineburg, S. (1990). Historical problem-solving: A study of the cognitive processes used in the evaluation of documentary evidence. Unpublished doctoral dissertation, Stanford University, Palo Alto, CA.