Mathematics Knowledge for Teaching

School Science and Mathematics

Volumn 106, Issue 6, 2006, Pages 219-218

  Mohr, Margaret ^a  

^a UNIVERSITY OF KENTUCKY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84899187511     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/j.1949-8594.2006.tb17910.x     Document Type: Article

References (7)

1. Association for Supervision and Curriculum Development [ASCD]. (2003). Research-based characteristics of high-quality teacher preparation. Research Brief, 1(4), 1–3.
2. Ball, D. L. (2006, March). Who knows math well enough to teach third grade—and how can we decide? Presentation to the Wolverine Caucus, Lansing, MI.
3. Fennema, F., & Franke, M. L. (1992). Teachers' knowedge and its impact. In D. A. Grouws (Ed.), Handbook of mathematics teaching and learning (pp. 147–164). New York: Macmillan Publishing Company.
4. Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on stdent achievement. American Educational Research Journal, 42. 371–406.
5. Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers' mathematics knowledge for teaching. Elementary School Journal, 105, 11–30.
6. RAND Mathematics Study Panel [RAND MSP]. (2003). Mathematical proficiency for all students: Towards a strategic development program in mathematics education. Santa Monica, CA: RAND Corporation MR-1643.0-OERI.
7. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.