Teachers' Mathematics Knowledge

School Science and Mathematics

Volumn 108, Issue 1, 2008, Pages 2-3

  Kulm, Gerald ^a  

^a TEXAS A AND M UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84978979240     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/j.1949-8594.2008.tb17933.x     Document Type: Editorial

References (5)

1. An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7, 145–172.
2. Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42, 371–406.
3. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Erlbaum.
4. Schmidt, W., Tatto, M. T., Bankov, K., Blomeke, S., Cedillo, T., Cogan, L., Han, S. I., Houang, R., Feng, J. H., Paine, L., Santillan, M., & Schwille, J. (2007). The preparation gap: Teacher education for middle school mathematics in six countries. East Lansing, MI: Michigan State University.
5. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review. 57 (1), 1–22.