Developing Measures of Teachers' Mathematics Knowledge for Teaching

Autor/inn/en	Hill, Heather C.; Schilling, Stephen G.; Ball, Deborah Loewenberg
Titel	Developing Measures of Teachers' Mathematics Knowledge for Teaching
Quelle	In: Elementary School Journal, 105 (2004) 1, S.11 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/428763
Schlagwörter	Teacher Characteristics; Mathematics Instruction; Factor Analysis; Knowledge Base for Teaching; Elementary School Teachers; Measures (Individuals) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Faktorenanalyse; Teaching theory; Theory of teaching; Unterrichtstheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Messdaten
Abstract	In this article we discuss efforts to design and empirically test measures of teachers' content knowledge for teaching elementary mathematics. We begin by reviewing the literature on teacher knowledge, noting how scholars have organized such knowledge. Next we describe survey items we wrote to represent knowledge for teaching mathematics and results from factor analysis and scaling work with these items. We found that teachers' knowledge for teaching elementary mathematics was multidimensional and included knowledge of various mathematical topics (e.g., number and operations, algebra) and domains (e.g., knowledge of content, knowledge of students and content). The constructs indicated by factor analysis formed psychometrically acceptable scales. (Author).
Anmerkungen	University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site: http://www.journal.uchicago.edu; e-mail: subscriptions@press.uchicago.edu.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10