The Nature and Predictors of Elementary Teachers’ Mathematical Knowledge for Teaching
Heather C. Hill
November 2010, Volume 41, Issue 5, Page 513
This article explores elementary school teachers’ mathematical knowledge for teaching and the relationship between such knowledge and teacher characteristics. There were few substantively significant relationships between mathematical knowledge for teaching and teacher characteristics, including leadership activities and self-reported college-level mathematics preparation. Implications for current policies aimed at improving teacher quality are addressed.
Linking Research and Practice
Professional Development / Teacher Education