Developing Measures of Teachers’ Mathematics Knowledge for Teaching

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 repre...

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Bibliographic Details
Published in:The Elementary school journal 2004-09, Vol.105 (1), p.11-30
Main Authors: Hill, Heather C., Schilling, Stephen G., Ball, Deborah Loewenberg
Format: Article
Language:English
Subjects:
Algebra
Beginning Teachers
Educational Testing
Elementary School Mathematics
Elementary School Teachers
Factor Analysis
Knowledge Base for Teaching
Mathematical functions
Mathematical knowledge
Mathematical problems
Mathematics
Mathematics education
Mathematics Instruction
Mathematics Teachers
Mathematics tests
Measures (Individuals)
Pedagogical Content Knowledge
Teacher Characteristics
Teachers
Teaching methods
Writing instruction
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Summary: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.
ISSN:0013-5984
1554-8279
DOI:10.1086/428763