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Download full textGilbert, Michael; Gilbert, Barbara – PNA, 2013
This paper extends existing research regarding content knowledge for teaching (CKT) and the role it plays in advancing student learning. Two teachers, with high and low measured CKT respectively, are observed on the same day teaching similar content. Many studies have recently been published linking student achievement to teacher's CKT and many US…
Descriptors: Classroom Techniques, Educational Practices, Knowledge Base for Teaching, Classroom Observation Techniques
Direct linkHill, Heather C.; Charalambous, Charalambos Y. – Journal of Curriculum Studies, 2012
This paper documents the ways mathematical knowledge for teaching (MKT) and curriculum materials appear to contribute to the enactment of a 7th grade "Connected Mathematics Project" lesson on comparing ratios. Two teachers with widely differing MKT scores are compared teaching this lesson. The comparison of the teachers' lesson enactments suggests…
Descriptors: Grade 7, Mathematics Instruction, Teaching Methods, Knowledge Base for Teaching
Bell, Courtney A.; Wilson, Suzanne M.; Higgins, Traci; McCoach, D. Betsy – Journal for Research in Mathematics Education, 2010
This study examines the impact of a nationally disseminated professional development program, Developing Mathematical Ideas (DMI), on teachers' specialized knowledge for teaching mathematics and illustrates how such research could be conducted. Participants completing 2 DMI modules were compared with similar colleagues who had not taken DMI.…
Descriptors: Mathematics Education, Teacher Characteristics, Scores, Faculty Development
