鲍尔团队MPCK.pdf

Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement Author(s): Heather C. Hill, Brian Rowan and Deborah Loewenberg Ball Source: American Educational Research Journal, Vol. 42, No. 2 (Summer, 2005), pp. 371-406 Published by: American Educational Research Association Stable URL: /stable/3699380 Accessed: 04-03-2018 04:28 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at /terms American Educational Research Association is collaborating with JSTOR to digitize, preserve and extend access to American Educational Research Journal This content downloaded from 4 on Sun, 04 Mar 2018 04:28:04 UTC All use subject to /terms American Educational Research Journal Summer 2005, Vol. 42, No. 2, pp. 3 71-406 Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement Heather C. Hill, Brian Rowan, and Deborah Loewenberg Ball University of Michigan This study explored whether and how teachers' mathematical knowledge for teaching contributes to gains in students' mathematics achievement. The authors used a linear mixed-model methodology in which first and third graders' mathematical achievement gains over a year were nested within teachers, who in turn were nested within schools. They found that teachers' mathematical knowledge was significantly related to student