Developing of teachers' measures mathematics knowledge for teaching

被引:392
|
作者
Hill, HC [1 ]
Schilling, SG [1 ]
Ball, DL [1 ]
机构
[1] Univ Michigan, Sch Educ, Ann Arbor, MI 48109 USA
来源
ELEMENTARY SCHOOL JOURNAL | 2004年 / 105卷 / 01期
关键词
D O I
10.1086/428763
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
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页码:11 / 30
页数:20
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