ERIC Number: ED494279
Record Type: Non-Journal
Publication Date: 2006-Aug
Reference Count: 21
Measuring Teachers' Mathematical Knowledge. CSE Technical Report 696
Heritage, Margaret; Vendlinski, Terry
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Teachers' knowledge of mathematics is pivotal to their capacity to provide effective mathematics instruction and to their ability to assess student learning (Ball, Hill, & Bass, 2005; Ma, 1999; Schifter, 1999). The National Council for the Teaching of Mathematics (NCTM, 2000) makes it clear that teachers need knowledge of the whole domain as well as knowledge about the important ideas that are central to their grade level. POWERSOURCE is expected, through professional development and job aids, to influence teachers' pedagogical content knowledge and assessment practices. To gauge such effects the authors have developed teacher measures that focus on three key mathematical principles that are central to POWERSOURCE: the distributive property, solving equations, and rational number equivalence. (Contains 2 figures.)
Descriptors: Mathematics Instruction, Numbers, Pedagogical Content Knowledge, Mathematics Education, Knowledge Base for Teaching, Teacher Competency Testing, Psychometrics, Cognitive Measurement, Measures (Individuals), Background
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Los Angeles. Center for the Study of Evaluation.