LEARNING MATHEMATICS FOR TEACHING PUBLICATIONS
Descriptions of constructs and instruments
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What
makes it special? Journal of Teacher Education, 59(5), 389-407.
Learning Mathematics for Teaching. (2011). Measuring the Mathematical Quality of
Mathematics teaching. Journal for Mathematics Teacher Education 14(1), 25-47.
Ball, D. L., & Hill, H. C. (2008). Measuring teacher quality in practice. In D. H. Gitomer
(Ed.), Measurement issues and assessment for teaching quality, pp. 80-98. Thousand Oaks,
CA: SAGE Publications.
Policy research
Hill, H.C., Umland, K. U., Litke, E. & Kapitula, L. (in press). Teacher quality and quality
teaching: Examining the relationship of a teacher assessment to practice. American Journal
of Education.
Hill, H.C., Kapitula, L.R. & Umland, K. L (2011). A validity argument approach to
evaluating value-added scores. American Educational Research Journal 48(3), 794-831.
Hill, H.C. (2011). The nature and effects of middle school mathematics teacher learning
experiences. Teachers’ College Record, 113(1), 205-234.
Hill. H.C. (2010). The Nature and Predictors of Elementary Teachers’ Mathematical
Knowledge for Teaching. Journal for Research in Mathematics Education.
Hill, H.C. (2007). Mathematical knowledge of middle school teachers: Implications for the
No Child Left Behind Policy initiative. Educational Evaluation and Policy Analysis (29), 95114.
Hill, H.C., Ball, D.L., Sleep, L. & Lewis, J.M. (2007) Assessing Teachers’ Mathematical
Knowledge: What Knowledge Matters and What Evidence Counts? In F. Lester
(Ed.), Handbook for Research on Mathematics Education (2nd ed), p. 111-155. Charlotte,
NC: Information Age Publishing.
Hill, H.C. & Lubienski, S.T. (2007) Teachers’ mathematics knowledge for teaching and
school context: A study of California teachers. Educational Policy 21(5), 747-768.
Hill, H. C. & Ball, D. L. (2004) Learning mathematics for teaching: Results from California’s
Mathematics Professional Development Institutes. Journal of Research in Mathematics
Education, 35, 330-351.
Research on teaching mathematics
Charalambous, C. Y., & Hill, H. C. (2012). Teacher knowledge, curriculum materials, and
quality of instruction: Unpacking a complex relationship. Journal of Curriculum Studies.
44(4), 443-466.
Hill, H. C., & Charalambous, C. Y. (2012). Teacher knowledge, curriculum materials, and
quality of instruction: Lessons learned and open issues. Journal of Curriculum Studies. 44(4),
559-576.
Hill, H. C., & Charalambous, C. Y. (2012). Teaching (un)Connected mathematics: Two
teachers’ enactment of the pizza problem. Journal of Curriculum Studies, 44(4), 467-487.
Hill, H. C., Charalambous, C. Y., & Mitchell, R. N. (2012). Two negatives don’t always
make a positive: Exploring how limitations in teacher knowledge and the curriculum
contribute to instructional quality. Journal of Curriculum Studies, 44(4), 489-513.
Lewis, J. M., & Blunk, M. L. (2012). Reading between the lines: Teaching linear algebra.
Journal of Curriculum Studies, 44(4), 515-536.
Sleep, L., & Eskelson, S. (2012). MKT and curriculum materials are only part of the story:
Insights from a lesson on fractions. Journal of Curriculum Studies, 44(4), 537-558.
Charalambous, C. Y. (2010). Mathematical knowledge for teaching and task unfolding: An
exploratory study. The Elementary School Journal, 110 (3), 247-278.
Hill, H.C., Blunk, M. Charalambous, C., Lewis, J., Phelps, G. C. Sleep, L. & Ball, D.L.
(2008). Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction:
An Exploratory Study. Cognition and Instruction 26(4), 430-511.
Validation studies
Delaney. S. F., Ball, D. L., Hill, H. C., Schilling, S.G., & Zopf, D. A. (2008). Adapting U.S.
measures of “Mathematical Knowledge for Teaching” for use in Ireland. Journal of
Mathematics Teacher Education, 11, 171-197.
Hill, H.C., Ball, D.L. & Schilling, S.G. (2008). Unpacking “Pedagogical Content
Knowledge”: Conceptualizing and measuring teachers’ topic-specific knowledge of students.
Journal for Research in Mathematics Education 39(4), 372-400.
Hill, H.C., Dean, C. & Goffney, I.M. (2007). Assessing Elemental and Structural Validity:
Data from Teachers, Non-teachers, and Mathematicians. Measurement: Interdisciplinary
Research and Perspectives (5), 2-3, 81-92.
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Hill, H.C., Ball, D.L., Blunk, M. Goffney, I.M. & Rowan, B. (2007). Validating the
ecological assumption: The relationship of measure scores to classroom teaching and student
learning. Measurement: Interdisciplinary Research and Perspectives (5), 2-3, 107-117.
Schilling, S.G. & Hill, H.C. (2007). Assessing Measures of Mathematical Knowledge for
Teaching: A Validity Argument Approach. Measurement: Interdisciplinary Research and
Perspectives (5), 2-3, 70-80.
Schilling, S.G., Blunk, M. & Hill, H.C. (2007). Test Validation and the MKT Measures:
Generalizations and Conclusions. Measurement: Interdisciplinary Research and Perspectives
(5), 2-3, 118-127.
Schilling, S.G. (2007). The Role of Psychometric Modeling in Test Validation for the MKT
Measures: An Application of Multidimensional Item Response Theory. Under review at
Measurement: Interdisciplinary Research and Perspectives (5), 2-3, 93-106.
Ball, D.L., Hill, H.C. & Bass, H. (2005) Knowing mathematics for teaching: Who knows
mathematics well enough to teach third grade, and how can we decide? American Educator,
Fall 2005, 14-22.
Hill, H.C., Rowan, B., & Ball, D.L. (2005) Effects of teachers' mathematical knowledge for
teaching on student achievement. American Educational Research Journal, 42, 371-406.
Hill, H.C., Schilling, S.G., & Ball, D.L. (2004) Developing measures of teachers’
mathematics knowledge for teaching. Elementary School Journal, 105, 11-30.
By other research groups
Adler, J. & Patahuddin, S. D. (2012) Recontexualising items that measure mathematical
knowledge for teaching into scenario based interviews: an investigation. Journal of Education
56, pp. 1-26.
Agodini, R. & Harris, B. (2010). An experimental evaluation of four elementary school math
curricula. Journal of Research on Education Effectiveness, 3, 199-253.
Bell, C., Wilson, S., Higgins, T., & McCoach D. B. (2010, November). Measuring the effects
of professional development on teacher knowledge: The Case of Developing Mathematical
Ideas. Journal for Research in Mathematics Education, 41, 479-512.
Beswick, K., Callingham, R., & Watson, J. (2012). The nature and development of middle
school mathematics teachers’ knowledge. Journal of Mathematics Teacher Education, 15(2),
131-157.
Burt, J., & Tuba, I. A multifaceted approach to professional development in Imperial County,
California.
Campbell, P. F., & Malkus, N. N. (2014). The mathematical knowledge and beliefs of
elementary mathematics specialist-coaches. ZDM, 46(2), 213-225.
Carney, M. B., Brendefur, J. L., Thiede, K., Hughes, G., & Sutton, J. (2014). Statewide
Mathematics Professional Development Teacher Knowledge, Self-Efficacy, and Beliefs.
Educational Policy, 0895904814550075.
Copur-Gencturk, Y., & Lubienski, S. T. (2013). Measuring mathematical knowledge for
teaching: a longitudinal study using two measures. Journal of Mathematics Teacher
Education, 16(3), 211-236.
Donaldson, B., Hodge, A., & Ruff, A. (2013). Examining the Effects of Math Teachers’
Circles on Aspects of Teachers’ Mathematical Knowledge for Teaching Diana White
University of Colorado Denver.
Essex, K. (2011). The Case of the Indiana University-Indiana Mathematics Initiative
Partnership. Retrieved from http://hub.mspnet.org/index.cfm/24727
Faulkner, V. N., & Cain, C. R. (2013). Improving the Mathematical Content Knowledge of
General and Special Educators Evaluating a Professional Development Module That Focuses
on Number Sense. Teacher Education and Special Education: The Journal of the Teacher
Education Division of the Council for Exceptional Children, 36(2), 115-131.
GENCTURK, Y. C. (2012). TEACHERS'MATHEMATICAL KNOWLEDGE FOR TEACHING,
INSTRUCTIONAL PRACTICES, AND STUDENT OUTCOMES (Doctoral dissertation, University of Illinois at
Urbana-Champaign).
Gleason, J. (2010). Reliablity of the content knowledge for teaching mathematics instrument
for pre-service teachers. Issues in Undergraduate Mathematics Preparation of School
Teachers, 1.
Groth, R. E. (2012). The role of writing prompts in a statistical knowledge for teaching
course. Mathematics Teacher Educator, 1(1), 22-39.
Hertzog, H. S., & O'Rode, N. (2011). Improving the quality of elementary mathematics
student teaching: Using field support materials to develop reflective practice in student
teachers. Teacher Education Quarterly, 38(3), 89-111.
Huinker, D. (2011). The Case of the Milwaukee Mathematics Partnership. Retrieved from
http://hub.mspnet.org/index.cfm/24729
Humphrey, D. C., Wechsler, M. E., & Hough, H. J. (2008). Characteristics of effective
alternative teacher certification programs. Teachers College Record, 110(1), 1-63.
Kersting, N. (2009). Using video clips of mathematics classroom instruction as item prompts
to measure teachers' knowledge of teaching mathematics. Educational and Psychological
Measurement, 68, 845-862.
Kersting, N., Givvin, K., Stigler, S. & Stigler, J. W. (2010). Teachers’ analyses of classroom
video predict student learning of mathematics: Further explorations of a novel measure of
teacher knowledge. Journal of Teacher Education, 61, 172-182.
Knott, L. & VanCleave, M. (2011). The Case of the Oregon Mathematics Leadership
Institute. Retrieved from http://hub.mspnet.org/index.cfm/24743
Koellner, K., & Jacobs, J. (2014). Distinguishing Models of Professional Development The
Case of an Adaptive Model’s Impact on Teachers’ Knowledge, Instruction, and Student
Achievement. Journal of Teacher Education, 0022487114549599.
Koellner, K., Jacobs, J., & Borko, H. (2011). Mathematics Professional Development:
Critical Features for Developing Leadership Skills and Building Teachers' Capacity.
Mathematics teacher education and development, 13(1), 115-136.
Izsak, A., Orrill, C. H., Cohen, A. S., & Brown, R.E. (2010). Measuring middle
grades teachers’ understanding of rational numbers with the mixture Rasch Model.
Elementary School Journal, 110, 279-300.
Lim-Teo, S. K., Chua, K. G., Cheang, W. K., & Yeo, J. K. (2007). The development of
diploma in education student teachers’ mathematics pedagogical content knowledge.
International Journal of Science and Mathematics Education, 5(2), 237-261.
Madden, D. (2011). The Case of the ArizonaTeachers Institute. Retrieved from
http://hub.mspnet.org/index.cfm/24733
Matthews, M., Rech, J. & Grandgenett, N. (2010). The impact of content courses on preservice elementary teachers’ mathematical content knowledge. Issues in the Undergraduate
Mathematics Preparation of School Teachers: The Journal, 1 (Content Knowledge),
(December), 1-11.
Matthews, M. E., & Seaman, W. I. (2007). The Effects of Different Undergraduate
Mathematics Courses on the Content Knowledge and Attitude towards Mathematics of
Preservice Elementary Teachers. Issues in the Undergraduate Mathematics Preparation of
School Teachers, 1.
Mayer, J., Cochran, R., Mullins, B., Dominick, A., Clark, F., & Fulmore, J. (2011). The Case
of the Greater Birmingham Mathematics Partnership. Retrieved from
http://hub.mspnet.org/index.cfm/24739
Ng, D. (2011). Indonesian primary teachers' mathematical knowledge for teaching geometry:
Implications for educational policy and teacher preparation programs. Asia-Pacific Journal of
Teacher Education, 39(2), 151-164.
Rimbey, K. A. (2013). From the Common Core to the Classroom: A Professional
Development Efficacy Study for the Common Core State Standards for Mathematics
(Doctoral dissertation, ARIZONA STATE UNIVERSITY).
Rockoff, J. E., Jacob, B. A., Kane, T. J. & Staiger, D. O. (2008). Can you recognize an
effective teacher when you recruit one? NBER Working Paper 14485. Cambridge, MA:
National Bureau of Economic Research.
Santagata, R. (2008) Designing video-based professional development for mathematics
teachers in low-performing schools. Journal of Teacher Education, 60(1), 38 – 50.
Santagata, R., Kersting, N. Givven, K. B. & Stigler, J. W. (2011) Problem implementation as
a lever for change: An experimental study of the effects of a professional development
program on students’ mathematics learning. Journal of Research on Educational
Effectiveness 4, 1-24.
Siebers, C. A. (2012). Making Mathematics Matter: Professional development improving
outcomes in high-poverty environments (Wayne State University Dissertations). Retrieved
from http://digitalcommons.wayne.edu/oa_dissertations/476
Smith, M. E., Swars, S. L., Smith, S. Z., Hart, L. C., & Haardörfer, R. (2012). Effects of an
additional mathematics content course on elementary teachers' mathematical beliefs and
knowledge for teaching. Action in Teacher Education, 34(4), 336-348.
Stein, M. K., & Kaufman, J.H. (2010) Selecting and supporting the use of mathematics
curricula at scale. American Educational Research Journal, 47, 663-693.
Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.). (2009). Proceedings of the 31st
annual meeting of the North American Chapter of the International Group for the Psychology
of Mathematics Education. Atlanta, GA: Georgia State University. Retrieved from
http://www.pmena.org/2009/proceedings/TEACHER%20EDUCATION%20INSERVICE/tei
BRR370414.pdf.
Swars S., Hart, L.C., Smith, S. Z., Smith, M. R. & Tolar, T. (2007). A longitudinal study of
elementary pre-service teachers’ mathematics beliefs and content knowledge. School Science
and Mathematics, 107, 325-335.
Swars, S. L., Smith, S. Z., Smith, M. E., Hart, L. C., & Carothers, J. (2013). Providing Space
for Elementary Prospective Teachers' Viewpoints on Mathematics Content Courses: A TwoDimensional Model of Learning. Action in Teacher Education, 35(5-6), 372-386.
Superfine, A. C., Li, W., & Martinez, M. V. (2013). Developing preservice teachers'
mathematical knowledge for teaching: Making explicit design considerations for a content
course. Mathematics Teacher Educator, 2(1), 42-54.
Warburton, R. (2013). ‘Mathematical knowledge for teaching’: do you need a mathematics
degree? Research in Mathematics Education, 15(3), 307-308.
Warburton, R. (2014) SKE courses and bursaries: examining government strategies to tackle
mathematics teacher quantity and quality issues. In Pope, S. (Ed.) Proceedings of the 8th
British Congress of Mathematics Education 2014.
Weaver, D., & Dick, T. (2009). Oregon Mathematics Leadership Institute Project: Evaluation
results on teacher content knowledge, implementation fidelity, and student achievement.
Journal of Mathematics and Science: Collaborative Explorations, 11(1), 57-84.
Welder, R. M., & Simonsen, L. M. (2011). Elementary Teachers' Mathematical Knowledge
for Teaching Prerequisite Algebra Concepts. Issues in the Undergraduate Mathematics
Preparation of School Teachers, 1.
Welder, R. M. & Jong, C. (2012). Examining connections between mathematical knowledge
for teaching and conceptions about mathematics teaching and learning. In L. R. Van Zoest, J.J. Lo, & J. L. Kratky (Eds.), Proceedings of the 34th Annual Conference of the North
American Chapter of the International Group for the Psychology of Mathematics Education
(pp. 773-776). Kalamazoo, MI: Western Michigan University.