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Assessing the Structure of Knowledge in Teaching Mathematics

Understanding how elementary teachers’ mathematical knowledge for teaching develops and how it influences instruction and student learning has been a persistent challenge in mathematics education. Very few measures exist that allow researchers to reliably assess the nature of teachers’ mathematical knowledge. The purpose of this study is to develop measures of mathematical knowledge for teaching in both novices and experienced elementary teachers to more effectively assess teacher knowledge and its relationship to student learning. This study will take advantage of recent psychometric and methodological advances to develop more sophisticated and sensitive measures of teachers’ mathematical knowledge for teaching.

  • Sponsor
    National Science Foundation $475,565

  • Principal investigator
    Laine P. Bradshaw
    Associate Professor, Educational Psychology

  • Co-principal investigators
    Erik D. Jacobson
    Indiana University

    Temple Walkowiak
    Indiana University

  • Active since
    July 2016

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