A Study By Heather C. Hill, Brian Rowan And Deborah Lowenberg Ball
849 WordsOct 12, 20144 Pages
A study by Heather C. Hill, Brian Rowan and Deborah Lowenberg Ball conducted in 2005 at the University of Michigan found that a teacher 's mathematical knowledge was significantly related to student achievement. This study included students and teachers in first and third grades from 115 elementary schools during the 2000-2001 and 2003-2004 school years. This study is one of few that exist in regards to how a teacher 's mathematical knowledge contributes to student performance. The overall conclusions of the study imply that the higher mathematical content knowledge a teacher has the likelier it is that student achievement will rise.
An issue that resides with this type of study is being able to fully quantify the mathematical knowledge for teaching compared to general knowledge of or aptitude of teaching. The study had no base measure for general knowledge or aptitude of teaching, so there was no way to address the issue. In other words, if a teacher had high skills in teaching ability, but low mathematical content knowledge, it is possible students showed improved performance along with a teacher with low teaching ability but high mathematical content. There is no discrimination to this point in the study.
Another issue in this study is fully defining what high mathematical content knowledge looks like in regards to teacher 's aptitude. In previous studies, the quantity of mathematic courses taken by a teacher, degrees held and the results of