Browsing by Author "Hill, H. C."
Now showing items 1-9 of 9
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Examining the task and knowledge demands needed to teach with representations
Mitchell, R. N.; Charalambous, Charalambos Y.; Hill, H. C. (2014)Representations are often used in instruction to highlight key mathematical ideas and support student learning. Despite their centrality in scaffolding teaching and learning, most of our understanding about the tasks ...
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Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study
Hill, H. C.; Blunk, M. L.; Charalambous, Charalambos Y.; Lewis, J. M.; Phelps, G. C.; Sleep, L.; Ball, D. L. (2008)This study illuminates claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. In particular, we focus on teachers' mathematical knowledge for teaching (MKT), which ...
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Prospective teachers' learning to provide instructional explanations: How does it look and what might it take?
Charalambous, Charalambos Y.; Hill, H. C.; Ball, D. L. (2011)Several studies have documented prospective teachers' (PSTs) difficulties in offering instructional explanations. However, less is known about PSTs' learning to provide explanations. To address this gap, we trace changes ...
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Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues
Hill, H. C.; Charalambous, Charalambos Y. (2012)This paper draws on four case studies to perform a cross-case analysis investigating the unique and joint contribution of mathematical knowledge for teaching (MKT) and curriculum materials to instructional quality. As ...
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Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship
Charalambous, Charalambos Y.; Hill, H. C. (2012)The set of papers presented in this issue comprise a multiple-case study which attends to instructional resources-teacher knowledge and curriculum materials-to understand how they individually and jointly contribute to ...
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Teaching (un)Connected Mathematics: Two teachers' enactment of the Pizza problem
Hill, H. C.; Charalambous, Charalambos Y. (2012)This paper documents the ways mathematical knowledge for teaching (MKT) and curriculum materials appear to contribute to the enactment of a 7 th grade Connected Mathematics Project lesson on comparing ratios. Two teachers ...
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Two negatives don't always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality
Charalambous, Charalambos Y.; Hill, H. C.; Mitchell, R. N. (2012)This paper examines the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the implementation of lessons on integer subtraction. In particular, it investigates the instruction of three ...
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Validating Arguments for Observational Instruments: Attending to Multiple Sources of Variation
Hill, H. C.; Charalambous, Charalambos Y.; Blazar, D.; McGinn, D.; Kraft, M. A.; Beisiegel, M.; Humez, A.; Litke, E.; Lynch, K. (2012)Measurement scholars have recently constructed validity arguments in support of a variety of educational assessments, including classroom observation instruments. In this article, we note that users must examine the ...
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When rater reliability is not enough: Teacher observation systems and a case for the generalizability study
Hill, H. C.; Charalambous, Charalambos Y.; Kraft, M. A. (2012)In recent years, interest has grown in using classroom observation as a means to several ends, including teacher development, teacher evaluation, and impact evaluation of classroom-based interventions. Although education ...