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Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning

Charalambos Y. Charalambous, Heather C. Hill, Mark J. Chin, Daniel McGinn

Journal of Mathematics Teacher Education, 2019. DOI 10.1007/s10857-019-09443-2

Has this study been replicated?

This paper is itself a replication attempt. The study it set out to replicate is listed below.

Study replicated

• An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct, Copur-Gencturk et al. (2018). Journal of Teacher Education. View paper

Cite this record

Charalambous, C. Y., Hill, H. C., Chin, M. J., & McGinn, D. (2019). Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning. Journal of Mathematics Teacher Education, 23(6), 579–613. https://doi.org/10.1007/s10857-019-09443-2

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