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An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct

Yasemin Copur-Gencturk, Tammy Tolar, Erik Jacobson, Weihua Fan

Journal of Teacher Education, 2018. DOI 10.1177/0022487118761860

Has this study been replicated?

The atlas records 1 replication of this study. Recorded outcomes: 1 successful. The earliest on record is from 2019.

Replications

• Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning, Charalambous et al. (2019). Journal of Mathematics Teacher Education. Outcome recorded: successful. Value-added models predicting student test outcomes on both state tests and a test with cognitively challenging tasks revealed that teacher knowledge positively predicts student achievement gains. Outcome read from the abstract. View paper

Cite this record

Copur-Gencturk, Y., Tolar, T., Jacobson, E., & Fan, W. (2018). An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct. Journal of Teacher Education, 70(5), 485–497. https://doi.org/10.1177/0022487118761860

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