Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement

Abstract

This study explored whether and how teachers’ mathematical knowledge for teaching contributes to gains in students’ mathematics achievement. We used linear mixed model methodology in which first (n=1190) and third (n=1773) graders’ mathematical achievement gains over a year were nested within teachers (n=334 and n=365), who in turn were nested within schools (n=115). We found teachers’ mathematical knowledge was significantly related to student achievement gains in both first and third grades, controlling for key student and teacher-level covariates. While this result is consonant with findings from the educational production function literature, our result was obtained using a measure of the specialized mathematical knowledge and skills used in teaching mathematics. This result provides support for policy initiatives designed to improve students’ mathematics achievement by improving teachers’ mathematical knowledge.