Hill, HeatherRowan, BrianLoewenberg, Deborah2020-08-122005-01Hill, Heather C., Brian Rowan, and Deborah Loewenberg. "Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement." American Educational Research Journal 42, no. 2 (2005): 371-406.0002-83121935-1011https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37364487This 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.en-USeducational policymathematicsstudent achievementteacher knowledgeJournal Article2020-08-1210.3102/00028312042002371