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Assessing Teachers' Mathematical Knowledge: What Knowledge Matters and What Evidence Counts?

Abstract

This chapter reviews and seeks to appraise the myriad ways in which U.S. teachers' knowledge of mathematics has been assessed. It asks: What is measured on tests of teachers' mathematical knowledge? What should be measured? How should it be measured? And how has the evolution of both assessment methods and scholarly thinking about teachers' mathematical knowledge influenced these tests?

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