DOI: 10.3886/icpsr33421
title: Design, Validation, and Dissemination of Measures of Content Knowledge for Teaching Mathematics
title: Archival Version

description: This study spans several years of data collection by the Learning Mathematics for Teaching (LMT) project. This project's main purpose was to develop a suite of instruments measuring K-8 teachers' Mathematical Knowledge for Teaching (MKT). These instruments are typically used to evaluate content-focused mathematics professional development. Over the years, this project piloted these measures in several contexts to establish psychometric properties of the instruments:With a nationally representative sample of middle school mathematics teachers in 2005 and again in 2006. The same sample was surveyed at both time points.; With a nationally representative sample of elementary school teachers in 2008.; With smaller samples of grade 4-8 teachers on specific mathematical topics (e.g., a form on rational number, a form on proportional reasoning).; The specific research questions varied with the sample. For the later pilots, we were interested in the psychometric properties of the measures and teacher scores' relationship to other teacher characteristics, such as their mathematical background and years of experience.
description: Varies. Please see the Data Books for weight documentation.
description: ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Performed consistency checks.; Created variable labels and/or value labels.; Standardized missing values.; Performed recodes and/or calculated derived variables.; Checked for undocumented or out-of-range codes..
description: Presence of Common Scales: Mathematical Knowledge for Teaching instruments
description: Response Rates: Varies. Please see the Data Books for response rate information.
description: Datasets: 
 
 DS0: Study-Level Files 
 DS1: Learning Math for Teaching Spring 2005 and Winter 2006 Administrative Restricted Data 
 DS2: Learning Math for Teaching Spring 2005 Administrative Restricted Data 
 DS3: Learning Math for Teaching Spring 2005 Survey Restricted Data 
 DS4: Learning Math for Teaching Winter 2006 Administrative Restricted Data 
 DS5: Learning Math for Teaching Winter 2006 Survey Restricted Data 
 DS6: Learning Math for Teaching Winter 2008 Administrative Restricted Data 
 DS7: Learning Math for Teaching Winter 2008 Survey Restricted Data 
 DS8: Measuring Mathematical Knowledge of Teaching Study Winter 2007 Elementary and Middle School Administrative Restricted Data 
 DS9: Measuring Mathematical Knowledge of Teaching Study Winter 2007 Elementary Administrative Restricted Data 
 DS10: Measuring Mathematical Knowledge of Teaching Study Winter 2007 Middle School Administrative Restricted Data 
 DS11: Measuring Mathematical Knowledge of Teaching Study Winter 2007 Rational Numbers Survey Restricted Data 
 DS12: Measuring Mathematical Knowledge of Teaching Study Winter 2007 Proportional Reasoning Survey Restricted Data 
 DS13: Measuring Mathematical Knowledge of Teaching Study Winter 2008 Elementary Administrative Restricted Data 
 DS14: Measuring Mathematical Knowledge of Teaching Study Winter 2008 Middle School Administrative Restricted Data 
 DS15: Measuring Mathematical Knowledge of Teaching Study Winter 2008 Geometry Survey Restricted Data 
 DS16: Measuring Mathematical Knowledge of Teaching Study Winter 2008 Probability and Statistics Survey Restricted Data
description: mail questionnaire, on-site questionnaire 
Lesli Scott at the Institute for Social Research (ISR) oversaw the data collection from 2005-2008.
The effort to design survey items measuring teachers' knowledge for teaching mathematics grew out of the unique needs of the Study of Instructional Improvement (SII). SII is investigating the design and enactment of three leading whole school reforms and these reforms' effects on students' academic and social performance.
These measures cannot be used to evaluate individual teachers for tenure, pay, hiring, or any other use with high-stakes consequence. These measures have not been validated for this purpose.
All instruments have been copyrighted: Copyright (C) 2007 The Regents of the University of Michigan. For information, questions, or permission requests please contact Merrie Blunk, Learning Mathematics for Teaching, 734-615-7632. Not for reproduction or use without written consent of LMT. Measures development supported by NSF grants REC-9979873, REC-0207649, EHR-0233456, and EHR-0335411, and by a subcontract to CPRE on Department of Education (DOE), Office of Educational Research and Improvement (OERI) award #R308A960003.
description: Varies by sample. 2005-6 Middle School Pilot: Middle school teachers of mathematics; 2008 Elementary School Pilot: Elementary teachers of mathematics; 2007 and 2008 topic-specific pilots: Grades 4-8 teachers of mathematics. Please see the Data Books for specific sampling information. Smallest Geographic Unit: state