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152018 https://hdl.handle.net/2286/R.I.18685 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2013 xvi, 298 p. : ill. (some col.) Doctoral Dissertation Academic theses Text eng Burke, Margaret Kathleen Middleton, James A. Sloane, Finbarr Battey, Daniel S Arizona State University Partial requirement for: Ph. D., Arizona State University, 2013 Includes bibliographical references (p. 281-288) Field of study: Curriculum and instruction (Mathematics education) The research indicated effective mathematics teaching to be more complex than assuming the best predictor of student achievement in mathematics is the mathematical content knowledge of a teacher. This dissertation took a novel approach to addressing the idea of what it means to examine how a teacher's knowledge of mathematics impacts student achievement in elementary schools. Using a multiple case study design, the researcher investigated teacher knowledge as a function of the Mathematics Teaching Cycle (NCTM, 2007). Three cases (of two teachers each) were selected using a compilation of Learning Mathematics for Teaching (LMT) measures (LMT, 2006) and Developing Mathematical Ideas (DMI) measures (Higgins, Bell, Wilson, McCoach, & Oh, 2007; Bell, Wilson, Higgins, & McCoach, 2010) and student scores on the Arizona Assessment Collaborative (AzAC). The cases included teachers with: a) high knowledge & low student achievement v low knowledge & high student achievement, b) high knowledge & average achievement v low knowledge & average achievement, c) average knowledge & high achievement v average knowledge & low achievement, d) two teachers with average achievement & very high student achievement. In the end, my data suggested that MKT was only partially utilized across the contrasting teacher cases during the planning process, the delivery of mathematics instruction, and subsequent reflection. Mathematical Knowledge for Teaching was utilized differently by teachers with high student gains than those with low student gains. Because of this insight, I also found that MKT was not uniformly predictive of student gains across my cases, nor was it predictive of the quality of instruction provided to students in these classrooms. Mathematics Education Case Study Mathematical Knowledge for Teaching Mathematics Education Mathematics Teaching Cycle Qualitative Research teacher knowledge Elementary school teachers Pedagogical content knowledge Academic Achievement Mathematics--Study and teaching (Elementary) Examinging nathematical knowledge for teaching in the mathematics teaching cycle: a multiple case study