Measuring mathematical knowledge for teaching: a longitudinal study using two measures

This longitudinal study examines growth in teacher knowledge as measured by two popular assessments—Learning Mathematics for Teaching (LMT) and Diagnostic Teacher Assessments in Mathematics and Science (DTAMS). Using data collected from 24 teachers, we compare the extent to which each assessment captured teacher learning during a K-8 mathematics content/pedagogy hybrid course and a general mathematics content course. Teachers made large gains on...