Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U. et al. (2010). Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress. American Educational Research Journal, 47, 133-180.
http://dx.doi.org/10.3102/0002831209345157

has been cited by the following article:

• TITLE: Mathematical Content Understanding for Teaching: A Study of Undergraduate STEM Majors

  AUTHORS: Xiaoxia A. Newton, Rebecca C. Poon

  KEYWORDS: Mathematical Understanding, Mathematics Teacher Education, Pre-Service Content Training

  JOURNAL NAME: Creative Education, Vol.6 No.10, June 19, 2015

  ABSTRACT: This paper investigates the nature of mathematical understanding that is needed to teach three foundational early algebra topics. These three topics include dividing fractions, linear equation in two variables and its graph, and quadratic function and its graph. Data from a sample of undergraduate STEM majors in a major research university affirm the importance of developing what Shulman (1999) calls “far more effective mathematics courses in U.S. undergraduate program” in order to equip future mathematics teachers with profound mathematical content understanding for teaching fundamental mathematics (Ma, 1999).