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Deborah Loewenberg Ball



  • Higher Ed: Mathematics, Teacher: Elementary, Researcher 


Deborah Loewenberg Ball currently serves as dean of the University of Michigan School of Education, where she is also the William H. Payne Collegiate Professor and an Arthur F. Thurnau Professor. Her work draws on her many years of experience as an elementary classroom teacher.

Ball is an expert on the professional training of teachers. She is leading an effort to develop a comprehensive professional training curriculum that will span pre-service education through at least the first five years of teaching practice, with corresponding assessments that will provide information about teachers' increasing competence as they become more experienced. Her work is informed by strong links to both the arts and sciences and to professional preparation in other domains.

Ball's program of research focuses on mathematics instruction, and on interventions designed to improve its quality and effectiveness. Her research groups study the interplay of mathematics and pedagogy in the teaching of mathematics and seek to identify the knowledge and skill needed for effective practice and how these are both used and developed.

Ball has authored or co-authored over 150 publications and has lectured and made numerous major presentations around the world. Her website is used extensively by scholars, policymakers, and practitioners. Ball's research has been recognized with several awards and honors, and she has served on several national and international commissions and panels focused on policy initiatives and the improvement of education, including the National Mathematics Advisory Panel and the National Board for Education Sciences. She is an elected member of the National Academy of Education. 



Site Contributions
03/02/16What Does it Take to Develop Assessments of Mathematical Knowledge for Teaching?: Unpacking the Mathematical Work of Teaching
03/02/16Making Progress on Mathematical Knowledge for Teaching
08/06/15Professional Development in a Laboratory Setting Examining Evolution in Teachers' Questioning and Participation
05/19/15Beyond "You Can Do It!" - Developing Mathematical Perseverance in Elementary School
04/11/12Developing Measures of Teachers' Mathematics Knowledge for Teaching
03/28/12Measuring the Mathematical Quality of Instruction
11/28/11MSPnet Academy: Learning to Teach the Common Core
08/17/11Teaching Skillful Teaching
05/19/11Learning to Teach for the Success of Underserved Students
04/21/09Validating the ecological assumption: The relationship of measure scores to classroom teaching and student learning
04/17/09Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study
04/17/09Adapting U. S. measures of "Mathematical Knowledge for Teaching" for use in Ireland
04/16/09Assessing Teachers' Mathematical Knowledge: What Knowledge Matters and What Evidence Counts?
02/22/06Reaching for Common Ground in K-12 Mathematics Education
03/16/05Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement
10/27/04Learning Mathematics for Teaching: Results from California's Mathematics Professional Development Institutes
10/26/04Interweaving Content and Pedagogy in Teaching and Learning to Teach: Knowing and Using Mathematics
05/20/04Learning Mathematics for Teaching - Conference Presentation 2004
01/08/04Developing Mathematics Reform: What Don't We Know About Teacher Learning -- But Would Make Good Working Hypotheses?