Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress

Autor/inn/en	Baumert, Jurgen; Kunter, Mareike; Blum, Werner; Brunner, Martin; Voss, Thamar; Jordan, Alexander; Klusmann, Uta; Krauss, Stefan; Neubrand, Michael; Tsai, Yi-Miau
Titel	Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Quelle	In: American Educational Research Journal, 47 (2010) 1, S.133-180 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831209345157
Schlagwörter	Mathematics Education; Structural Equation Models; Foreign Countries; Mathematics Teachers; Grade 10; Pedagogical Content Knowledge; Teacher Effectiveness; Instructional Effectiveness; Knowledge Base for Teaching; Achievement Gains; Cognitive Ability; Teacher Competency Testing; Academic Achievement; Teacher Education; Germany + Suchen Sie Ihr Suchwort? Mathematische Bildung; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching theory; Theory of teaching; Unterrichtstheorie; Achievement gain; Leistungssteigerung; Denkfähigkeit; Schulleistung; Lehrerausbildung; Lehrerbildung; Deutschland
Abstract	In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers' content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics. It reports findings from a 1-year study conducted in Germany with a representative sample of Grade 10 classes and their mathematics teachers. Teachers' pedagogical content knowledge was theoretically and empirically distinguishable from their content knowledge. Multilevel structural equation models revealed a substantial positive effect of pedagogical content knowledge on students' learning gains that was mediated by the provision of cognitive activation and individual learning support. (Contains 7 tables, 3 figures and 3 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10