Details

Autor(en) / Beteiligte

• Baumert, Jürgen
• 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

Ist Teil von

• American educational research journal, 2010-03, Vol.47 (1), p.133-180

Ort / Verlag

Los Angeles, CA: SAGE Publications

Erscheinungsjahr

2010

Quelle

ERIC

Beschreibungen/Notizen

• 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.