Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
2009/10/19 by Jürgen Baumert, Mareike Kunter, Werner Blum +9 · 45 citations
Social Sciences · Mathematics · Psychology · #Mathematics Education and Teaching Techniques #Cognitive and developmental aspects of mathematical skills #Education, Achievement, and Giftedness
paper · doi:10.3102/0002831209345157
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.
Citations
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