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Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Open accessAbstract
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.
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“Baumert et al. (2010:139) argue that MCK and MPCK are not picked up incidentally but rather developed through university courses, mentoring received during practice teaching and “reflection on classroom experience”.”
From Mentoring and preparing primary school mathematics teachers (2020) · cites this paper as Baumert et al. (2010:139)
In the citing paper
“Teachers' discipline-specific knowledge is dynamic (Baumert et al., 2010)”
From Preservice teachers' mathematical knowledge for teaching: Focus on lesson planning and reflection (2024) · cites this paper as Baumert et al., 2010
Citations
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Cited by
Sorted by citations
Items 1,001–1,003 of 1,003
Sapkota, B. (2025) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-025-10555-w · Cited by 5
Lieberei, T., Großmann, L., Welter, V. D. E., Krüger, D., & Krell, M. (2024) · Research in Science Education · doi:10.1007/s11165-024-10227-9 · Cited by 7
“In line with this assumption, correlations between CK and PCK have been shown empirically (e.g., Baumert et al., 2010).”
Fit to teach evolution? Pre- and in-service teachers’ knowledge and acceptance of evolution
Lanka, J., Hild, P., & Beniermann, A. (2024) · International Journal of Science Education · doi:10.1080/09500693.2024.2416594 · Cited by 5
“Effective instruction requires good teacher knowledge (Baumert et al., 2010; Hill et al., 2005; Sadler et al., 2013), which can come from school, teacher education, professional development, or teaching experience (Friedrich-sen et al., 2009).”
Metadata
- Authors
- Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M.
- Affiliations
- Max Planck Society (DE)
- University of Kassel (DE)
- Bielefeld University (DE)
- Carl von Ossietzky Universität Oldenburg (DE)
- ORCID
- Venue
- American Educational Research Journal
- Published
- 2010-03
- Volume
- 47
- Issue
- 1
- Pages
- 133-180
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2141462352
- Cited by
- 2,100
- References
- 127
- Citations by year
- 2026: 115 · 2025: 119 · 2024: 134 · 2023: 156 · 2022: 174 · 2021: 179 · 2020: 170 · 2019: 145 · 2018: 133 · 2017: 163 · 2016: 143 · 2015: 155 · 2014: 89 · 2013: 105 · 2012: 66
- FWCI
- 165.41
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- American Educational Research Journal (publishedVersion)
- University of Regensburg Publication Server (University of Regensburg) (acceptedVersion)
- Max Planck Institute for Plasma Physics (submittedVersion)
- Kobra (Universitätsbibliothek Kassel) (submittedVersion)
- MPG.PuRe (Max Planck Society) (submittedVersion, other-oa)
- University of Regensburg Publication Server (University of Regensburg)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Mathematics Education and Pedagogy
- Keywords
- pedagogical content knowledge, content knowledge, cognitive activation, learning gains, secondary mathematics instruction, teacher professional knowledge, mathematics teachers, teacher professional development
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