Cited by 2,100Mathematics Education and Teaching TechniquesTeacher Education and Leadership StudiesMathematics Education and Pedagogy

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

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Baumert, Jürgen, Kunter, Mareike, Blum, Werner, Brunner, Martin, Voss, Thamar, Jordan, Alexander, Klusmann, Uta, Krauss, Stefan, Neubrand, Michael, Tsai, Yi-Miau·2010·American Educational Research Journal

DOI 10.3102/0002831209345157

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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.

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The Quality of Instruction in Swedish Lower Secondary Language Arts and Mathematics
Tengberg, M., van Bommel, J., Nilsberth, M., Walkert, M., & Nissen, A. (2021) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2021.1910564 · Cited by 40
“…lesson time and create an opportunity for learning (Praetorius et al., 2018), cognitive activation to encourage higher-level thinking among students (Baumert et al., 2010), and a supportive climate to motivate students, di ﬀ erentiate instruction, and provide functional guidance of students ’…”
Background
Comparative research on teachers and teacher education: global perspectives to inform UNESCO’s SDG 4 agenda
Tatto, M. (2021) · doi:10.1080/03054985.2020.1842183 · Cited by 26
Examining the Relations Between Spatial Skills, Spatial Anxiety, and K‐12 Teacher Practice
Atit, K., & Rocha, K. (2020) · Mind, Brain, and Education · doi:10.1111/mbe.12274 · Cited by 26
Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development – an aspect of structural validity
Lindmeier, A., Seemann, S., Geeler, S. K., Wullschleger, A., Dunekacke, S., Leuchter, M., Vogt, F., Opitz, E. M., & Heinze, A. (2020) · Research in Mathematics Education · doi:10.1080/14794802.2019.1710558 · Cited by 33
“For example, Baumert et al. (2010) conceptualised PCK with the help of the facets knowledge of tasks, knowledge of student ideas, and knowledge of representations and explanations.”
Background
Teacher specialization and student perceived instructional quality: what are the relationships to student reading achievement?
Johansson, S., & Myrberg, E. (2019) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-019-09297-5 · Cited by 39
“For science and mathematics, and particularly at secondary level, a sizeable proportion of empirical results from Europe and the USA support the importance of specialized teachers (Baumert et al. 2010; Goe 2007).”
Background
Examining change in K-3 teachers’ mathematical knowledge, attitudes, and beliefs: the case of Primarily Math
Kutaka, T., Ren, L.-X., Smith, W. M., Beattie, H. L., Edwards, C., Green, J. L., Chernyavskiy, P., Stroup, W., Heaton, R., & Lewis, W. (2018) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-016-9355-x · Cited by 26
Enhancing Conceptual Knowledge of Energy in Biology with Incorrect Representations
Wernecke, U., Schütte, K., Schwanewedel, J., & Harms, U. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.17-07-0133 · Cited by 24
“We conclude that both learning with correct worked examples in combination with prompts and learning from errors enhances cognitive activation of the learner, because both address students’ prior knowledge (Baumert et al., 2010).”
Background
THE KNOWLEDGE BASE OF SUBJECT MATTER EXPERTS IN TEACHING: A CASE STUDY OF A PROFESSIONAL SCIENTIST AS A BEGINNING TEACHER
Diezmann, C. M., & Watters, J. J. (2014) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-014-9561-x · Cited by 26
Correlation between Teacher’s PCK (Pedagogical Content Knowledge) and Student’s Motivation in Primary School in Indonesia
Maryani, I., & Martaningsih, S. (2015) · doi:10.11591/ijere.v4i1.4490 · Cited by 26
Exploring the relationship between K-8 prospective teachers’ algebraic thinking proficiency and the questions they pose during diagnostic algebraic thinking interviews
van den Kieboom, L. A., Magiera, M. T., & Moyer, J. (2014) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-013-9264-1 · Cited by 26
“Baumert et al. (2010) further recommend that studies of teacher knowledge should not only distinguish between CK and PCK but also identify the relationship between them.”
BackgroundMethodResult
The Influence of Classroom Seating Position on Student Learning Gains in Primary Schools in Kenya
Ngware, M., Ciera, J. M., Musyoka, P. K., & Oketch, M. (2013) · Creative Education · doi:10.4236/ce.2013.411100 · Cited by 22
“…second model we fitted the gain score against the main explanatory variable while adjusting for the related student, teacher, and school characteristics described in the literature as influencing student achievement (Baumert et al., 2010; Georges, Borman, & Lee, 2010; Goldschmidt & Phelps, 2010 ).”
Method
Chapter 6 Pedagogical Content Knowledge: Twenty-Five Years Later
Hashweh, M. Z. (2013) · doi:10.1108/s1479-3687(2013)0000019009 · Cited by 26
Validation of a Paper-and-Pencil Test Instrument Measuring Biology Teachers' Pedagogical Content Knowledge by Using Think-Aloud Interviews
Jüttner, M., & Neuhaus, B. (2013) · Journal of Education and Training Studies · doi:10.11114/jets.v1i2.126 · Cited by 26
“A variety of theoretical concepts about teachers‘ PCK currently exists (e.g., Baumert et al., 2010; Gess-Newsome, 1999; Hashweh, 2005; van Driel, Verloop, & de Vos, 1998).”
Background
Eine Machbarkeitsstudie zur Operationalisierung aktionsbezogener Kompetenz von Mathematiklehrkräften mit videobasierten Maßen
Lindmeier, A., Heinze, A., & Reiss, K. M. (2012) · Journal für Mathematik-Didaktik · doi:10.1007/s13138-012-0046-6 · Cited by 19
Mathematics-related teaching competence of Taiwanese primary future teachers: evidence from TEDS-M
Hsieh, F.-J., Lin, P., & Wang, T.-Y. (2012) · Zdm · doi:10.1007/s11858-011-0377-7 · Cited by 26
Teachers’ self-reported and actual content-related TPACK – new results on their relation and gender differences
Kosiol, T., & Ufer, S. (2024) · Computers and Education Open · doi:10.1016/j.caeo.2024.100205 · Cited by 32
The development of professional vision in pre-service teachers during initial teacher education and its relationship to beliefs about teaching and learning
Eßling, I., Todorova, M., Sunder, C., Steffensky, M., & Meschede, N. (2023) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2023.104250 · Cited by 25
Impact of Professional Development Programmes on Teachers’ Knowledge and Academic Performance of Senior High School Students in Ghana
Osei-Owusu, B. (2022) · European Journal of Education and Pedagogy · doi:10.24018/ejedu.2022.3.2.276 · Cited by 30
“between general content knowledge and pedagogical knowledge, each of which may influence student outcomes (Baumert et al., 2010; Burroughs et al., 2019).”
BackgroundInfluential
Teachers’ academic achievement: evidence from Swedish longitudinal register data
Alatalo, T., Hansson, Å., & Johansson, S. (2021) · European Journal of Teacher Education · doi:10.1080/02619768.2021.1962281 · Cited by 31
“Also in mathematics, the teacher needs content knowledge to be able to deliver cognitively activating instruction that also provides individual support for students’ learning, and pedagogical content knowledge of mathematics is inconceivable without content knowledge (e.g. Baumert et al. 2010).”
Background
Using video to assess preschool teachers’ pedagogical knowledge: explicit and higher-order knowledge predicts quality
Mathers, S. J. (2021) · doi:10.1016/j.ecresq.2020.10.010 · Cited by 25
Ethnic Classroom Composition and Minority Language Use among Classmates: Do Peers Matter for Students’ Language Achievement?
Seuring, J., Rjosk, C., & Stanat, P. (2020) · European Sociological Review · doi:10.1093/esr/jcaa022 · Cited by 45
Making tacit knowledge visible: Uncovering the knowledge of science and mathematics teachers
Fraser, S., Beswick, K., & Crowley, S. (2019) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2019.102907 · Cited by 25
Integrating Social-Emotional and Academic Development in Teachers’ Approaches to Educating Students
Francis, D. C., Liu, J., Bharaj, P. K., & Eker, A. (2019) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732219864375 · Cited by 30
“Teachers who have strong disciplinary knowledge for teaching (e.g., mathematical knowledge for teaching) tend to demonstrate higher quality teaching than those who do not (Baumert et al., 2010; Hill et al., 2008).”
BackgroundInfluential
Middle School Teachers’ Use of Mathematics to Make Sense of Student Solutions to Proportional Reasoning Problems
Jacobson, E., Lobato, J., & Orrill, C. (2018) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-017-9845-z · Cited by 25
Design of an assessment to probe teachers' content knowledge for teaching: An example from energy in high school physics
Etkina, E., Gitomer, D., Iaconangelo, C. J., Phelps, G., Seeley, L., & Vokos, S. (2018) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.14.010127 · Cited by 25
The role of subject-matter content in teacher preparation: an international perspective for mathematics
Schmidt, W., Burroughs, N. A., Cogan, L. S., & Houang, R. (2017) · Journal of Curriculum Studies · doi:10.1080/00220272.2016.1153153 · Cited by 25
“…programmes to influence mathematical content knowledge (MCK) is not restricted to the United States; international work also shows that greater instructional content offered to future teachers improves teachers’ long-term understanding of mathematics (Baumert et al., 2010; Kleickman et al., 2013).”
Background
Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge Outcomes
Phelps, G., Kelcey, B. M., Jones, N. D., & Liu, S. (2016) · Evaluation Review · doi:10.1177/0193841x16665024 · Cited by 27
What Does it Take to Develop Assessments of Mathematical Knowledge for Teaching?: Unpacking the Mathematical Work of Teaching
Selling, S. K., Garcia, N., & Ball, D. (2016) · The Mathematics Enthusiast · doi:10.54870/1551-3440.1364 · Cited by 25
“Broad consensus exists about the importance of teachers’ mathematical knowledge (Adler & Venkat, 2014; Ball, Lubienski, & Mewborn, 2001; Baumert et al. 2010; Döhrmann, Kaiser, & Blömeke, 2014).”
Self-underestimating students in physics instruction: Development over a school year and its connection to internal learning processes
Huber, S. A., Häusler, J., Jurik, V., & Seidel, T. (2015) · Learning and Individual Differences · doi:10.1016/j.lindif.2015.08.021 · Cited by 21
“Research shows that there is a link between basic cognitive activation and students' achievement (Baumert et al., 2010).”
Background
Mathematics for teaching and deep subject knowledge: voices of Mathematics Enhancement Course students in England
Adler, J., Hossain, S., Stevenson, M., Clarke, J., Archer, R., & Grantham, B. (2013) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-013-9259-y · Cited by 26
Pedagogical content knowledge for computer science in German teacher education curricula
Hubwieser, P., Berges, M., Magenheim, J., Schaper, N., Bröker, K., Margaritis, M., Schubert, S. E., & Ohrndorf, L. (2013) · WiPSE '13 · doi:10.1145/2532748.2532753 · Cited by 25
“According to several prominent surveys, e.g. COACTIV [3] or TEDS [6], teacher s expertise could be partitioned in the following fields: 1.”
BackgroundInfluential
What predicts instructional quality and commitments to teaching: self-efficacy, pedagogical knowledge or integration of the two?
Leijen, Ä., Pedaste, M., Baucal, A., Poom‐Valickis, K., & Lepp, L. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1287313 · Cited by 32
Making the Executive ‘Function’ for the Foundations of Mathematics: the Need for Explicit Theories of Change for Early Interventions
Scerif, G., Blakey, E., Gattas, S., Hawes, Z. C. K., Howard, S. J., Merkley, R., O'Connor, R., & Simms, V. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09824-3 · Cited by 37
“One key factor influencing teacher effectiveness is subject content knowledge and pedagogical knowledge—the more of these skills teachers have, the better their students learn (Baumert, et al., 2010; Hill et al, 2005; Kelcey et al., 2019; Voss et al., 2011).”
Background
What role does professional noticing play? Examining connections with affect and mathematical knowledge for teaching among preservice teachers
Jong, C., Schack, E. O., Fisher, M. H., Thomas, J. N., & Dueber, D. (2021) · ZDM · doi:10.1007/s11858-020-01210-5 · Cited by 32
Student and Teacher Characteristics on Student Math Achievement
You, S., Kim, E., Lim, S., & Dang, M. (2021) · Journal of Pacific Rim Psychology · doi:10.1177/1834490921991428 · Cited by 24
Individuelle Beteiligung am Unterrichtsgespräch in Grundschulklassen: Wer ist (nicht) beteiligt und welche Konsequenzen hat das für den Lernerfolg?
Decristan, J., Fauth, B., Heide, E. L., Locher, F. M., Troll, B., Kurucz, C., & Kunter, M. (2019) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000251 · Cited by 29
Self-citation
To what extent are characteristics of a school’s student body, instructional quality, school quality, and school achievement interrelated?
Wenger, M. R., Gärtner, H., & Brunner, M. (2020) · doi:10.1080/09243453.2020.1754243 · Cited by 24
Self-citation
How international tests fail to inform policy: The unsolved mystery of Australia’s steady decline in PISA scores
Morsy, L., Khavenson, T., & Carnoy, M. (2018) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2017.10.018 · Cited by 24
“Research corroborates this: when students are taught math by teachers who have little mathematical content and pedagogical content knowledge, learning suffers (Baumert et al., 2010; Hill et al., 2005).”
Background
How to Elaborate What Teachers Should Learn? Five Steps for Content Specification of Professional Development Programs, Exemplified By “Moves Supporting Participation in Classroom Discussions”
Prediger, S., Quasthoff, U. Μ., Vogler, A.-M., & Heller, V. (2015) · Journal für Mathematik-Didaktik · doi:10.1007/s13138-015-0075-z · Cited by 16
How Preservice Teachers Perform in Teaching Events Regarding Generic Teaching and Learning Components
Seidel, T., Stürmer, K., Schäfer, S., & Jahn, G. (2015) · Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie · doi:10.1026/0049-8637/a000125 · Cited by 24
“The first strong impulse was given to the standardized assessment of content knowledge as well as pedagogical content knowledge (Baumert et al., 2010; Blömeke, Kaiser, Lehmann, Felbich, & Müller, 2006; Loewenberg Ball & Cohen, 1999).”
Background
Gestärkt in den Lehrerberuf: Eine Förderung berufsbezogener Kompetenzen von Lehramtsstudierenden
Celebi, C., Krahé, B., & Spörer, N. (2014) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000128 · Cited by 24
Mathematics Teachers' Subtle, Complex Disciplinary Knowledge
Davis, B. (2011) · Science · doi:10.1126/science.1193541 · Cited by 24
For whom do tablets make a difference? Examining student profiles and perceptions of instruction with tablets
Hammer, M., Göllner, R., Scheiter, K., Fauth, B., & Stürmer, K. (2021) · Computers & Education · doi:10.1016/j.compedu.2021.104147 · Cited by 30
Cross-Nationally Comparative Results on Teachers’ Qualification, Beliefs, and Practices
Vieluf, S., & Klieme, E. (2011) · Springer eBooks · doi:10.1007/978-1-4419-7707-6_14 · Cited by 24
“Empirical support for the separation of these dimensions and their impact on student learning comes from the German extension to the TIMSS 1995 video study (Klieme, Schümer, & Knoll, 2001), from a German large scale study on mathematics teachers (Baumert et al., 2009), from a Swiss-German video study in math instructi…”
Background
Revisiting the Three Basic Dimensions model: A critical empirical investigation of the indirect effects of student-perceived teaching quality on student outcomes
Christ, A. A., Capon-Sieber, V., Köhler, C., Klieme, E., & Praetorius, A.-K. (2024) · Frontline Learning Research · doi:10.14786/flr.v12i1.1349 · Cited by 23
“…they are taught – encompasses critical thinking, reasoning, making sense, finding patterns, solving non-routine problems, as well as some aspects of self-regulation and metacognition (Baumert et al., 2010; Boston & Candela, 2018; Klieme et al., 2009; Lipowsky et al., 2009; Praetorius et al., 2018).”
Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study
Lucksnat, C., Richter, E., Henschel, S., Hoffmann, L., Schipolowski, S., & Richter, D. (2024) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-023-09426-1 · Cited by 36
“Finally, cognitive activation describes instruction in which teachers provide challenging tasks or problems that engage students in higher-order thinking processes (Baumert et al., 2010).”
Influential
Socioeconomic status and students' science self‐efficacy
Tan, C. Y., Gao, L., Hong, X., & Song, Q. (2023) · British Educational Research Journal · doi:10.1002/berj.3869 · Cited by 37
Striving for personal growth matters: The relationship between personal growth initiative, teacher engagement and instructional quality
Huang, X., Lam, S. M., Wang, C., & Xu, P. (2023) · British Journal of Educational Psychology · doi:10.1111/bjep.12583 · Cited by 28
Cognitive Activation in a Close-Up View: Triggers of High Cognitive Activity in Students During Group Work Phases
Groß-Mlynek, L., Graf, T., Harring, M., Gabriel-Busse, K., & Feldhoff, T. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.873340 · Cited by 25
“The findings to date predominantly indicate a positive relationship between cognitive activation in the classroom and student performance (e.g., Klieme et al., 2001; Pauli et al., 2008; Lipowsky et al., 2009; Baumert et al., 2010).”
Background
Cross-national investigation of teachers’ pedagogical content knowledge (PCK) in the U.S. and South Korea: what proxy measures of teacher quality are related to PCK?
Park, S., Choi, A., & Reynolds, W. M. (2020) · International Journal of Science Education · doi:10.1080/09500693.2020.1823046 · Cited by 23
Personality‐achievement associations in adolescence—examining associations across grade levels and learning environments
Tetzner, J., Becker, M., & Brandt, N. D. (2019) · Journal of Personality · doi:10.1111/jopy.12495 · Cited by 34
Preschool teachers' language and vocabulary knowledge: Development and predictive associations for a new measure
Phillips, B. M., Oliver, F., Tabulda, G., Wood, C. L., & Funari, C. (2019) · Dyslexia · doi:10.1002/dys.1644 · Cited by 25
Optimizing Teacher Quality Based on Student Performance: A Data Envelopment Analysis on PISA and TALIS
Dr., E. A., Mammadov, R., & Çimen, İ. (2019) · International Journal of Instruction · doi:10.29333/iji.2019.12449a · Cited by 31
“The activation aims to provide the students with problem-solving situations, thus creating the environments in which they evaluate, associate, and apply the information and stimulate higher-order thinking (Baumert et al., 2010).”
Sensitivity of test items to teaching quality
Naumann, A., Rieser, S., Musow, S., Hochweber, J., & Hartig, J. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2018.11.002 · Cited by 23
Exploring teacher popularity: associations with teacher characteristics and student outcomes in primary school
Fauth, B., Decristan, J., Rieser, S., Klieme, E., & Büttner, G. (2018) · Social Psychology of Education · doi:10.1007/s11218-018-9462-x · Cited by 27
Die methodische und inhaltliche Ausrichtung quantitativer Videostudien zur Unterrichtsqualität im mathematisch-naturwissenschaftlichen Unterricht
Dorfner, T., Förtsch, C., & Neuhaus, B. (2017) · Zeitschrift für Didaktik der Naturwissenschaften · doi:10.1007/s40573-017-0058-3 · Cited by 23
“Betrachtungsebenen des Unterrichts – passabel erhoben?”
BackgroundInfluential
Pädagogisch-psychologisches Wissen von Lehrkräften aus Schule und Erwachsenenbildung: Entwicklung und Erprobung eines Testinstruments
Marx, C., Goeze, A., Voss, T., Hoehne, V., Klotz, V. K., & Schrader, J. (2017) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-017-0733-7 · Cited by 23
Self-citation
Using a Conference Workshop Setting to Engage Mathematics Teachers in Culturally Relevant Pedagogy
Timmons-Brown, S., & Warner, C. H. (2016) · Journal of Urban Mathematics Education · doi:10.21423/jume-v9i1a230 · Cited by 23
Scaffolding the Mathematical “Connections”: A New Approach to Preparing Teachers for the Teaching of Lower Secondary Algebra.
Ormond, C. A. (2016) · The Australian journal of teacher education · doi:10.14221/ajte.2016v41n6.8 · Cited by 23
Wissen, was Schülerinnen und Schülern schwer fällt. Welche Faktoren beeinflussen die Schwierigkeitseinschätzung von Mathematikaufgaben?
Ostermann, A., Leuders, T., & Nückles, M. (2015) · Journal für Mathematik-Didaktik · doi:10.1007/s13138-015-0073-1 · Cited by 18
National-scale professional development in Sweden: theory, policy, practice
Boesen, J., Helenius, O., & Johansson, B. (2015) · ZDM · doi:10.1007/s11858-014-0653-4 · Cited by 23
O conhecimento pedagógico do conteúdo dos professores e sua relação com a compreensão dos alunos
Olfos, R., Goldrine, T., & Estrella, S. (2014) · Revista Brasileira de Educação · doi:10.1590/s1413-24782014000900006 · Cited by 23
To change or not to change: adapting mathematical knowledge for teaching (MKT) measures for use in Korea
Kwon, M., Hoover, M. N., & Jeongsuk, P. (2012) · ZDM · doi:10.1007/s11858-012-0397-y · Cited by 19
“Growing evidence suggests that MKT is positively related to student achievement gains (Baumert et al. 2011; Hill et al. 2005; Rockoff et al. 2008) and to higher quality instruction (Hill et al. under review).”
Background

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: Baumert, Jürgen
Kunter, Mareike
Blum, Werner
Brunner, Martin
Voss, Thamar
Klusmann, Uta
Krauss, Stefan
Neubrand, Michael
Tsai, Yi-Miau
Venue: American Educational Research Journal
Publisher: American Educational Research Association (AERA)
Published: 2010-03
Volume: 47
Issue: 1
Pages: 133-180
ISSN: 0002-8312 (ISSN-L)
1935-1011
DOI: 10.3102/0002831209345157
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
Licence: other-oa
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
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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Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress

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