Jürgen Baumert|Mareike Kunter|Werner Blum|Martin Brunner|Thamar Voss|Alexander Jordan|Uta Klusmann|Stefan Krauss|Michael Neubrand|Yi?Miau Tsai
Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Max Planck Institute for Human Development|University of Kassel|University of Luxembourg|Bielefeld University|Carl von Ossietzky Universität Oldenburg|University of Michigan–Ann Arbor|Max Planck Institute for Human Development|University of Kassel|University of Luxembourg|Max Planck Institute for Human Development|Bielefeld University|Max Planck Institute for Human Development|University of Kassel|Carl von Ossietzky Universität Oldenburg|University of Michigan–Ann Arbor
united states europe concerns raised whether preservice inservice training succeeds equipping teachers professional knowledge need deliver consistently highquality instruction article investigates significance teachers content knowledge pedagogical content knowledge highquality instruction student progress secondarylevel mathematics reports findings 1year study conducted germany representative sample grade 10 classes mathematics teachers teachers pedagogical content knowledge theoretically empirically distinguishable content knowledge multilevel structural equation models revealed substantial positive effect pedagogical content knowledge students learning gains mediated provision cognitive activation individual learning support