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

^* To whom correspondence should be addressed. E-mail: kunter{at}mpib-berlin.mpg.de.

	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.

First published on October 19, 2009
American Educational Research Journal 2009, doi:10.3102/0002831209345157


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