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

By J. Baumert, M. Kunter, Werner Blum, Martin Brunner, Thamar Voss, Alexander Jordan, U. Klusmann, S. Krauss, M. Neubrand, Y. Tsai. 2010

2,034 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/a883770cee44bcd415bc32e4271b526f5017f0b9

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Citations in the corpus

Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge (2018, background): “constructs; teachers’ CK is an essential precondition for development of PCK; and PCK is most important for cognitively activating instruction in class (Baumert et al., 2010).”
The Effects of Changes in Mathematical Knowledge on Teaching: A Longitudinal Study of Teachers' Knowledge and Instruction (2015, background): “Although recent studies utilizing well-established instruments have provided some evidence that teachers’ mathematical knowledge is related to students’ mathematics achievement and the mathematical quality of instruction (Baumert et al., 2010; Hill et al., 2008; Hill, Rowan, & Ball, 2005; Rockoff, J”
Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn (2017, background): “…attempted tomeasure a number of factors that influence teachers’ enactment of high-quality mathematics instruction, including teachers’ knowledge, conceptions, and experience (Baumert et al., 2010; Copur-Gencturk, 2015; Hill et al., 2008; Stipek, Givvin, Salmon, & MacGyvers, 2001; Wilhelm, 2014).”
The relation between content-specific and general teacher knowledge and skills (2016, background): “Furthermore, the results challenge the assumption that content knowledge, pedagogical content knowledge and general pedagogical knowledge are of the same nature (Bl€ omeke, Kaiser & Lehmann, 2010; Baumert et al., 2010; Shulman, 1987; Schoenfeld & Kilpatrick, 2008).”
Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES) (2016, background): “Specifically, we included scales related to three commonly agreed upon basic dimensions of teaching quality, namely, cognitive quality, effective classroom management, and supportive climate (e.g. Baumert et al., 2010; Klieme, Pauli, & Reusser, 2009; Pianta & Hamre, 2009).”
Making Progress on Mathematical Knowledge for Teaching (2016, positive): “Correlational studies remain prominent in the field (e.g., Baumert et al., 2010 Hill, Rowan, & Ball, 2005; Kersting et al., 2010), but in the 1980s and 1990s studies began using teacher interviews to investigate teacher knowledge (see Ball, Lubienski, & Mewborn, 2001).”
How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. (2013, background): “, cognitive activation, classroom management, and individual learning support) have previously been shown to predict student outcomes (Baumert et al., 2010; Dubberke et al., 2008).”
Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, positive): “3) and for students’ learning progress (Baumert et al. 2010).”
Teachers ’ Pedagogical Knowledge and the Teaching Profession (2014, background): “…better instructional pacing, better student-teacher relationships) Only one study on mathematics teachers Based on Hill, Rowan and Ball (2005), Baumert et al. (2010), and Voss, Kunter and Baumert (2011) Whereas there is a long history of discussion and debate around the connection…”
Modeling and Measuring the Structure of Professional Vision in Preservice Teachers (2014, background): “In line with Shulman’s ideas, some approaches have focused on providing empirical evidence for the proposed structure of teacher knowledge (Baumert et al., 2010; Hill, Rowan, & Ball, 2005; Voss et al., 2011).”
Teacher Knowledge Experiment: Testing Mechanisms Underlying the Formation of Preservice Elementary School Teachers’ Pedagogical Content Knowledge Concerning Fractions and Fractional Arithmetic (2018, background): “In line with this, pedagogical content knowledge has been found to predict both quality of instruction and student achievement (Baumert et al., 2010; Hill, Rowan, & Ball, 2005; Sadler, Sonnert, Coyle, CookSmith, & Miller, 2013).”