Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers

By M. Kunter, J. Baumert, Werner Blum, U. Klusmann, S. Krauss, M. Neubrand. 2013

514 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/b42fce6bf571dd0c8d82ba08472362d43f5ceedc

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In Developmental and Educational Psychology

Citations in the corpus

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “…and Kunter 2013): Teachers’ content knowledge, their pedagogical content knowledge, and their pedagogical knowledge play a role for the quality of classroom teaching, as well as their pedagogical beliefs, their motivational orientations, and their own self-regulation (Baumert and Kunter 2013).”
Teachers’ Professional Knowledge for Teaching English as a Foreign Language (2016, background): “They are considered to be more proximal when compared with teacher certificates (Baumert & Kunter, 2013).”
Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement (2016, methodology): “In contrast to earlier studies in mathematics or physics (e.g. Kunter et al., 2013b), the results of our study showed that PCK and CK did not correlate significantly.”
Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, methodology): “1 3 competencies, specifically content knowledge, pedagogical content knowledge, diagnostic competencies, selfregulation, and motivational orientations (Kunter et al. 2013a; Blömeke and Kaiser 2014).”
Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, background): “…transmission theories of learning, and the teaching practices that 250 Teachers’ Beliefs and Awareness of Students’ Dispositions support such theories, suggest that learning is a process of information transmission with students operating as more or less passive recipients (Voss et al., 2013).”
Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge (2018, background): “The COACTIV research programme investigated mathematics teachers’ professional competence and its impact on instruction quality, particularly students’ cognitive activation (Kunter et al., 2013).”
What Makes Mathematics Teacher Knowledge Specialized? Offering Alternative Views (2018, methodology): “More detailed accounts of this research can be found elsewhere (see e.g., Kaiser et al., 2017; Kunter et al. 2013; Rowland & Ruthven, 2011; Schoenfeld & Kilpatrick, 2008).”