Read e-book online Cognitive Activation in the Mathematics Classroom and PDF

By Mareike Kunter, Jürgen Baumert, Werner Blum, Ute Klusmann, Stefan Krauss, Michael Neubrand

ISBN-10: 1461451485

ISBN-13: 9781461451488

ISBN-10: 1461451493

ISBN-13: 9781461451495

This paintings reviews the findings of the pro Competence of academics, Cognitively Activating guideline, and improvement of scholars´ Mathematical Literacy venture (COACTIV). COACTIV applies a huge, leading edge conceptualization of instructor competence to check how arithmetic lecturers’ wisdom, ideals, motivational orientations, and self-regulation talents effect their tutorial perform and educating results during this undertaking facts used to be gathered on quite a few points of instructor competence and lecture room guide from the viewpoint of either the academics themselves and their scholars. additionally, it gauges the consequences of those instructor features on pupil studying, as listed through the growth scholars in every one category. Questions addressed within the examine that are pronounced during this quantity contain: What are the features of profitable instructing? What distinguishes lecturers who reach their career? How can the standard of guideline be improved?

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Additional info for Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project

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Common reasons for counseling include upcoming decisions at critical points in students’ educational careers, learning difficulties, and behavioral problems (Hertel 2009; Hertel et al. 2009). Counseling situations tend to address people’s experiences and behaviors in various areas, beyond a single school subject, and thus require the experiences and diagnostic skills of several adults—both teachers and parents—to be activated. They are thematically and socially complex in terms of their preparation, the counseling process itself, and any follow-up measures required.

38 J. Baumert and M. Kunter In COACTIV and COACTIV-R, we focus on epistemological beliefs, subjective theories of teaching and learning, and instructional goals in mathematics—that is, on the domains of teacher competence that are directly relevant to instruction. Key analyses have been conducted from a structural perspective, asking whether it is possible to empirically distinguish belief systems rooted in different theoretical orientations toward learning and, from an impact perspective, testing whether and to what extent belief systems influence the quality of instruction and students’ learning gains (see Chap.

Hill et al. (2004) tested this theoretical model in a large pilot sample of teachers. The empirical data did not support the complex model structure, however, as the two dimensions of common knowledge and specialized knowledge were not empirically separable. A hierarchical confirmatory factor analysis with nested factors revealed the presence of a strong g factor, but the specific knowledge factors also accounted for substantial proportions of the variance. Whether the g factor indeed reflects common knowledge of content, as the authors suggested, remains an open question.

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Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project by Mareike Kunter, Jürgen Baumert, Werner Blum, Ute Klusmann, Stefan Krauss, Michael Neubrand


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