Mathematics teachers’ domain-specific professional knowledge: conceptualization and test construction in COACTIV

Research output: Contributions to collected editions/worksChapterpeer-review

Authors

  • Stefan Krauss
  • Werner Blum
  • Martin Brunner
  • Michael Neubrand
  • Jürgen Baumert
  • Mareike Kunter
  • Michael Besser
  • Jürgen Elsner
This chapter introduces the tests of secondary mathematics teachers’ pedagogical content knowledge and content knowledge that were developed and administered in the COACTIV framework. It reports on the conceptualization of the two knowledge constructs based on Shulman’s (Harv Educ Rev 57(1):1–22, 1987) theoretical taxonomy of teacher knowledge, describes the construction of tests to assess the two constructs, and presents results from N=198 secondary mathematics teachers in different school tracks. Specifically, the chapter presents findings on the dimensionality of teachers’ domain-specific professional knowledge, the scaling of the tests, evidence for their reliability, and first results on construct validity. This chapter serves as the basis for Chap. 9, which examines the validity of pedagogical content knowledge and content knowledge to predict quality of instruction and student progress.
Original languageEnglish
Title of host publicationCognitive activation in the mathematics classroom and professional competence of teachers : Results from the COACTIV Project
EditorsMareike Kunter, Jürgen Baumert, Werner Blum, Uta Klusmann, Stefan Krauss, Michael Neubrand
Number of pages28
Place of PublicationBoston
PublisherSpringer
Publication date01.01.2013
Pages147-174
ISBN (print)978-1-461-45148-8
ISBN (electronic)978-1-461-45149-5
DOIs
Publication statusPublished - 01.01.2013

    Research areas

  • Didactics of Mathematics - Content Knowledge, Mathematics Teacher, Pedagogical Content Knowledge, Grade Point Average, Professional Knowledge