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

Research output: Contributions to collected editions/worksChapterpeer-review

Standard

Mathematics teachers’ domain-specific professional knowledge: conceptualization and test construction in COACTIV. / Krauss, Stefan; Blum, Werner; Brunner, Martin et al.
Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV Project. ed. / Mareike Kunter; Jürgen Baumert; Werner Blum; Uta Klusmann; Stefan Krauss; Michael Neubrand. Boston: Springer, 2013. p. 147-174 (Mathematics Teacher Education; Vol. 8).

Research output: Contributions to collected editions/worksChapterpeer-review

Harvard

Krauss, S, Blum, W, Brunner, M, Neubrand, M, Baumert, J, Kunter, M, Besser, M & Elsner, J 2013, Mathematics teachers’ domain-specific professional knowledge: conceptualization and test construction in COACTIV. in M Kunter, J Baumert, W Blum, U Klusmann, S Krauss & M Neubrand (eds), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV Project. Mathematics Teacher Education, vol. 8, Springer, Boston, pp. 147-174. https://doi.org/10.1007/978-1-4614-5149-5_8

APA

Krauss, S., Blum, W., Brunner, M., Neubrand, M., Baumert, J., Kunter, M., Besser, M., & Elsner, J. (2013). Mathematics teachers’ domain-specific professional knowledge: conceptualization and test construction in COACTIV. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV Project (pp. 147-174). (Mathematics Teacher Education; Vol. 8). Springer. https://doi.org/10.1007/978-1-4614-5149-5_8

Vancouver

Krauss S, Blum W, Brunner M, Neubrand M, Baumert J, Kunter M et al. Mathematics teachers’ domain-specific professional knowledge: conceptualization and test construction in COACTIV. In Kunter M, Baumert J, Blum W, Klusmann U, Krauss S, Neubrand M, editors, Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV Project. Boston: Springer. 2013. p. 147-174. (Mathematics Teacher Education). doi: 10.1007/978-1-4614-5149-5_8

Bibtex

@inbook{4d5d2f4494a84eff9fc87563f13f9fc6,
title = "Mathematics teachers{\textquoteright} domain-specific professional knowledge: conceptualization and test construction in COACTIV",
abstract = "This chapter introduces the tests of secondary mathematics teachers{\textquoteright} 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{\textquoteright}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{\textquoteright} 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.",
keywords = "Didactics of Mathematics, Content Knowledge, Mathematics Teacher, Pedagogical Content Knowledge, Grade Point Average, Professional Knowledge",
author = "Stefan Krauss and Werner Blum and Martin Brunner and Michael Neubrand and J{\"u}rgen Baumert and Mareike Kunter and Michael Besser and J{\"u}rgen Elsner",
year = "2013",
month = jan,
day = "1",
doi = "10.1007/978-1-4614-5149-5_8",
language = "English",
isbn = "978-1-461-45148-8",
series = "Mathematics Teacher Education",
publisher = "Springer",
pages = "147--174",
editor = "Mareike Kunter and J{\"u}rgen Baumert and Werner Blum and Uta Klusmann and Krauss, {Stefan } and Michael Neubrand",
booktitle = "Cognitive activation in the mathematics classroom and professional competence of teachers",
address = "Germany",

}

RIS

TY - CHAP

T1 - Mathematics teachers’ domain-specific professional knowledge: conceptualization and test construction in COACTIV

AU - Krauss, Stefan

AU - Blum, Werner

AU - Brunner, Martin

AU - Neubrand, Michael

AU - Baumert, Jürgen

AU - Kunter, Mareike

AU - Besser, Michael

AU - Elsner, Jürgen

PY - 2013/1/1

Y1 - 2013/1/1

N2 - 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.

AB - 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.

KW - Didactics of Mathematics

KW - Content Knowledge

KW - Mathematics Teacher

KW - Pedagogical Content Knowledge

KW - Grade Point Average

KW - Professional Knowledge

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U2 - 10.1007/978-1-4614-5149-5_8

DO - 10.1007/978-1-4614-5149-5_8

M3 - Chapter

SN - 978-1-461-45148-8

T3 - Mathematics Teacher Education

SP - 147

EP - 174

BT - Cognitive activation in the mathematics classroom and professional competence of teachers

A2 - Kunter, Mareike

A2 - Baumert, Jürgen

A2 - Blum, Werner

A2 - Klusmann, Uta

A2 - Krauss, Stefan

A2 - Neubrand, Michael

PB - Springer

CY - Boston

ER -