Editors:
- Brings together researchers from broad range of areas, such as educational psychology, general education, and mathematics education.
- First English language book to report on COACTIV.
- Demonstrates how teacher competence relates directly to student learning gains.
- Includes supplementary material: sn.pub/extras
Part of the book series: Mathematics Teacher Education (MTEN)
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Table of contents (19 chapters)
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Front Matter
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Theoretical and Empirical Foundations
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Front Matter
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Aspects of Professional Competence
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Front Matter
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The Development of Professional Competence
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Front Matter
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About this book
Editors and Affiliations
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, Institute of Psychology, University of Frankfurt am Main, Frankfurt am Main, Germany
Mareike Kunter
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, Center for Educational Research, Max Planck Institute for Human Developme, Berlin, Germany
Jürgen Baumert
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Mathematik/Informatik, Universität Kassel, Kassel, Germany
Werner Blum
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Christian Albrecht University, Kiel, Berlin, Germany
Ute Klusmann
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, Faculty of Mathematics Education of Math, University of Regensburg, Regensburg, Germany
Stefan Krauss
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, Institute of Mathematics, Carl von Ossietzky University of Oldenbu, Oldenburg, Germany
Michael Neubrand
Bibliographic Information
Book Title: Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers
Book Subtitle: Results from the COACTIV Project
Editors: Mareike Kunter, Jürgen Baumert, Werner Blum, Ute Klusmann, Stefan Krauss, Michael Neubrand
Series Title: Mathematics Teacher Education
DOI: https://doi.org/10.1007/978-1-4614-5149-5
Publisher: Springer New York, NY
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media New York 2013
Hardcover ISBN: 978-1-4614-5148-8Published: 29 March 2013
Softcover ISBN: 978-1-4899-9546-9Published: 05 April 2015
eBook ISBN: 978-1-4614-5149-5Published: 29 March 2013
Series ISSN: 1573-5990
Series E-ISSN: 2543-0017
Edition Number: 1
Number of Pages: VI, 378
Topics: Mathematics Education, Teaching and Teacher Education, Learning & Instruction, Educational Psychology