Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers

Results from the COACTIV Project

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Teaching, Teaching Methods
Cover of the book Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers by , Springer US
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Author: ISBN: 9781461451495
Publisher: Springer US Publication: March 29, 2013
Imprint: Springer Language: English
Author:
ISBN: 9781461451495
Publisher: Springer US
Publication: March 29, 2013
Imprint: Springer
Language: English

This work reports the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students´ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers’ knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes In this project data was collected on various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress students in each class. Questions addressed in the study which are reported in this volume include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved?

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This work reports the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students´ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers’ knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes In this project data was collected on various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress students in each class. Questions addressed in the study which are reported in this volume include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved?

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