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
| 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?
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?
