Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers’ content knowledge and pedagogical content knowledge for high-quality instruction and student …