Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers

Results from the COACTIV Project

  • Mareike Kunter
  • Jürgen Baumert
  • Werner Blum
  • Ute Klusmann
  • Stefan Krauss
  • Michael Neubrand

Part of the Mathematics Teacher Education book series (MTEN, volume 8)

Table of contents

  1. Front Matter
    Pages i-vi
  2. Theoretical and Empirical Foundations

    1. Front Matter
      Pages 23-23
    2. Jürgen Baumert, Mareike Kunter
      Pages 25-48
    3. Kai S. Cortina, Mark Hoover Thames
      Pages 49-62
    4. Mareike Kunter, Thilo Kleickmann, Uta Klusmann, Dirk Richter
      Pages 63-77
    5. Katrin Löwen, Jürgen Baumert, Mareike Kunter, Stefan Krauss, Martin Brunner
      Pages 79-96
    6. Michael Neubrand, Alexander Jordan, Stefan Krauss, Werner Blum, Katrin Löwen
      Pages 125-144
  3. Aspects of Professional Competence

    1. Front Matter
      Pages 145-145
    2. Stefan Krauss, Werner Blum, Martin Brunner, Michael Neubrand, Jürgen Baumert, Mareike Kunter et al.
      Pages 147-174
    3. Thamar Voss, Mareike Kunter
      Pages 207-227
    4. Martin Brunner, Yvonne Anders, Axinja Hachfeld, Stefan Krauss
      Pages 229-248
    5. Thamar Voss, Thilo Kleickmann, Mareike Kunter, Axinja Hachfeld
      Pages 249-271
    6. Uta Klusmann
      Pages 291-308
  4. The Development of Professional Competence

    1. Front Matter
      Pages 309-309
    2. Thilo Kleickmann, Yvonne Anders
      Pages 321-332
  5. Discussion

    1. Front Matter
      Pages 343-343
    2. Mareike Kunter, Jürgen Baumert, Werner Blum, Uta Klusmann, Stefan Krauss, Michael Neubrand
      Pages 369-374
  6. Back Matter
    Pages 375-378

About this book


Cognitive Activation in the Mathematics Classroom and  Professional Competence of Teachers presents 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. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress of students in each class.


For this book, COACTIV study data relating to  various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students was collected and analyzed. Questions addressed and discussed include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved? Written for researchers from a broad range of areas, such as educational psychology, general education, and mathematics education, this book effectively demonstrates how teacher competence relates directly to measurable student learning gains.


COACTIV Classroom instruction Mathematical literacy PISA Teacher competence

Editors and affiliations

  • Mareike Kunter
    • 1
  • Jürgen Baumert
    • 2
  • Werner Blum
    • 3
  • Ute Klusmann
    • 4
  • Stefan Krauss
    • 5
  • Michael Neubrand
    • 6
  1. 1., Institute of PsychologyUniversity of Frankfurt am MainFrankfurt am MainGermany
  2. 2., Center for Educational ResearchMax Planck Institute for Human DevelopmeBerlinGermany
  3. 3.Mathematik/InformatikUniversität KasselKasselGermany
  4. 4.Christian Albrecht University, KielBerlinGermany
  5. 5., Faculty of Mathematics Education of MathUniversity of RegensburgRegensburgGermany
  6. 6., Institute of MathematicsCarl von Ossietzky University of OldenbuOldenburgGermany

Bibliographic information