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Task Analysis in COACTIV: Examining the Potential for Cognitive Activation in German Mathematics Classrooms

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Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers

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

Abstract

Although COACTIV did not gather data directly by means of classroom observation, it nevertheless provided concrete insights into the mathematics instruction provided, by reconstructing learning situations at the task level. Specifically, the tasks actually assigned by the COACTIV teachers were analyzed as documents of mathematics instruction, being classified according to a newly developed classification system with a focus on the potential for cognitive activation. The structure and scope of this classification system are presented in this chapter. As a complement to the self-report measures discussed in Chap. 6, the tasks submitted by the COACTIV teachers provide real, “objective” evidence of the content of mathematics instruction at the end of lower secondary education in Germany. The results presented in Chap. 6 and in this chapter support each other in indicating that mathematics instruction in Germany tends to offer little potential for cognitive activation. Yet, as Chap. 9 shows, exposure to more cognitively demanding tasks has positive effects on student learning gains. On the meta-level, our findings provide evidence for the theoretical argument that the tasks administered play a key role in promoting students’ mathematical learning—and that tasks are thus indeed suitable indicators of cognitive activation in the classroom.

Alexander Jordan (deceased)

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Notes

  1. 1.

    For a detailed description of the rating process, see Jordan et al. 2006, pp. 17ff. and 67ff.

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Authors and Affiliations

  1. Institute of Mathematics, Carl von Ossietzky University of Oldenburg, Oldenburg, 26111, Germany

    Michael Neubrand

  2. Faculty of Mathematics, Education of Mathematics, University of Regensburg, Universitätsstraße 31, 93053, Regensburg, Germany

    Stefan Krauss

  3. Fachbereich Mathematik, Institute of Mathematics, University of Kassel, Heinrich-Plett-Straße 40, Kassel, 34132, Germany

    Werner Blum

  4. The Berlin-Brandenburg Institute for School Quality Improvement (ISQ), Otto-von-Simson-Straße 15, Berlin, 14195, Germany

    Katrin Löwen

Authors
  1. Michael Neubrand
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  2. Alexander Jordan
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  3. Stefan Krauss
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  4. Werner Blum
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  5. Katrin Löwen
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Correspondence to Michael Neubrand .

Editor information

Editors and Affiliations

  1. , Institute of Psychology, University of Frankfurt am Main, Postfach 125, Frankfurt am Main, 60054, Germany

    Mareike Kunter

  2. , Center for Educational Research, Max Planck Institute for Human Developme, Lentzeallee 94, Berlin, 14195, Germany

    Jürgen Baumert

  3. Mathematik/Informatik, Universität Kassel, Kassel, 34109, Germany

    Werner Blum

  4. Christian Albrecht University, Kiel, Lentzeallee 94, Berlin, 14195, Germany

    Ute Klusmann

  5. , Faculty of Mathematics Education of Math, University of Regensburg, Universitätsstr. 31, Regensburg, 93053, Germany

    Stefan Krauss

  6. , Institute of Mathematics, Carl von Ossietzky University of Oldenbu, Oldenburg, 26111, Germany

    Michael Neubrand

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Neubrand, M., Jordan, A., Krauss, S., Blum, W., Löwen, K. (2013). Task Analysis in COACTIV: Examining the Potential for Cognitive Activation in German Mathematics Classrooms. In: Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S., Neubrand, M. (eds) Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers. Mathematics Teacher Education, vol 8. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-5149-5_7

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