Gymnasium-qualified mathematics teachers show higher cognitive connectedness between PCK and CK¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The degree of cognitive connectedness between pedagogical content knowledge and content knowledge is higher among teachers qualified to teach at the academic-track Gymnasium than among teachers from other school types. → Krauss 2008

Evidence¶

Krauss 2008¶

Krauss, Stefan; Brunner, M.; Kunter, M.; Baumert, J.; Blum, W.; Neubrand, M.; Jordan, A. (2008). Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology 100 (3), S. 716-725. https://doi.org/10.1037/0022-0663.100.3.716

q3 · i? · associational · r2

Finding from the same study of 198 German mathematics teachers, concerning the interrelation between the two knowledge categories as a function of mathematical expertise. The article reports Gymnasium-qualified teachers "exhibit a higher degree of cognitive connectedness between the two knowledge categories."

"Findings show that mathematics teachers with an in-depth mathematical training (i.e., teachers qualified to teach at the academic-track Gymnasium) outscore teachers from other school types on both knowledge categories and exhibit a higher degree of cognitive connectedness between the two knowledge categories."

Discussion¶

Related Claims¶

• Gymnasium-qualified mathematics teachers outscore teachers from other school types on both PCK and CK — related
• PCK and CK of secondary mathematics teachers can be distinguished empirically — related