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Research in Mathematics Education Volume 22, 2020 - Issue 2: International Perspectives on Frameworks for Mathematics Teachers’ Knowing and Quality of Mathematics Instruction
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Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development – an aspect of structural validity

Anke Lindmeiera Department of Mathematics Education, IPN – Leibniz Institute for Science and Mathematics Education, Kiel, GermanyCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-2819-4375View further author information
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Selma Seemanna Department of Mathematics Education, IPN – Leibniz Institute for Science and Mathematics Education, Kiel, GermanyORCID Iconhttps://orcid.org/0000-0002-5577-4826View further author information
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Susanne Kuratli-Geelere Institute of Education, University of Zurich, Zürich, SwitzerlandORCID Iconhttps://orcid.org/0000-0001-8726-7899View further author information
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Andrea Wullschlegere Institute of Education, University of Zurich, Zürich, SwitzerlandORCID Iconhttps://orcid.org/0000-0003-4390-3835View further author information
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Simone Dunekackeb Department of Education and Psychology, Freie Universität Berlin, Berlin, GermanyORCID Iconhttps://orcid.org/0000-0002-7242-1766View further author information
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Miriam Leuchterc Institute of Education in Childhood and Adolescence, University of Koblenz-Landau, Mainz, GermanyORCID Iconhttps://orcid.org/0000-0002-7962-6561View further author information
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Franziska Vogtd Institute of Research into Teaching and Learning, PH St. Gallen, St. Gallen, SwitzerlandORCID Iconhttps://orcid.org/0000-0002-2023-0431View further author information
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Elisabeth Moser Opitze Institute of Education, University of Zurich, Zürich, SwitzerlandORCID Iconhttps://orcid.org/0000-0002-5243-4770View further author information
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Aiso Heinzea Department of Mathematics Education, IPN – Leibniz Institute for Science and Mathematics Education, Kiel, GermanyORCID Iconhttps://orcid.org/0000-0002-7408-0395View further author information
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Pages 168-187 | Published online: 31 Jan 2020

Citations (11)

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Mengran Liu, Helen Hedges & Maria Cooper. (2023) Effective collaborative learning for early childhood teachers: structural, motivational and sustainable features. Professional Development in Education 0:0, pages 1-19.
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Agida Manizade & Chandra Hawley Orrill. (2020) International perspectives on frameworks for mathematics teachers’ knowing and quality of mathematics instruction. Research in Mathematics Education 22:2, pages 93-97.
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Articles from other publishers (9)

Piia Parviainen, Kenneth Eklund, Merja Koivula, Tarja Liinamaa & Niina Rutanen. (2022) Teaching Early Mathematical Skills to 3- to 7-Year-Old Children — Differences Related to Mathematical Skill Category, Children’s Age Group and Teachers’ Characteristics. International Journal of Science and Mathematics Education 21:7, pages 1961-1983.
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J. Vince Kirwan, Matthew S. Winsor & David D. Barker. (2023) Mathematics instructor actions and knowledge integration: utilizing resources in mathematics courses for teachers. ZDM – Mathematics Education 55:4, pages 837-849.
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Tobias Rolfes, Maike Vollstedt, Stefan Ufer, Aiso Heinze & Kristina Reiss. 2023. Handbuch der Mathematikdidaktik. Handbuch der Mathematikdidaktik 717 745 .
Anke Lindmeier & Aiso Heinze. 2023. Professionswissen von Mathematiklehrkräften. Professionswissen von Mathematiklehrkräften 75 109 .
Nils Buchholtz, Gabriele Kaiser & Björn Schwarz. 2023. The Evolution of Research on Teaching Mathematics. The Evolution of Research on Teaching Mathematics 55 89 .
Lara Pohle, Georg Hosoya, Jennifer Pohle & Lars Jenßen. (2022) The relationship between early childhood teachers' instructional quality and children's mathematics development. Learning and Instruction 82, pages 101636.
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Julia Bruns, Theresa Schopferer & Hedwig Gasteiger. (2020) Adaptionshandlungen von Multiplikatorinnen und Multiplikatoren zur frühen mathematischen Bildung – Beschreibung und Bewertung aus fachbezogener PerspektiveAdaption practices of facilitators in the context of early mathematics education—description and evaluation from a subject-related perspective. Journal für Mathematik-Didaktik 42:1, pages 243-271.
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Colin Jeschke, Anke Lindmeier & Aiso Heinze. (2020) Vom Wissen zum Handeln: Vermittelt die Kompetenz zur Unterrichtsreflexion zwischen mathematischem Professionswissen und der Kompetenz zum Handeln im Mathematikunterricht? Eine MediationsanalyseFrom Knowledge to Action: Does the Competence to Prepare and Reflect on Instruction Mediate Between Mathematics Teacher Knowledge and the Competence to Act in the Classroom? A Mediation Analysis. Journal für Mathematik-Didaktik 42:1, pages 159-186.
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Dragana Martinovic & Agida G. Manizade. (2020) Teachers Using GeoGebra to Visualize and Verify Conjectures About Trapezoids. Canadian Journal of Science, Mathematics and Technology Education 20:3, pages 485-503.
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