47 Result(s)
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Article
Sigrid Blömeke
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Article
Effects of Mathematics Content Knowledge on Pre-school Teachers’ Performance: a Video-Based Assessment of Perception and Planning Abilities in Informal Learning Situations
This study addresses the relation of pre-school teachers’ mathematics content knowledge and their performance—how they perceive mathematical learning situations and whether they are able to plan adequate actio...
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Early Career Mathematics Teachers’ General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?
We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and w...
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About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers’ Competence
Research on the evaluation of the professional knowledge of mathematics teachers (comprising for example mathematical content knowledge, mathematics pedagogical content knowledge and general pedagogical knowle...
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Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance
Beginning primary teachers’ knowledge and beliefs were assessed at the end of teacher education and 4 years later. In addition, they reported about their school context and job satisfaction and took a video-ba...
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Early Career Teachers’ ability to focus on typical students errors in relation to the complexity of a mathematical topic
The paper presents results from a computer-based assessment in which 171 early career mathematics teachers from Germany were asked to anticipate typical student errors on a given mathematical topic and identif...
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Diagnostic competence of primary school mathematics teachers during classroom situations
One of the main challenges for teachers during teaching in class is the diagnosis of students’ learning and thinking processes. For this purpose, teachers must perceive relevant information, they need to inte...
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Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: a process model
Teacher competence is a multi-dimensional construct that includes beliefs as well as knowledge. The present study investigated the structure of prospective preschool teachers’ mathematics-related beliefs and t...
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Uncovering predictors of disagreement: ensuring the quality of expert ratings
Rating scales are a popular item format used in many types of assessments. Yet, defining which rating is correct often represents a challenge. Using expert ratings as benchmarks is one approach to ensuring the...
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Open AccessMeasurement of job motivation in TEDS-M: testing for invariance across countries and cultures
The paper presents the challenges of cross-country and cross-cultural research on the motivation to become a mathematics teacher based on data from the “Teacher Education and Development Study in Mathematics (...
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Erratum to: Professional competencies of (prospective) mathematics teachers - cognitive versus situated approaches
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Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches
Recent research on the professional competencies of mathematics teachers, which has been carried out during the last decade, is characterized by different theoretical approaches on the conceptualization and ev...
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Professional competences of teachers for fostering creativity and supporting high-achieving students
This paper addresses an important task teachers face in class: the identification and support of creative and high-achieving students. In particular, we examine whether primary teachers (1) have acquired profe...
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Subject-specific characteristics of instructional quality in mathematics education
Instructional research in German-speaking countries has conceptualized teaching quality recently according to three generic dimensions, namely, classroom management, student support and cognitive activation. H...
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Perception of student errors under time limitation: are teachers faster than mathematicians or students?
The ability to offer constructive feedback to students concerning their errors is an indispensable requirement for mathematics teachers, for the purpose of providing cognitively challenging learning opportunit...
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Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China
Research on teacher noticing in the field of mathematics education research has increased in the last decade; however, only a few studies have investigated the social and cultural impact on teachers’ noticing....
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Open AccessRelationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China
In this paper we examine the relationship between teachers’ knowledge, beliefs and instructional practices based on a study with 495 Chinese pre-service mathematics teachers. The results indicate that Chinese ...
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Open AccessProfiles of mathematics teachers’ competence and their relation to instructional quality
Most of the research examining the relation between instructional quality (INQUA) and mathematics teachers’ competence was restricted to a limited set of competence facets. Furthermore, mostly variable-oriente...
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Profiles of teachers’ general pedagogical knowledge: nature, causes and effects on beliefs and instructional quality
The aim of the research described in this paper was to identify qualitatively different profiles of teachers’ general pedagogical knowledge (GPK) as a central component of their competence. We applied a mixed ...
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Variabilität und Generalisierbarkeit von Ratings zur Qualität von Mathematikunterricht zwischen und innerhalb von Unterrichtsstunden
Der Erfassung von Unterrichtsqualität durch Beobachterratings ist in den letzten Jahren viel Aufmerksamkeit zuteilgeworden. Erste Evidenz liegt dabei auch zu deren Variabilität zwischen mehreren Unterrichtsstu...
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Mathematikangst bei angehenden frühpädagogischen Fachkräften: Bedeutsam für professionelles Wissen und Wahrnehmung von mathematischen Inhalten im Kita-Alltag?
Die Fähigkeit, mathematische Inhalte in Spielsituationen der Kindertagesstätte zu identifizieren, um diese für eine angemessene Förderung mathematischer Kompetenzen bei Kindern zu nutzen, kann als ein wesentli...
