From beliefs to dynamic affect systems in mathematics education
Exploring a mosaic of relationships and interactions
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Bettina Roesken-Winter
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Chapter
Capturing Collaboration in Mathematics Teacher Education, in Terms of Relevant Actors, Targets and Environments
The discussion document Teachers of mathematics working and learning in collaborative groups (IPC, 2019) identifies “Roles, identities and interactions of various participants in mathematics teacher education” as...
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Article
Open AccessValidierung eines Tests zur Erfassung des mathematikdidaktischen Wissens von Lehramtsstudierenden der Primarstufe
Mathematikdidaktisches Wissen stellt eine zentrale Komponente der professionellen Kompetenz von (angehenden) Primarstufenlehrkräften im Bereich Mathematik dar, die mit situationsspezifischen Fertigkeiten zusam...
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Open AccessMeasuring Pre-service Primary Teachers’ Shame in Mathematics—a Comprehensive Validation Study
Emotions play an essential role in educational processes. Previous research has mainly dealt with achievement emotions which are experienced in specific situations such as exams or learning situations in mathe...
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Open AccessConceptualizing content-related PD facilitator expertise
Studies of facilitators of professional development (PD) for mathematics teachers have been increasing in order to improve their preparation for conducting PD. However, specifications of what facilitators shou...
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Open AccessPre-service primary teachers’ shame experiences during their schooling time: characteristics and effects on their subject-choices at university
Emotions play an essential role in pre-service teachers’ competence development, particularly in mathematics. However, the emotion of shame in mathematics has been largely neglected so far. This article deals ...
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Open AccessTowards a research base for implementation strategies addressing mathematics teachers and facilitators
Implementing innovations in mathematics education relies on scaling up professional development (PD) for mathematics teachers. Within the German Center of Mathematics Teacher Education (DZLM), the complexities...
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Open AccessWhich research can support PD facilitators? Strategies for content-related PD research in the Three-Tetrahedron Model
Given the challenges of scaling up content-related professional development (PD), the PD facilitators have gained increasing attention in PD research. In this mainly programmatic and structural article, we try...
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Open AccessCompiling video cases to support PD facilitators in noticing productive teacher learning
Research studies on facilitating professional development describe the knowledge and skills facilitators need to effectively attend to teachers’ learning processes. In this context, some studies gave rise to t...
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Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research
Research in mathematics education has investigated teachers’ professional knowledge in depth, comprising two different approaches: a cognitive and a situated perspective. Linking these two perspectives leads t...
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Open AccessRefining questionnaire-based assessment of STEM students’ learning strategies
Learning strategies are considered a key aspect for academic performance not only for science, technology, engineering and mathematics (STEM) students. Refining their assessment thus constitutes a worthwhile r...
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Evidence-based CPD: Scaling up sustainable interventions
In this survey paper we approach the challenge of scaling CPD from four perspectives. First, we elaborate on crucial aspects of teacher learning and what taking the learning of these crucial aspects entails. S...
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Scaling CPD through professional learning communities: development of teachers’ self-efficacy in relation to collaboration
Whereas much is known about designing effective continuous professional development (CPD) for teachers, little is known about spillover effects of CPD by fostering collegial interactions. In this respect, the ...
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Effective CPD on a large scale: examining the development of multipliers
Much research has been conducted on exploring teacher learning and constituting Continuous Professional Development (CPD) designs for teachers. Yet, little is known about appropriate design principles of CPD f...
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Book
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Networking Theories to Understand Beliefs and Their Crucial Role in Mathematics Education
Many publications present research on teacher beliefs, whether concretized for pre-service or in- service teachers. Most of them have in common that they highlight the crucial role that beliefs play in the cla...
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Capturing Mathematics Teachers’ Professional Development in Terms of Beliefs
This article deals with two prominent topics in mathematics education: the role of beliefs about mathematics and its teaching and learning, and the continuous professional development of mathematics teachers. ...
