Anke Lindmeier
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View article: Searching for efficient and informative instruments to digitally monitor fraction learning: putting tests for fraction subconstruct knowledge and informal fraction knowledge on the test bench
Searching for efficient and informative instruments to digitally monitor fraction learning: putting tests for fraction subconstruct knowledge and informal fraction knowledge on the test bench Open
Fractions are a relevant yet complex topic of school mathematics. Fortunately, educational research issued rich knowledge of central concepts and associated difficulties for students. Using this knowledge for monitoring learning and format…
View article: Preparing for Digital Learning Monitoring in the Fraction Context: Assessment of Students’ Prior Knowledge According to Evidence-Based Cognitive Models
Preparing for Digital Learning Monitoring in the Fraction Context: Assessment of Students’ Prior Knowledge According to Evidence-Based Cognitive Models Open
Regularly assessing students’ learning using evidence-based cognitive models can enhance learning by supporting teachers’ monitoring and scaffolding decisions. In the case of mathematics, this is considered especially essential for topics …
View article: Developing a Performance-Based Assessment to Measure Pre-Service Secondary Teachers’ Digital Competence to Use Digital Mathematics Tools
Developing a Performance-Based Assessment to Measure Pre-Service Secondary Teachers’ Digital Competence to Use Digital Mathematics Tools Open
Digital competence is an increasingly important component of teacher competence. So far, self-reports are a commonly used, efficient, but potentially problematic assessment method. Standardized and valid assessments to measure digital comp…
View article: Culture-Specific Norms Regarding High-Quality Use of Task Potential for Mathematical Learning—Contrasting Researchers’ Perspectives from Germany and Taiwan
Culture-Specific Norms Regarding High-Quality Use of Task Potential for Mathematical Learning—Contrasting Researchers’ Perspectives from Germany and Taiwan Open
Factors like the potential of tasks to support students’ mathematical learning and its use in instruction are consensually understood to be relevant for instructional quality across cultural contexts. Yet, research has also shown that pers…
View article: High-quality use of representations in the mathematics classroom – a matter of the cultural perspective?
High-quality use of representations in the mathematics classroom – a matter of the cultural perspective? Open
The teacher’s use of representations is a crucial aspect of instructional quality in mathematics education, given their pivotal role in facilitating mathematics learning. However, in our international research community, perspectives on wh…
View article: Teaching quality in kindergarten: professional development and quality of adaptive learning support enhances mathematical competency
Teaching quality in kindergarten: professional development and quality of adaptive learning support enhances mathematical competency Open
Adaptive learning support provided by kindergarten teachers before and after (macro-adaptive learning support) as well as during mathematical learning activities (micro-adaptive learning support) is a cross-cutting concept of teaching qual…
View article: How do school-related mathematical problems become relevant for prospective teachers in mathematics courses at university? A qualitative interview study
How do school-related mathematical problems become relevant for prospective teachers in mathematics courses at university? A qualitative interview study Open
Prospective mathematics teachers often have to attend courses in academic mathematics. However, many struggle to see the connections between the course content and their future teaching, which is detrimental to learning motivation and succ…
View article: Performance assessment in teacher education research—A scoping review of characteristics of assessment instruments in the DACH region
Performance assessment in teacher education research—A scoping review of characteristics of assessment instruments in the DACH region Open
In recent years, a new branch of teacher competence research has emerged in which competence is measured close to teaching performance. Such so-called performance assessment approaches are gaining increasing attention, but the research fie…
View article: Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations
Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations Open
Adaptive learning support is a key element of high quality preschool education and includes the planning of learning situations and teacher-child interactions. The provision of effective adaptive learning support in kindergarten is challen…
View article: Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations
Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations Open
Adaptive learning support is a key element of high quality preschool education and includes the planning of learning situations and teacher–child interactions. The provision of effective adaptive learning support in kindergarten is challen…
View article: Teachers’ Ability to Apply Their Subject-Specific Knowledge in Instructional Settings—A Qualitative Comparative Study in the Subjects Mathematics and Economics
Teachers’ Ability to Apply Their Subject-Specific Knowledge in Instructional Settings—A Qualitative Comparative Study in the Subjects Mathematics and Economics Open
To teach effectively, teachers need subject-specific knowledge, such as content knowledge and pedagogical content knowledge, but also an ability to apply that knowledge to master demanding classroom situations. However, there is no consens…
View article: Synergy effects in learning? The influence of mathematics as a second subject on teacher students’ physics content knowledge
Synergy effects in learning? The influence of mathematics as a second subject on teacher students’ physics content knowledge Open
This study explores benefits of studying two related subjects, mathematics and physics, in teacher education. German teacher students study two subjects as a major, which allows for investigating how the development of content knowledge in…
View article: Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support
Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support Open
Teacher expertise research uses different approaches, among them competence models. The model of mathematics-specific professional competence in this study differentiates action-related and reflective competence, which pertain to different…
View article: Do cultural norms influence how teacher noticing is studied in different cultural contexts? A focus on expert norms of responding to students’ mathematical thinking
Do cultural norms influence how teacher noticing is studied in different cultural contexts? A focus on expert norms of responding to students’ mathematical thinking Open
As an important component of teaching expertise, teacher noticing is gaining growing attention in our intercultural mathematics education community. However, it is likely that in many cases the researchers’ perspectives on what characteriz…
View article: Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development – an aspect of structural validity
Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development – an aspect of structural validity Open
Research on teacher knowledge has been criticised for taking too narrow a view on expertise. Therefore, teacher competence frameworks have been developed that are closely related to professional demands. Their practice-oriented conceptuali…
View article: Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and economics
Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and economics Open
Background Key elements of instructional quality include the teacher's ability to immediately react in domain‐specific classroom situations. Such skills – defined as action‐related skills – can only be validly assessed using authentic repr…
View article: Topic Study Group No. 27: Learning and Cognition in Mathematics
Topic Study Group No. 27: Learning and Cognition in Mathematics Open
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