Volume 44, Issue 3

Search all ZDM – Mathematics Education articles

July 2012

Measuring Teacher Knowledge - Approaches and Results from a Cross-National Perspective

Issue Editors:

Deborah Loewenberg Ball,
Sigrid Blömeke,
Sean Delaney,
Gabriele Kaiser

19 articles in this issue

Assessment of teacher knowledge across countries: a review of the state of research
Sigrid Blömeke
Seán Delaney
Original Article 25 May 2012 Pages: 223 - 247
Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education and their relationship to cultural context and outcomes
Sigrid Blömeke
Gabriele Kaiser
Original Article 24 December 2011 Pages: 249 - 264
Preparing primary teachers in the United States: balancing selection and preparation
William H. Schmidt
Richard T. Houang
Leland S. Cogan
Original Article 30 October 2011 Pages: 265 - 276
Mathematics-related teaching competence of Taiwanese primary future teachers: evidence from TEDS-M
Feng-Jui Hsieh
Pi-Jen Lin
Ting-Ying Wang
Original Article 08 December 2011 Pages: 277 - 292
The preparation of primary mathematics teachers in Singapore: programs and outcomes from the TEDS-M study
Khoon Yoong Wong
Kok Leong Boey
Jaguthsing Dindyal
Original Article 27 October 2011 Pages: 293 - 306
Knowledge of future primary teachers for teaching mathematics: an international comparative study
Sharon L. Senk
Maria Teresa Tatto
Kiril Bankov
Original Article 30 March 2012 Pages: 307 - 324
The conceptualisation of mathematics competencies in the international teacher education study TEDS-M
Martina Döhrmann
Gabriele Kaiser
Sigrid Blömeke
Original Article 29 May 2012 Pages: 325 - 340
Future teachers’ general pedagogical knowledge from a comparative perspective: does school experience matter?
Johannes König
Sigrid Blömeke
Original Article 31 March 2012 Pages: 341 - 354
The cultural dimension of beliefs: an investigation of future primary teachers’ epistemological beliefs concerning the nature of mathematics in 15 countries
Anja Felbrich
Gabriele Kaiser
Christiane Schmotz
Original Article 10 May 2012 Pages: 355 - 366
Mathematics teacher preparation examined in an international context: learning from the Teacher Education and Development Study in Mathematics (TEDS-M) and beyond
Yeping Li
Commentary Paper 19 May 2012 Pages: 367 - 370
To change or not to change: adapting mathematical knowledge for teaching (MKT) measures for use in Korea
Minsung Kwon
Mark Hoover Thames
JeongSuk Pang
Original Article 08 April 2012 Pages: 371 - 385
Analysis of psychometric properties as part of an iterative adaptation process of MKT items for use in other countries
Janne Fauskanger
Arne Jakobsen
Raymond Bjuland
Original Article 15 April 2012 Pages: 387 - 399
Using the MKT measures to reveal Indonesian teachers’ mathematical knowledge: challenges and potentials
Dicky Ng
Original Article 23 November 2011 Pages: 401 - 413
Assessing elemental validity: the transfer and use of mathematical knowledge for teaching measures in Ghana
Yaa Cole
Original Article 04 February 2012 Pages: 415 - 426
A validation study of the use of mathematical knowledge for teaching measures in Ireland
Seán Delaney
Original Article 22 February 2012 Pages: 427 - 441
Erratum to: A validation study of the use of mathematical knowledge for teaching measures in Ireland
Seán Delaney
Erratum 08 May 2012 Pages: 443 - 443
Translating as nudging teachers toward “best practice”
Kathryn Anderson-Levitt
Commentary Paper 08 May 2012 Pages: 445 - 448
Commentary on papers to investigate the international assessment of mathematical knowledge for teaching
Ronald K. Hambleton
Commentary Paper 03 June 2012 Pages: 449 - 452
Alexander Karp and Bruce R. Vogeli (eds): Russian mathematics education: history and world significance. Series on mathematics education
Youyu Phillips
Book Review 03 May 2012 Pages: 453 - 455

Volume 44, Issue 3

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