Volume 52, Issue 2 | ZDM – Mathematics Education

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Volume 52, Issue 2

May 2020

Expertise in developing students' expertise in mathematics

Issue Editors:

Fien Depaepe,
Lieven Verschaffel,
Jon Star

13 articles in this issue

Expertise in developing students’ expertise in mathematics: Bridging teachers’ professional knowledge and instructional quality
Fien Depaepe
Lieven Verschaffel
Jon Star
Original Article 19 February 2020 Pages: 179 - 192
Mathematical pedagogical content knowledge of early childhood teachers: a standardized situation-related measurement approach
Hedwig Gasteiger
Julia Bruns
Priska Sprenger
Original Article 23 October 2019 Pages: 193 - 205
Exploring the affordances of Bayesian networks for modeling usable knowledge and knowledge use in teaching
Nicole B. Kersting
James E. Smith
James W. Stigler
Original Article 19 February 2020 Pages: 207 - 218
Reflecting on the troubling relationship between teacher knowledge and instructional quality and making a case for using an animated teaching simulation to disentangle this relationship
Charalambos Y. Charalambous
Original Article 16 September 2019 Pages: 219 - 240
Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment
Angelika Wildgans-Lang
Sarah Scheuerer
Kristina Reiss
Original Article Open access 21 February 2020 Pages: 241 - 254
Exploring differences in mathematical knowledge for teaching for prospective and practicing teachers
Geoffrey Phelps
Heather Howell
Shuangshuang Liu
Original Article 04 October 2019 Pages: 255 - 268
Pedagogical content knowledge in preservice preschool teachers and its association with opportunities to learn during teacher training
Joke Torbeyns
Sandy Verbruggen
Fien Depaepe
Original Article 13 September 2019 Pages: 269 - 280
Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China
Xinrong Yang
Gabriele Kaiser
Sigrid Blömeke
Original Article Open access 11 February 2020 Pages: 281 - 294
A longitudinal study of novice primary school teachers’ knowledge and quality of mathematics instruction
Jiwon Lee
Rossella Santagata
Original Article 06 January 2020 Pages: 295 - 309
Competence as a continuum in the COACTIV study: the “cascade model”
S. Krauss
G. Bruckmaier
W. Blum
Original Article 11 April 2020 Pages: 311 - 327
Profiles of mathematics teachers’ competence and their relation to instructional quality
Sigrid Blömeke
Gabriele Kaiser
Armin Jentsch
Original Article Open access 25 January 2020 Pages: 329 - 342
Profiles of teachers’ general pedagogical knowledge: nature, causes and effects on beliefs and instructional quality
Caroline Nehls
Johannes König
Sigrid Blömeke
Original Article 11 October 2019 Pages: 343 - 357
Reframing teacher knowledge: a research and development agenda
Alan H. Schoenfeld
Original Article 07 May 2019 Pages: 359 - 376