Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches

2016/06/15 by Gabriele Kaiser, Sigrid Blömeke, Johannes König +3 · 3 citations
Mathematics · Social Sciences · #Cognitive and developmental aspects of mathematical skills #Mathematics Education and Teaching Techniques #Science Education and Pedagogy

paper · doi:10.1007/s10649-016-9713-8

crossref issued 2016/06/15 · crossref published 2016/06/15 · crossref published-online 2016/06/15 · openalex publication_date 2016/06/15 · crossref created 2016/06/15 · crossref published-print 2017/02/01 · crossref deposited 2022/07/01 · openalex created_date 2025/10/10 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/29

Citations

• Content Knowledge for Teaching
• Those Who Understand: Knowledge Growth in Teaching
• Knowledge and Teaching:Foundations of the New Reform
• Professional Vision

Cited by

• Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers
• Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths
• Auf die Lehrperson und ihren Unterricht kommt es an. Zehn Jahre empirische Professions- und Unterrichtsforschung im IZeF der Universität zu Köln