Anke Lindmeier

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Friedrich Schiller University Jena

Germany

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Recent Grants

Grant: Close

Teacher noticing in Taiwan and Germany – What is the role of cultural norms regarding aspects of instructional quality?

Open Date: 2018-01-01

Close Date:

Grant: Close

Structure of early childhood educators' domain-specific professional competencies and their effects on the quality of mathematical instructional situations in kindergarten and on children's increase in mathematical competencies.

Open Date: 2015-08-01

Close Date: 2019-01-31

Grant: Close

Open Date: 2015-01-01

Close Date:

Articles (12)

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2024

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2024

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2024

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2023

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2023

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2023

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2023

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2022

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2021

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2021

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2021

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2020

Collaborators (3)

Elisabeth Moser Opitz

University of Zurich

SWITZERLAND

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Johannes König

University of Cologne

GERMANY

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Andrea Wullschleger

Chair of the Center for Research on Teachers' Professional Development

University of Applied Sciences and Arts Northwestern Switzerland

SWITZERLAND

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Anke Lindmeier

Research Interests

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Recent Grants

Articles (12)

Culture-Specific Norms Regarding High-Quality Use of Task Potential for Mathematical Learning—Contrasting Researchers’ Perspectives from Germany and Taiwan

High-quality use of representations in the mathematics classroom – a matter of the cultural perspective?

Welchen Effekt haben Lehramtsaufgaben auf die Wahrnehmung von Studierenden zur doppelten Diskontinuität?

How do school-related mathematical problems become relevant for prospective teachers in mathematics courses at university? A qualitative interview study

Performance assessment in teacher education research—A scoping review of characteristics of assessment instruments in the DACH region

The transfer of digitalized teaching-learning and assessment tools in higher education: approaches and best practices

Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations

Konzeptualisierung und Messung der Qualität der adaptiven Lernunterstützung in Lernsituationen mit mathematischen Regelspielen im Kindergarten. Eine Studie in Deutschland und der Schweiz

Nutzen Auszubildende bei der Bearbeitung berufsfeldbezogener Mathematikaufgaben ihr Wissen aus der Schule? Eine qualitative Untersuchung mit angehenden Industriekaufleuten

Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support

Vom Wissen zum Handeln: Vermittelt die Kompetenz zur Unterrichtsreflexion zwischen mathematischem Professionswissen und der Kompetenz zum Handeln im Mathematikunterricht? Eine Mediationsanalyse

Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development – an aspect of structural validity

Collaborators (3)

Elisabeth Moser Opitz

Johannes König

Andrea Wullschleger

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