---
_id: '61518'
abstract:
- lang: eng
text: "Abstract\r\n Teacher professional
development (TPD) is a crucial support mechanism for mathematics teachers. Strategies
for implementing TPD include disseminating educative curriculum materials or conducting
TPD courses. However, it remains unclear whether different implementations of
the same TPD support mathematics teachers in distinct ways. This study investigated
two implementations of the TPD EmMa-FS which focuses
early mathematics education (EME) for German vocational school (VS) teachers who
instruct prospective early childhood (EC) educators. One group of teachers received
an in-person TPD course along with educative curriculum materials (n\r\n
\ \r\n PM\r\n = 26),
whereas the other received only the educative curriculum materials (n\r\n
\ \r\n M\r\n = 15).
The effects on VS teachers’ beliefs and knowledge concerning EME were examined
using a t-test and repeated measures ANOVA. To assess
how teachers in the different implementation groups made use of the TPD in their
lesson planning, participants submitted hypothetical lesson sequences on early
numeracy, which were analysed for instructional quality, covered content, and
the visible implementation of the provided educative curriculum materials using
qualitative content analysis. The results indicated that both TPD implementations
positively affected VS teachers’ knowledge related to EME but not their beliefs.
While the instructional quality of the lesson sequences varied across both groups,
participants who received the TPD course appeared to use the educative curriculum
materials more often and to cover more content."
article_number: '8'
author:
- first_name: Alix
full_name: Richter, Alix
id: '93186'
last_name: Richter
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
citation:
ama: 'Richter A, Bruns J, Gasteiger H. Interaction- or Material-Centred Implementation
of Teacher Professional Development: a Comparison of Teachers’ Competence Development
and Potential Lesson Planning Lehrkräftefortbildung interaktions- oder materialzentriert
implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung sowie der
potentiellen Unterrichtsplanung von Lehrkräften. Journal für Mathematik-Didaktik.
2025;46(1). doi:10.1007/s13138-025-00259-7'
apa: 'Richter, A., Bruns, J., & Gasteiger, H. (2025). Interaction- or Material-Centred
Implementation of Teacher Professional Development: a Comparison of Teachers’
Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions-
oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung
sowie der potentiellen Unterrichtsplanung von Lehrkräften. Journal Für Mathematik-Didaktik,
46(1), Article 8. https://doi.org/10.1007/s13138-025-00259-7'
bibtex: '@article{Richter_Bruns_Gasteiger_2025, title={Interaction- or Material-Centred
Implementation of Teacher Professional Development: a Comparison of Teachers’
Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions-
oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung
sowie der potentiellen Unterrichtsplanung von Lehrkräften}, volume={46}, DOI={10.1007/s13138-025-00259-7},
number={18}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science
and Business Media LLC}, author={Richter, Alix and Bruns, Julia and Gasteiger,
Hedwig}, year={2025} }'
chicago: 'Richter, Alix, Julia Bruns, and Hedwig Gasteiger. “Interaction- or Material-Centred
Implementation of Teacher Professional Development: A Comparison of Teachers’
Competence Development and Potential Lesson Planning Lehrkräftefortbildung Interaktions-
Oder Materialzentriert Implementieren: Ein Vergleich Hinsichtlich Der Kompetenzentwicklung
Sowie Der Potentiellen Unterrichtsplanung von Lehrkräften.” Journal Für Mathematik-Didaktik
46, no. 1 (2025). https://doi.org/10.1007/s13138-025-00259-7.'
ieee: 'A. Richter, J. Bruns, and H. Gasteiger, “Interaction- or Material-Centred
Implementation of Teacher Professional Development: a Comparison of Teachers’
Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions-
oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung
sowie der potentiellen Unterrichtsplanung von Lehrkräften,” Journal für Mathematik-Didaktik,
vol. 46, no. 1, Art. no. 8, 2025, doi: 10.1007/s13138-025-00259-7.'
mla: 'Richter, Alix, et al. “Interaction- or Material-Centred Implementation of
Teacher Professional Development: A Comparison of Teachers’ Competence Development
and Potential Lesson Planning Lehrkräftefortbildung Interaktions- Oder Materialzentriert
Implementieren: Ein Vergleich Hinsichtlich Der Kompetenzentwicklung Sowie Der
Potentiellen Unterrichtsplanung von Lehrkräften.” Journal Für Mathematik-Didaktik,
vol. 46, no. 1, 8, Springer Science and Business Media LLC, 2025, doi:10.1007/s13138-025-00259-7.'
short: A. Richter, J. Bruns, H. Gasteiger, Journal Für Mathematik-Didaktik 46 (2025).
date_created: 2025-10-05T17:55:20Z
date_updated: 2025-10-05T17:55:53Z
department:
- _id: '611'
doi: 10.1007/s13138-025-00259-7
intvolume: ' 46'
issue: '1'
language:
- iso: eng
publication: Journal für Mathematik-Didaktik
publication_identifier:
issn:
- 0173-5322
- 1869-2699
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Interaction- or Material-Centred Implementation of Teacher Professional Development:
a Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung
interaktions- oder materialzentriert implementieren: Ein Vergleich hinsichtlich
der Kompetenzentwicklung sowie der potentiellen Unterrichtsplanung von Lehrkräften'
type: journal_article
user_id: '72183'
volume: 46
year: '2025'
...