Content knowledge and pedagogical content knowledge in Taiwanese and German mathematics teachers
By Thilo Kleickmann, Dirk Richter, M. Kunter, Jürgen Elsner, M. Besser, S. Krauss, M. Cheo, J. Baumert. 2015
69 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/89474f746485dc52ebdb4ef5fb0d47ffe2d0f65b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Elisabeth Moser Opitz
- Johannes Alexander König
- Kim Beswick
- Lulu Healy
- Xinrong Yang
- Gabriele Kaiser
- Sigrid Blömeke
- L. DeBlois
In Education
- Johannes Alexander König
- Gabriele Kaiser
- Sigrid Blömeke
- Elisabeth Moser Opitz
- Kim Beswick
- Lulu Healy
- Xinrong Yang
- L. DeBlois
Citations in the corpus
- Assistance of students with mathematical learning difficulties: how can research support practice? (2016, background): “According to Kleickmann et al. (2015) content knowledge and pedagogical content knowledge constitute distinct but correlated dimensions of subject matter knowledge.”
- Relationship Between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing (2020, background): “A Comparative Study between Germany and China, EU-financed in the frame of the Marie Sklodowska-Curie grant, grant number: 658303, project duration: 2016-2018.”