The role of experts' norms of instructional quality for assessing teacher noticing. Revealing culture-specific and interculturally shared norms of mathematics education in Germany and Taiwan
Lindmeier A, Paul JF, Wang TY, Hsieh FJ, Dreher A (2025)
Publication Type: Book chapter / Article in edited volumes
Publication year: 2025
Publisher: Routledge
Edited Volumes: Teacher Professional Vision: Empirical Perspectives
City/Town: London
Pages Range: 64-82
Authors with CRIS profile
Anke Lindmeier
Chair of Mathematics Education Research
Josephine Friederike Paul
Chair of Mathematics Education Research
Involved external institutions
Pädagogische Hochschule Freiburg
Germany (DE)
National Taiwan Normal University (NTNU) / 國立臺灣師範大學
Taiwan (TW)
Germany (DE)
National Taiwan Normal University (NTNU) / 國立臺灣師範大學
Taiwan (TW)
How to cite
APA:
Lindmeier, A., Paul, J.F., Wang, T.-Y., Hsieh, F.-J., & Dreher, A. (2025). The role of experts' norms of instructional quality for assessing teacher noticing. Revealing culture-specific and interculturally shared norms of mathematics education in Germany and Taiwan. In Rebekka Stahnke, Andreas Gegenfurtner (Eds.), Teacher Professional Vision: Empirical Perspectives. (pp. 64-82). London: Routledge.
MLA:
Lindmeier, Anke, et al. "The role of experts' norms of instructional quality for assessing teacher noticing. Revealing culture-specific and interculturally shared norms of mathematics education in Germany and Taiwan." Teacher Professional Vision: Empirical Perspectives. Ed. Rebekka Stahnke, Andreas Gegenfurtner, London: Routledge, 2025. 64-82.
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