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ETC Introduction 


Plenary Lectures

José Carrillo: From collaborative research to Mathematics Teacher’s Specialised Knowledge: A story of knowledge

Bärbel Barzel & Rolf Biehler: Design principles and domains of knowledge for the professionalization of teachers and facilitators - Two examples from the DZLM for upper secondary teachers


WG1 - Working Group: Teacher Education and Design Principles

Jorryt van Bommel: Teachers' informal professional development on social media and social network sites when and what do they discuss

Alison Clark-Wilson: Designing a web-based professional development toolkit for supporting the use of dynamic technology in lower secondary mathematics

Pere Ivars & Ceneida Fernandez & Salvador Llinares: Pre-service teachers' learning to notice students' fractional thinking: The design of a learning environment through a Learning Trajectory

Sebastian Kuntze & Marita Friesen: Assessing pre service teachers competence of analysing learning support situations through a multi format test instrument comprising of video comic and text vignettes

Uldarico Malaspina & Vicenc Font & Joaquin Gimenez & Albert Mallart: Problem creating tasks to develop teacher's competencies

Yuly Marsela Vanegas & Javier Diez-Palomar & Joaquin Gimenez & Vicenc Font: Using deliberative dialogue to analyse critically the role of families within a master program for future teachers of mathematics

Pietro Di Martino & Maria Mellone & Ciro Minichini & Miguel Ribeiro: Prospective teachers' interpretative knowledge giving sense to subtraction algorithms

Edyta Nowinska: High inference rating system for an evaluation of metacognitivdiscursive teaching and learning quality

Susanne Prediger & Susanne Schnell & Kim-Alexandra Rösike: Design Research with a focus on content-specic professionalization processes: The case of noticing students' potentials

Larissa Zwetschler: Education of facilitators Cooperation to compensate challenges of PD-courses for facilitators


WG2 - Working Group: Teacher Resources and Research Methods

Lluís Albarracín & Núria Gorgorió & Aitor Villarreal: Assessment of candidates' mathematical knowledge on admission to primary education degrees a requirement

Edelmira Badillo & Genaro De Gamboa & Miguel Ribeiro & Miguel Montes & Gloria Sanchez-Matamoros: Teacher's knowledge and the use of connections in the classroom

José Carrillo & Miguel Montes & Miguel Ribeiro: Conceptual issues in developing a framework for examining teachers' knowledge

Thomas Hahn & Andreas Eichler: Development of motivation referring KCS and KCT in professional development courses

Mark Hoover & Yvonne Lai: Pedagogical context and its role in articulating mathematical knowledge for teaching

Dun Nkhoma Kasoka & Arne Jakobsen & Mercy Kazima: Reliability of the adapted mathematical knowledge for teaching number concepts and operations measures

Dorte Larsen & Skott Jeppe & Camilla Hellsten Østergaard: Reasoning and proving in mathematics teacher education

Diana Vasco Mora & Nuria Climent: Relationships between the knowledge and beliefs about mathematics teaching and learning of two university lectures in linear algebra

Libuse Samkova: Using Concept Cartoons to investigate future teachers' knowledge new findings and results


WG3 - Working Group: Teacher Practice and Classroom Interaction

Mike Askew: Mediating mathematics teaching for connections and generality

Annalisa Cusi: The didactician as a model within classroom activities investigating her roles

Ana Donevska-Todorova: What (Should) Teachers Assess in Elementary Geometry?

Nadia Ferreira & Joao Pedro da Ponte: Planning, teaching and reflecting on how to explain inverse rational numbers: The case of Ana

Jasmina Milinkovic: Faults in preservice teachers problem posing: What do they tell us?

Lisnet Mwadzaangati: Investigating the work of teaching geometric proof: The case of a Malawian secondary mathematics teacher

Chrissavgi Triantallou & Giorgos Psycharis & Despina Potari & Theodossios Zachariades & Vasiliki Spiliotopoulou: Studying secondary mathematics teachers' attempts to integrate workplace into their teaching

Isabel Velez & Joao Pedro da Ponte & Lurdes Serrazina: Promoting the understanding of representations by grade 3 pupils: Two teachers' practices

Hamsa Venkat & Jill Adler: Frameworks supporting the coding and development of mathematics teachers' instructional talk in South Africa



Natascha Albersmann & Karina Höveler: Linking face-to-face and distance phases in professional teacher training - an exploratice research

Ann-Kathrin Beretz & Katja Lengnink & Claudia von Aufschnaiter: Preservice teachers' ability to assess student thinking and learning

Jonas Dahl & Anna Wernberg: Visualising connections

Sebastian Friedl & Simone Reinhold: Tracing diagnostic strategies of teachers and pre-service teachers an explorative study on interactive video-simulations

Alexandra Gomes: Glimpses of practice pre-service teachers’ evaluation of students’ answers

Alena Hošpesová & Marie Ticha: Concept Cartoons created by prospective primary school teachers

Ulrich Kortenkamp & Johanna Goral & Ingrid Glowinski & Safyah Hassan-Yavuz & Joost Massolt & Jessica Seider & Sandra Woehlecke: Which mathematical contents make a good a primary teacher? Identification of specific contents and levels of school-related content knowledge relevant for the professional development of pre-service teachers

Florence Mamba & Reidar Mosvold & Raymond Bjuland: A malawian preservice secondary school teacher’s mathematical knowledge for teaching equations

Elisabet Mellroth: Developing the design of a role-play in a professional development

Zetra Hainul Putra & Carl Winsløw: Design of Hypothetical Teacher Tasks (HTT) to access pre-service elementary teachers’ knowledge on rational numbers

Klaus Rasmussen & Camilla Helsteen Østergaard & Kristian Kildemoes Foss & Morten Korf Madsen & Kira Nielsen-Elkjær: Learning to observe mathematical learning in lesson studies

Elvira Santos & Leonor Santos: Assessment' practices to regulate teaching a theoretical approach

Christina Svensson: Resistance seen as possibilities during professional development

Richard Wester: Researching school development programs through classroom culture



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Recommended Citation

Surname, F. (2017). Title of the contribution. In S. Zehetmeier, B. Rösken-Winter, D. Potari, & M. Ribeiro (Eds.), Proceedings of the Third ERME Topic Conference on Mathematics Teaching, Resources and Teacher Professional Development (ETC3, October 5 to 7, 2016) (pp. xx-yy). Berlin, Germany: Humboldt-Universität zu Berlin.