The Role of Mathematics Teachers’ Views for Their Competence of Analysing Classroom Situations

  • Sebastian KuntzeEmail author
  • Marita Friesen


When teachers analyse mathematics classrooms, it can be expected that they use their professional knowledge, including their instruction-related views. In the case of analysing classroom situations regarding the use of representations, prior research suggests interdependencies. Consequently, when assessing teachers’ competence of analysing, the role of teachers’ views should be taken into account so as to explore their potential role for the competence construct. This need for research is therefore addressed in this study. For a sample consisting of 31 in-service teachers, interdependencies between instruction-related views and the teachers’ analysis were examined by quantitative and qualitative analyses. The results indicate such interdependencies and give insight into possible reasons for these.


Teachers’ views Competence of analysing Noticing Representations Professional knowledge Cognitive constructivist views 



This study is supported in the framework of the project EKoL supported by the Ministry of Science, Research and the Arts in Baden-Wuerttemberg.


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Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.Ludwigsburg University of EducationLudwigsburgGermany

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