[Conceptualizing and Measuring the Quality of Adaptive Learning Support in Kindergarten Using Mathematical Board Games. A Study in Germany and Switzerland].

Good adaptive support by educational professionals is crucial for pre-school children's mathematical learning. Thus there is a need for appropriate instruments to evaluate the quality of the planning, implementation, and reflection process for mathematical learning opportunities in kindergarten. Existing instruments tend to focus on micro-adaptive learning support (MI-ALS), which considers the interaction between the professionals and the children.

Performance assessment to investigate the domain specificity of instructional skills among pre-service and in-service teachers of mathematics and economics.

Background: Key elements of instructional quality include the teacher's ability to immediately react in domain-specific classroom situations. Such skills - defined as action-related skills - can only be validly assessed using authentic representations of real-life teaching practice. However, research has not yet explained how teachers apply domain-specific knowledge for teaching and to what extent action-related skills are transferable from one domain to another.