Simone Dunekacke is Assistant Professor for Research on Early Childhood Education at the Freie Universität Berlin, Germany. Aljoscha Jegodtka is Professor for Social Work at the International University Berlin, Germany. Thomas Koinzer is Professor for Educational Science at the Humboldt-Universität zu Berlin, Germany. Katja Eilerts is Professor for Primary School Education in Mathematics at the Humboldt-Universität zu Berlin, Germany. Lars Jenßen is a Researcher in Educational Science and Psychology with a focus on Mathematics at Humboldt-Universität zu Berlin, Germany.

• Introduction Simone Dunekacke, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts & Lars Jenßen Part 1 - Dispositions Voices of competence: What I learned from my Early Education studentsby Herbert P. Ginsburg Preschool teachers’ mathematical pedagogical content knowledge and self-reported classroom activitiesby Joke Torbeyns, Febe Demedts and Fien Depaepe Age-appropriate performance expectations and learning objectives of early childhood teachers in the field of mathematics: a cross-country comparison of Austria and Switzerlandby Karoline Rettenbacher, Lars Eichen, Manfred Pfiffner & Catherine Walter-Laager How preservice teacher training changes prospective ECEC teachers’ emotions about mathematicsby Oliver Thiel A math-avoidant profession? Review of the current research about early childhood teachers' mathematics anxiety and empirical evidenceby Lars Jenßen Kindergarten educators’ affective-motivational dispositions: examining enthusiasm for fostering mathematics in kindergartenby Franziska Vogt, Miriam Leuchter, Simone Dunekacke, Aiso Heinze, Anke Lindmeier, Susanne Kuratli Geeler, Anuschka Meier, Selma Seemann, Andrea Wullschleger & Elisabeth Moser Opitz Part 2 - Situation-Specific Skills Early mathematics education – What do pre-service teachers learn?by Simone Dunekacke & Sigrid Blömeke Supporting Preservice Early Childhood Educators to Identify Mathematical Activities in the Actions of Preverbal Young Childrenby Audrey Cooke & Jenny Jay Part 3 - Performance Early childhood teachers‘ selection of subskills-related activities and instructional approaches to foster children’s early number skillsby Lara Pohle, Lars Jenßen & Katja Eilerts Longitudinal Evaluation of a Scale-up Model for Professional Development in Early Mathematicsby Julie Sarama, Douglas H. Clements & Shannon Stark Guss Preschool Teachers’ Ways of Promoting Mathematical Learning in Picture Book Readingby Camilla Björklund & Hanna Palmér The relative frequency of mathematical learning opportunities in the morning circle in relation to the development of children’s mathematical competenciesby Aljoscha Jegodtka, Georg Hosoya, Markus Szczesny, Lars Jenßen, Corinna Schmude Outlook: Context and its consequences—a neglected factor in research on early-childhood teachers’ professional skills?by Esther Brunner

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Simone Dunekacke is Assistant Professor for Research on Early Childhood Education at the Freie Universität Berlin, Germany. Aljoscha Jegodtka is Professor for Social Work at the International University Berlin, Germany. Thomas Koinzer is Professor for Educational Science at the Humboldt-Universität zu Berlin, Germany. Katja Eilerts is Professor for Primary School Education in Mathematics at the Humboldt-Universität zu Berlin, Germany. Lars Jenßen is a Researcher in Educational Science and Psychology with a focus on Mathematics at Humboldt-Universität zu Berlin, Germany.

• Introduction Simone Dunekacke, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts & Lars Jenßen Part 1 - Dispositions Voices of competence: What I learned from my Early Education studentsby Herbert P. Ginsburg Preschool teachers’ mathematical pedagogical content knowledge and self-reported classroom activitiesby Joke Torbeyns, Febe Demedts and Fien Depaepe Age-appropriate performance expectations and learning objectives of early childhood teachers in the field of mathematics: a cross-country comparison of Austria and Switzerlandby Karoline Rettenbacher, Lars Eichen, Manfred Pfiffner & Catherine Walter-Laager How preservice teacher training changes prospective ECEC teachers’ emotions about mathematicsby Oliver Thiel A math-avoidant profession? Review of the current research about early childhood teachers' mathematics anxiety and empirical evidenceby Lars Jenßen Kindergarten educators’ affective-motivational dispositions: examining enthusiasm for fostering mathematics in kindergartenby Franziska Vogt, Miriam Leuchter, Simone Dunekacke, Aiso Heinze, Anke Lindmeier, Susanne Kuratli Geeler, Anuschka Meier, Selma Seemann, Andrea Wullschleger & Elisabeth Moser Opitz Part 2 - Situation-Specific Skills Early mathematics education – What do pre-service teachers learn?by Simone Dunekacke & Sigrid Blömeke Supporting Preservice Early Childhood Educators to Identify Mathematical Activities in the Actions of Preverbal Young Childrenby Audrey Cooke & Jenny Jay Part 3 - Performance Early childhood teachers‘ selection of subskills-related activities and instructional approaches to foster children’s early number skillsby Lara Pohle, Lars Jenßen & Katja Eilerts Longitudinal Evaluation of a Scale-up Model for Professional Development in Early Mathematicsby Julie Sarama, Douglas H. Clements & Shannon Stark Guss Preschool Teachers’ Ways of Promoting Mathematical Learning in Picture Book Readingby Camilla Björklund & Hanna Palmér The relative frequency of mathematical learning opportunities in the morning circle in relation to the development of children’s mathematical competenciesby Aljoscha Jegodtka, Georg Hosoya, Markus Szczesny, Lars Jenßen, Corinna Schmude Outlook: Context and its consequences—a neglected factor in research on early-childhood teachers’ professional skills?by Esther Brunner

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Simone Dunekacke is Assistant Professor for Research on Early Childhood Education at the Freie Universität Berlin, Germany. Aljoscha Jegodtka is Professor for Social Work at the International University Berlin, Germany. Thomas Koinzer is Professor for Educational Science at the Humboldt-Universität zu Berlin, Germany. Katja Eilerts is Professor for Primary School Education in Mathematics at the Humboldt-Universität zu Berlin, Germany. Lars Jenßen is a Researcher in Educational Science and Psychology with a focus on Mathematics at Humboldt-Universität zu Berlin, Germany.

• Introduction Simone Dunekacke, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts & Lars Jenßen Part 1 - Dispositions Voices of competence: What I learned from my Early Education studentsby Herbert P. Ginsburg Preschool teachers’ mathematical pedagogical content knowledge and self-reported classroom activitiesby Joke Torbeyns, Febe Demedts and Fien Depaepe Age-appropriate performance expectations and learning objectives of early childhood teachers in the field of mathematics: a cross-country comparison of Austria and Switzerlandby Karoline Rettenbacher, Lars Eichen, Manfred Pfiffner & Catherine Walter-Laager How preservice teacher training changes prospective ECEC teachers’ emotions about mathematicsby Oliver Thiel A math-avoidant profession? Review of the current research about early childhood teachers' mathematics anxiety and empirical evidenceby Lars Jenßen Kindergarten educators’ affective-motivational dispositions: examining enthusiasm for fostering mathematics in kindergartenby Franziska Vogt, Miriam Leuchter, Simone Dunekacke, Aiso Heinze, Anke Lindmeier, Susanne Kuratli Geeler, Anuschka Meier, Selma Seemann, Andrea Wullschleger & Elisabeth Moser Opitz Part 2 - Situation-Specific Skills Early mathematics education – What do pre-service teachers learn?by Simone Dunekacke & Sigrid Blömeke Supporting Preservice Early Childhood Educators to Identify Mathematical Activities in the Actions of Preverbal Young Childrenby Audrey Cooke & Jenny Jay Part 3 - Performance Early childhood teachers‘ selection of subskills-related activities and instructional approaches to foster children’s early number skillsby Lara Pohle, Lars Jenßen & Katja Eilerts Longitudinal Evaluation of a Scale-up Model for Professional Development in Early Mathematicsby Julie Sarama, Douglas H. Clements & Shannon Stark Guss Preschool Teachers’ Ways of Promoting Mathematical Learning in Picture Book Readingby Camilla Björklund & Hanna Palmér The relative frequency of mathematical learning opportunities in the morning circle in relation to the development of children’s mathematical competenciesby Aljoscha Jegodtka, Georg Hosoya, Markus Szczesny, Lars Jenßen, Corinna Schmude Outlook: Context and its consequences—a neglected factor in research on early-childhood teachers’ professional skills?by Esther Brunner

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