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The influence of teachers’ dispositions on their use of mathematical problem-solving tasks: a Qualitative Comparative Analysis based on teachers’ pedagogical content knowledge and beliefs

Crossref DOI link: https://doi.org/10.1007/s10857-026-09761-2

Published Online: 2026-06-11

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Glegola, Ann-Kristin

Jentsch, Armin https://orcid.org/0000-0002-2423-3955
Ross, Natalie

König, Johannes https://orcid.org/0000-0003-3374-9408
Kaiser, Gabriele https://orcid.org/0000-0002-6239-0169
Funding

Funding for this research was provided by:

Universität Hamburg
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Text and Data Mining valid from 2026-06-11

Version of Record valid from 2026-06-11
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Article History

Received: 2 February 2026

Revised: 13 May 2026

Accepted: 23 May 2026

First Online: 11 June 2026

Declarations

:

: On behalf of all authors, the corresponding author states that there is no conflict of interest. None of the authors is registered as editor or editorial board member, but we are all registered as reviewers.

: All participants participated voluntarily and were informed about the fact that they could leave the program at any time.

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