Introduction
PART I: Dispositions
1. Voices of competence: What I learned from my early education students
2. Preschool teachers' mathematical pedagogical content knowledge and self-reported classroom activities
3. Age-appropriate performance expectations and learning objectives of early childhood teachers in the field of mathematics: A cross-country comparison of Austria and Switzerland
4. How pre-service teacher training changes prospective ECEC teachers' emotions about mathematics
5. A math-avoidant profession?: Review of the current research about early childhood teachers' mathematics anxiety and empirical evidence
6. Kindergarten educators' affective-motivational dispositions: Examining enthusiasm for fostering mathematics in kindergarten
PART II: Situation-Specific Skills
7. Early mathematics education: What do pre-service teachers learn?
8. Supporting pre-service early childhood educators to identify mathematical activities in the actions of preverbal young children
PART III: Performance
9. Early childhood teachers' selection of subskills-related activities and instructional approaches to foster children's early number skills
10. Longitudinal evaluation of a scale-up model for professional development in early mathematics
11. Pre-school teachers' ways of promoting mathematical learning in picture book reading
12. The relative frequency of mathematical learning opportunities in the morning circle in relation to the development of children's mathematical competencies
13. Outlook: Context and its consequences: A neglected factor in research on early childhood teachers' professional skills?