Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.”https://doi.org/10.1007/s11858-023-01505-3__ZDM – Mathematics Education, 2023.https://doi.org/10.1007/s11858-023-01505-3 .
LibreCat: /record/45786
DOI: 10.1007/s11858-023-01505-3

Schoenherr, Johanna, and Stanislaw Schukajlow. “Characterizing External Visualization in Mathematics Education Research: A Scoping Review.”https://doi.org/10.1007/s11858-023-01494-3__ZDM – Mathematics Education, 2023.https://doi.org/10.1007/s11858-023-01494-3 .
LibreCat: /record/46569
DOI: 10.1007/s11858-023-01494-3

Liebendörfer, Michael, Leander Kempen, and Stanislaw Schukajlow. “First-Year University Students’ Self-Regulated Learning during the COVID-19 Pandemic: A Qualitative Longitudinal Study.”https://doi.org/10.1007/s11858-022-01444-5__ZDM – Mathematics Education, 2022.https://doi.org/10.1007/s11858-022-01444-5 .
LibreCat: /record/37470
DOI: 10.1007/s11858-022-01444-5

Rezat, Sebastian, Lianghuo Fan, and Birgit Pepin. “Mathematics Textbooks and Curriculum Resources as Instruments for Change.”https://doi.org/10.1007/s11858-021-01309-3__ZDM – Mathematics Education 53, no. 6 (2021): 1189–1206.https://doi.org/10.1007/s11858-021-01309-3 .
LibreCat: /record/53363
DOI: 10.1007/s11858-021-01309-3

Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook Affects Primary Students’ Conceptual Development: Two Case Studies.”https://doi.org/10.1007/s11858-021-01263-0__ZDM Mathematics Education 53, no. 6 (2021): 1433–45.https://doi.org/10.1007/s11858-021-01263-0 .
LibreCat: /record/44683
DOI: 10.1007/s11858-021-01263-0

Gasteiger, Hedwig, Julia Bruns, Christiane Benz, Esther Brunner, and Priska Sprenger. “Mathematical Pedagogical Content Knowledge of Early Childhood Teachers: A Standardized Situation-Related Measurement Approach.”https://doi.org/10.1007/s11858-019-01103-2__ZDM 52 (2019): 193–205.https://doi.org/10.1007/s11858-019-01103-2 .
LibreCat: /record/21531
DOI: 10.1007/s11858-019-01103-2

Wessel, Lena, and Kirstin Erath. “Theoretical Frameworks for Designing and Analyzing Language-Responsive Mathematics Teaching–Learning Arrangements.”https://doi.org/10.1007/s11858-018-0980-y__ZDM 50, no. 6 (2018): 1053–64.https://doi.org/10.1007/s11858-018-0980-y .
LibreCat: /record/48321
DOI: 10.1007/s11858-018-0980-y