M. Hoffmann and R. 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,”10.1007/s11858-023-01505-3__ZDM – Mathematics Education, 2023, doi:10.1007/s11858-023-01505-3 .

J. Schoenherr and S. Schukajlow, “Characterizing external visualization in mathematics education research: a scoping review,”10.1007/s11858-023-01494-3__ZDM – Mathematics Education, 2023, doi:10.1007/s11858-023-01494-3 .

M. Liebendörfer, L. Kempen, and S. Schukajlow, “First-year university students’ self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study,”10.1007/s11858-022-01444-5__ZDM – Mathematics Education, 2022, doi:10.1007/s11858-022-01444-5 .

S. Rezat, L. Fan, and B. Pepin, “Mathematics textbooks and curriculum resources as instruments for change,”10.1007/s11858-021-01309-3__ZDM – Mathematics Education, vol. 53, no. 6, pp. 1189–1206, 2021, doi:10.1007/s11858-021-01309-3 .

S. Rezat, “How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies,”10.1007/s11858-021-01263-0__ZDM Mathematics Education, vol. 53, no. 6, pp. 1433–1445, 2021, doi:10.1007/s11858-021-01263-0 .

H. Gasteiger, J. Bruns, C. Benz, E. Brunner, and P. Sprenger, “Mathematical pedagogical content knowledge of early childhood teachers: a standardized situation-related measurement approach,”10.1007/s11858-019-01103-2__ZDM, vol. 52, pp. 193–205, 2019, doi:10.1007/s11858-019-01103-2 .

L. Wessel and K. Erath, “Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements,”10.1007/s11858-018-0980-y__ZDM, vol. 50, no. 6, pp. 1053–1064, 2018, doi:10.1007/s11858-018-0980-y .