Young students’ engagement with data to create decision trees
S. Podworny, R. Biehler, Y. Fleischer, ZDM – Mathematics Education (2025).

Emotions in mathematics learning: a systematic review and meta-analysis
J. Schoenherr, S. Schukajlow, R. Pekrun, ZDM – Mathematics Education (2025).

The meaning landscape of the concept of the total derivative in multivariable real analysis textbooks: an analysis based on a new model of meaning
E. Lankeit, R. Biehler, ZDM – Mathematics Education (2024).

Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures
M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2024).

Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures
M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2024).

New trends in didactic research in university mathematics education
R. Biehler, V. Durand-Guerrier, M. Trigueros, ZDM – Mathematics Education (2024).

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
M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2023).

Characterizing external visualization in mathematics education research: a scoping review
J. Schoenherr, S. Schukajlow, ZDM – Mathematics Education (2023).

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
M. Hoffmann, R. Biehler, ZDM – Mathematics Education 55 (2023) 737–751.

First-year university students' self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study
M. Liebendörfer, L. Kempen, S. Schukajlow, ZDM – Mathematics Education (2022).

Mathematics textbooks and curriculum resources as instruments for change
S. Rezat, L. Fan, B. Pepin, ZDM – Mathematics Education 53 (2021) 1189–1206.

How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies
S. Rezat, ZDM Mathematics Education 53 (2021) 1433–1445.

Mathematical pedagogical content knowledge of early childhood teachers: a standardized situation-related measurement approach
H. Gasteiger, J. Bruns, C. Benz, E. Brunner, P. Sprenger, ZDM 52 (2019) 193–205.

Fostering first-year pre-service teachers’ proof competencies
L. Kempen, R. Biehler, ZDM 51 (2019) 731–746.

Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements
L. Wessel, K. Erath, ZDM 50 (2018) 1053–1064.

Elementary preservice teachers’ reasoning about statistical modeling in a civic statistics context
R. Biehler, D. Frischemeier, S. Podworny, ZDM 50 (2018) 1237–1251.

Examining mathematics mentor teachers’ practices in professional development courses on teaching data analysis: implications for mentor teachers’ programs
A. Kuzle, R. Biehler, ZDM Mathematics Education 47 (2015) 39–51.