Prediger, Susanne, and Lena Wessel. “Sprachbildung im berufsbezogenen Mathematikunterricht.” Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis, edited by Christian Efing and Zeynep Kalkavan-Aydin, vol. Band 3, DE GRUYTER, 2024, pp. 363–72.

Leiss, Dominik, et al. “Sprache und Mathematiklernen.”10.1007/978-3-662-66604-3_18__Handbuch der Mathematikdidaktik, Springer Berlin Heidelberg, 2023, pp. 561–95, doi:10.1007/978-3-662-66604-3_18.

Dröse, Jennifer, et al. “Prosepctive Teachers‘ Diagnostic Judgements on Students’ under- Standing of Conditional Probabilities.” Twelfth Congress of the European Society for Research in Mathematics Education (CERM), 2022.

Dröse, Jennifer, and Lena Wessel. “Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task.” Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME, edited by C. Fernandez et al., 2022.

Dröse, Jennifer, et al. “Prospective Teachers’ Diagnostic Judgments on Students’ Understanding of Conditional Probabilities.” Twelfth Congress of the European Society for Research in Mathematics Education (CERM), 2022.

Dellori, Anna, and Lena Wessel. “Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra.”10.17877/DE290R-23598__Beiträge zum Mathematikunterricht 2022, LibreCat University, 2022, pp. 665–68, doi:10.17877/DE290R-23598.

Dellori, Anna, and Lena Wessel. “Design Principles for Intertwining Local and Nonlocal Mathematics - The Case of Relating Registers and Representations in Abstract Algebra.” Proceedings of INDRUM2022, edited by M. Trigueros et al., 2022, pp. 572–73.

Dellori, Anna, and Lena Wessel. “Pre-Service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra.” Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education, edited by S.S. Karunakaran and A. Higgins, MA, 2022, p. 1177.

Wessel, Lena, and Jennifer Dröse. “Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten.” mathematik lehren, vol. 233, 2022, pp. 33–36.

Wessel, Lena, and Timo Leuders. “Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory.”10.1007/978-3-031-14175-1_17__Practice-Oriented Research in Tertiary Mathematics Education, edited by Rolf Biehler et al., Springer International Publishing, 2022, pp. 349–68, doi:10.1007/978-3-031-14175-1_17.

Kolbe, Tim, and Lena Wessel. “Self-Regulated Learning in a Mathematics Course for Engineers in the First Semester: Insights into Students Reported Resource Management and Cognitive Strategies.” Fourth Conference of the International Network for Didactic Research in University Mathematics, edited by Maria Trigueros et al., 2022, pp. 632–41.

Leuders, Timo, and Lena Wessel. “Differenziertes Üben Gestalten. Zwischen Umsetzung in Der Praxis Und Fundierung in Der Forschung.” Pädagogik 2/2020, no. 2, Beltz Verlagsgruppe, 2020, pp. 26–30.

Wessel, Lena, et al. “Sprachbildender Vorstellungsaufbau Für Verschiedene Mathematische Konzepte: Brüche in Klasse 6.” Sprachbildender Mathematikunterricht in Der Sekundarstufe - Ein Forschungsbasiertes Praxisbuch, 2020, pp. 148–151.

Sprütten, F., et al. “Fach- und sprachintegrierte Ansätze für Neuzugewanderte.” Sprachbildender Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes Praxisbuch, edited by S. Prediger, Cornelsen Skriptor, 2020, pp. 115–30.

Wessel, Lena, et al. Language for Mathematics in Vocational Contexts. Handbook for Teachers and Facilitators. DZLM, 2020.

Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of Lexical Trace Analyses.”10.1007/s13394-019-00284-z__Mathematics Education Research Journal, vol. 32, no. 4, Springer Science and Business Media LLC, 2019, pp. 653–81, doi:10.1007/s13394-019-00284-z.

Leuders, Timo, and Lena Wessel. “.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell.” Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell, edited by J. Kreutz et al., Springer, 2019, pp. 117–34.

Klinger, Marcel, et al., editors. Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018. WTM-Verlag, 2019, doi:10.37626/ga9783959870986.0.

Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform Teaching Designs for Vocational Mathematics.” Eleventh Congress of the European Society for Research in Mathematics Education (CERM), edited by Uffe Thomas Jankvist et al., vol. TW, no. 12, hal-02409325, Freudenthal Group, 2019.

Barwell, Richard, et al. “Language Diversity and Mathematics Education: New Developments.”10.1080/14794802.2019.1638824__Research in Mathematics Education, vol. 21, no. 2, Informa UK Limited, 2019, pp. 113–18, doi:10.1080/14794802.2019.1638824.