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553 Publications
2019 | Book (Editor) | LibreCat-ID: 48554
Barwell, R., Wessel, L., & Parra, A. (Eds.). (2019). Mathematics education in a multilingual and multicultural environment. Post-Publikation der Topic Study Group 31 Beiträge der ICME-Konferenz 2016 in Hamburg.
LibreCat
2019 | Book Chapter | LibreCat-ID: 16966
Kuklinski, C., Liebendörfer, M., Hochmuth, R., Biehler, R., Schaper, N., Lankeit, E., Leis, E., & Schürmann, M. (2019). Features of innovative lectures that distinguish them from traditional lectures and their evaluation by attending students. In Proceedings of {CERME} 11.
LibreCat
2019 | Book | LibreCat-ID: 45387
Dröse, J. (2019). Textaufgaben lesen und verstehen lernen – Entwicklungsforschungsstudie zur mathematikspezifischen Leseverständnisförderung. Springer Spektrum.
LibreCat
2019 | Book Chapter | LibreCat-ID: 45390
Dröse, J., & Prediger, S. (2019). Scaffolding für fachbezogene textsortenspezifische Lesestrategien – Entwicklungsforschungsstudie zur Förderung des Umgangs mit Textaufgaben. In B. Ahrenholz, S. Jeuk, B. Lütke, J. Paetsch, & H. Roll (Eds.), Fachunterricht, Sprachbildung und Sprachkompetenzen (pp. 107–134). de Gruyter.
LibreCat
2019 | Journal Article | LibreCat-ID: 45689
Bruns, J., & Eichen, L. (2019). Frühe mathematische Bildung im elementarpädagogischen Alltag. KiTa aktuell Österreich, 7(5), 85–86.
LibreCat
2019 | Conference Paper | LibreCat-ID: 36529 | 
Bruns, J., & Gasteiger, H. (2019). VimaS_num: Measuring situational perception in mathematics of early childhood teachers. In M. Graven, H. Venkat, A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 129–136).
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2019 | Journal Article | LibreCat-ID: 21531
Gasteiger, H., Bruns, J., Benz, C., Brunner, E., & Sprenger, P. (2019). Mathematical pedagogical content knowledge of early childhood teachers: a standardized situation-related measurement approach. ZDM, 52, 193–205. https://doi.org/10.1007/s11858-019-01103-2
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| DOI
2019 | Conference Paper | LibreCat-ID: 36542 |
Bruns, J., & Gasteiger, H. (2019). Mathematikdidaktischen Wissen von frühpädagogischen Fachkräften aus kognitiv-situationsbezogener Perspektive – Theoretisches Konstrukt und empirische Erfassung. In A. Frank, S. Krauss, & K. Binder (Eds.), Beiträge zum Mathematikunterricht 2019 (pp. 169–172). WTM-Verlag. https://doi.org/10.17877/DE290R-20771
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2019 | Book | LibreCat-ID: 45331
Schönherr, J. (2019). Selbst erstellte Skizzen beim mathematischen Modellieren: Ergebnisse einer empirischen Untersuchung [Self-generated drawings for modelling problems: Findings of an empirical study]. Springer Spektrum.
LibreCat
2019 | Journal Article | LibreCat-ID: 56248
Engel, J., Biehler, R., Frischemeier, D., Podworny, S., Schiller, A., & Martignon, L. (2019). Erratum to: Zivilstatistik: Konzept einer neuen Perspektive auf Data Literacy und Statistical Literacy. AStA Wirtschafts- Und Sozialstatistisches Archiv, 14(1), 113–114. https://doi.org/10.1007/s11943-019-00266-4
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2019 | Book Chapter | LibreCat-ID: 56245
Biehler, R. (2019). Allgemeinbildung, Mathematical Literacy, and Competence Orientation. In H. N. Jahnke & L. Hefendehl-Hebeker (Eds.), ICME-13 Monographs. Springer International Publishing. https://doi.org/10.1007/978-3-030-11069-7_6
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2019 | Book Chapter | LibreCat-ID: 56247
Biehler, R. (2019). Software for learning and for doing statistics and probability–Looking back and looking forward from a personal perspective. In J. M. Contreras, M. M. Gea, M. M. Lopez-Martin, & E. Molina-Portillo (Eds.), Proceedings of the Third International Virtual Congress of Statistical Education. Universidad de Granada.
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2019 | Journal Article | LibreCat-ID: 56252
Frischemeier, D., Podworny, S., & Biehler, R. (2019). Chancen und Herausforderungen für die Implementation von Zivilstatistiken in der Lehramtsausbildung. Stochastik in Der Schule, 39(1), 26–33.
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2019 | Book Chapter | LibreCat-ID: 56259
Nieszporek, R., & Biehler, R. (2019). Retrospective competence assessment in a PD course on teaching statistics with digital tools in upper secondary schools. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
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2019 | Book Chapter | LibreCat-ID: 56257
Mai, T., & Biehler, R. (2019). On the Introduction of Vectors in German Textbooks for Upper Secondary School. In S. Rezat, F. Lianghuo, M. Hattermann, J. Schumacher, & H. Wuschke (Eds.), Proceedings of the Third International Conference on Mathametics Textbook research and Development (Vol. 16, pp. 233–238). Universitätsbibliothek Paderborn.
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2019 | Journal Article | LibreCat-ID: 56255
Kempen, L., & Biehler, R. (2019). Fostering first-year pre-service teachers’ proof competencies. ZDM, 51(5), 731–746. https://doi.org/10.1007/s11858-019-01035-x
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2019 | Book Chapter | LibreCat-ID: 56256
Lankeit, E., & Biehler, R. (2019). Vorstellung einer Aufgabe zu den Zusammenhängen verschiedener Differenzierbarkeitsbegriffe im Mehrdimensionalen. In M. Klinger, A. Schüler-Meyer, & L. Wessel (Eds.), Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018 (pp. 117–131). WTM-Verlag.
LibreCat
2019 | Book Chapter | LibreCat-ID: 56789
Nieszporek, R., Biehler, R., & Griese, B. (2019). Developments of teachers’ knowledge facets in teaching statistics with digital tools measured with retrospective self-assessment. In M. A. Sorto, A. White, & L. Guyot (Eds.), Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Sta-tistics (ICOTS10, July, 2018), Kyoto, Japan. International Statistical Institute.
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2019 | Conference Paper | LibreCat-ID: 56246
Biehler, R. (2019). The transition from calculus and to analysis—Conceptual analyses and supporting steps for students. In J. Monaghan, E. Nardi, & T. Dreyfus (Eds.), Calculus in upper secondary and beginning university mathematics—Conference proceedings (pp. 4–17). MatRIC.
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2018 | Conference Paper | LibreCat-ID: 7766 |
Schumacher, J. (2018). Semiotische Analyse von Sinnkonstruktionsprozessen bei einem innermathematischen Zugang zum Erlernen negativer Zahlen. In Fachgruppe Didaktik der Mathematik der Universität Paderborn (Ed.), Beiträge zum Mathematikunterricht 2018. Münster: WTM-Verlag.
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