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An analysis of commercial arithmetics ‒ the relevance of Arnold Kirsch’s approaches for current learning processes in teacher education. (Eine Analyse der sogenannten Schlussrechnung ‒ Die Relevanz der Ansätze von Arnold Kirsch für aktuelle Lernprozesse in der Lehrerausbildung.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 31-53 (2016).
Classification: F80 D70 D39
1
The combination of qualitative and quantitative research methods in mathematics education: a “mixed methods" study on the development of the professional knowledge of teachers. (English)
Bikner-Ahsbahs, Angelika (ed.) et al., Approaches to qualitative research in mathematics education. Examples of methodology and methods. Dordrecht: Springer (ISBN 978-94-017-9180-9/hbk; 978-94-017-9181-6/ebook). Advances in Mathematics Education, 321-361 (2015).
Classification: D20 D39 B50
2
“Vividness" from the point of view of student teachers. A didactic principle for specific teacher-training courses in the introductory phase of university studies. (“Anschaulichkeit" aus der Sicht von Lehramtsstudierenden. Ein didaktisches Prinzip für lehramtsspezifische Lehrveranstaltungen in der Studieneingangsphase.) (German. English summary)
Math. Didact. 37, 137-162 (2014).
Classification: B55 C79 D49
3
Overcoming the gap between university and school mathematics. The impact of an innovative program in mathematics teacher education at the Justus-Liebig-University in Giessen. (English)
Rezat, Sebastian (ed.) et al., Transformation ‒ a fundamental idea of mathematics education. New York, NY: Springer (ISBN 978-1-4614-3488-7/hbk; 978-1-4614-3489-4/ebook). 85-105 (2014).
Classification: B50 D39
4
Measuring pedagogical content knowledge in mathematics ‒ conceptualizing a complex domain. (Die Erhebung mathematikdidaktischen Wissens ‒ Konzeptualisierung einer komplexen Domäne.) (German. English summary)
J. Math.-Didakt. 35, No. 1, 101-128 (2014).
Classification: D69 D29 B50 C39
5
Resolving the chicken-or-egg causality dilemma: the longitudinal interplay of teacher knowledge and teacher beliefs. (English)
Teach. Teach. Educ. 37, 130-139 (2014).
Classification: C39 C29 B50
6
A whole week of modelling ‒ examples and experiences of modelling for students in mathematics education. (English)
Stillman, Gloria Ann (ed.) et al., Teaching mathematical modelling. Connecting to research and practice. Dordrecht: Springer (ISBN 978-94-007-6539-9/hbk; 978-94-007-6540-5/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 307-316 (2013).
Classification: M14 B64 C24
7
The eyes to see: theoretical lenses for mathematical modelling research. (English)
Stillman, Gloria Ann (ed.) et al., Teaching mathematical modelling. Connecting to research and practice. Dordrecht: Springer (ISBN 978-94-007-6539-9/hbk; 978-94-007-6540-5/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 101-106 (2013).
Classification: D20 M10
8
Improving mathematics teacher education in Germany: empirical results from a longitudinal evaluation of innovative programs. (English)
Int. J. Sci. Math. Educ. 11, No. 4, 949-977 (2013).
Classification: B50 D29
9
Future mathematics teachers’ professional knowledge of elementary mathematics from an advanced standpoint. (English)
ZDM, Int. J. Math. Educ. 45, No. 1, 107-120 (2013).
Classification: B50 C69 C49
10
Professional knowledge in elementary mathematics from a higher viewpoint of mathematics teacher trainees. (Professionelles Wissen im Bereich der Elementarmathematik vom höheren Standpunkt von Mathematik-Lehramtsstudierenden.) (German)
Blum, Werner (ed.) et al., Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität. Festschrift für Gabriele Kaiser. Heidelberg: Springer Spektrum (ISBN 978-3-8348-2388-5/pbk; 978-3-8348-2389-2/ebook). 238-248 (2012).
Classification: B50 D69
11
Two cultures? Mathematics teacher students with different second subject. (Zwei Kulturen? Mathematiklehramtsstudierende mit unterschiedlichen Zweitfächern.) (German)
Blum, Werner (ed.) et al., Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität. Festschrift für Gabriele Kaiser. Heidelberg: Springer Spektrum (ISBN 978-3-8348-2388-5/pbk; 978-3-8348-2389-2/ebook). 184-195 (2012).
Classification: B50
12
Development of professional knowledge of education majors: a longitudinal study at five german universities. (Entwicklung von Professionswissen im Lehramtsstudium: eine Längsschnittstudie an fünf deutschen Universitäten.) (German)
Eilerts, Katja (ed.) et al., Kompetenzorientierung in Schule und Lehrerbildung. Perspektiven der bildungspolitischen Diskussion, der Bildungsforschung und der Mathematik-Didaktik. Festschrift für Hans-Dieter Rinkens. Münster: LIT Verlag (ISBN 978-3-643-11478-5/pbk). Paderborner Beiträge zur Unterrichtsforschung und Lehrerbildung 15, 201-214 (2011).
Classification: B50
13
Authentic modelling problems in mathematics education. (English)
Kaiser, G. (ed.) et al., Trends in teaching and learning of mathematical modelling. Proceedings of the 14th international conference on the teaching of mathematical modelling and applications, ICTMA, Hamburg, Germany, July 27‒31, 2009. Berlin: Springer (ISBN 978-94-007-0909-6/hbk; 978-94-007-0910-2/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling 1, 591-601 (2011).
Classification: M14 D54
14
Future teachers’ professional knowledge on argumentation and proof: a case study from universities in three countries. (English)
ZDM, Int. J. Math. Educ. 40, No. 5, 791-811 (2008).
Classification: B50 E50 C30 D20
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