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Waiting for the geyser eruption. Using data and factual knowledge for a meaningful prediction. (Warten auf den Geysir-Ausbruch. Mit Daten und Sachwissen zu einer sinnvollen Prognose.) (German)
Math. Lehren 33, No. 197, 15-19 (2016).
Classification: K43 M53 D83
1
Connections between statistical thinking and critical thinking: a case study. (English)
Ben-Zvi, Dani (ed.) et al., The teaching and learning of statistics. International perspectives. Cham: Springer (ISBN 978-3-319-23469-4/hbk; 978-3-319-23470-0/ebook). 83-94 (2016).
Classification: K40 C30
2
Why use multiple representations in the mathematics classroom? Views of English and German preservice teachers. (English)
Int. J. Sci. Math. Educ. 14, Suppl. 2, S363-S382 (2016).
Classification: C29 D40 C30
3
“The energy turnaround pays off". Opportunities for mathematical model building in energy supply contracting. (“Die Energiewende rechnet sich". Anlässe für mathematisches Modellieren beim Energielieferungs-Contracting.) (German)
MNU J. 69, No. 2, 113-118 (2016).
Classification: M43 M53
4
On the ideas behind the contents. (Von den Ideen hinter den Inhalten.) (German)
MNU, Math. Naturwiss. Unterr. 68, No. 6, 323 (2015).
Classification: D20 D30
5
Teachers facing the dilemma of multiple representations being aid and obstacle for learning: evaluations of tasks and theme-specific noticing. (English. German summary)
J. Math.-Didakt. 36, No. 1, 23-44 (2015).
Classification: C29 C30 C70 D43 F43
6
Good models and good representations are a support for learners’ risk assessment. (English)
Math. Enthus. 12, No. 1-3, 157-167 (2015).
Classification: K50 K90 K70 M10
7
PCK and the awareness of affective aspects reflected in teachers’ views about learning opportunities ‒ a conflict? (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 295-318 (2015).
Classification: C29 D39
8
Teachers’ professional knowledge and noticing: the case of multiple representations in the mathematics classroom. (English)
Educ. Stud. Math. 88, No. 1, 89-114 (2015).
Classification: C39 C29
9
Empirical study of a competence structure model regarding conversions of representations ‒ the case of fractions. (English)
Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 425-432 (2014).
Classification: C30 F40 D20
10
Hybrid tasks: promoting statistical thinking and critical thinking through the same mathematical activities. (English. Spanish summary)
PNA 8, No. 3, 115-126, electronic only (2014).
Classification: C30 K40 C40
11
The middle between two straight lines. A big idea interlinks algebra and geometry. (Die Mitte zwischen zwei Geraden. Eine Big Idea vernetzt Algebra und Geometrie.) (German)
MNU, Math. Naturwiss. Unterr. 67, No. 7, 424-428 (2014).
Classification: G70 H70 I20 U70
12
“Agreeing rules of the game" as big idea in stochastics education. (“Spielregeln vereinbaren" als Big Idea im Stochastikunterricht.) (German)
Sproesser, Ute (ed.) et al., Daten, Zufall und der Rest der Welt. Didaktische Perspektiven zur anwendungsbezogenen Mathematik. Wiesbaden: Springer Spektrum (ISBN 978-3-658-04668-2/pbk; 978-3-658-04669-9/ebook). 133-147 (2014).
Classification: K50 K40
13
Didactics of geometry for lower secondary level. (Didaktik der Geometrie für die Sekundarstufe I.) 2nd revised ed. (German)
Mathematik Primarstufe und Sekundarstufe I+II. Heidelberg: Springer Spektrum (ISBN 978-3-642-37967-3/pbk; 978-3-642-37968-0/ebook). 304~p. (2014).
Classification: G13 D43 C33
14
Using various representations in mathematics instruction. (Vielfältige Darstellungen nutzen im Mathematikunterricht.) (German)
Sprenger, Jasmin (ed.) et al., Mathematik lernen, darstellen, deuten, verstehen. Didaktische Sichtweisen vom Kindergarten bis zur Hochschule. Heidelberg: Springer Spektrum (ISBN 978-3-658-01037-9/pbk; 978-3-658-01038-6/ebook). 17-33 (2013).
Classification: D40 C30
15
Views of education students on the importance of various representations in mathematics instruction. (Sichtweisen von Lehramtsstudierenden zur Bedeutung des Nutzens vielfältiger Darstellungen im Mathematikunterricht.) (German)
Sprenger, Jasmin (ed.) et al., Mathematik lernen, darstellen, deuten, verstehen. Didaktische Sichtweisen vom Kindergarten bis zur Hochschule. Heidelberg: Springer Spektrum (ISBN 978-3-658-01037-9/pbk; 978-3-658-01038-6/ebook). 263-272 (2013).
Classification: C29 D49
16
Statistical understanding and language ‒ a qualitative analysis. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 901-911 (2013).
Classification: K43 C53 E43
17
Pre-service and in-service teachers’ views on the learning potential of tasks ‒ does specific content knowledge matter? (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 3035-3044 (2013).
Classification: C29 D50 D39 F40
18
Awareness of dealing with multiple representations in the mathematics classroom ‒ a study with teachers in Poland and Germany. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 249-256 (2013).
Classification: C39 C70 D40
19
Pedagogical content knowledge and views of in-service and pre-service teachers related to computer use in the mathematics classroom. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 3. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-289-5). 217-224 (2013).
Classification: C39 B50 U70
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