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Bücher und Artikel (2004 - jetzt)

2004

  • Bikner-Ahsbahs, A. (2004). Interest-dense Situations and their Mathematical Valences. (Topic Study Group 24 (Students' motivations and attitudes towards mathematics and its study) of the International Congress for Mathematics Education (http://www.icme10.dk, programme, TGS24)). Copenhagen: 2004, (peer reviewed).
  • Bikner-Ahsbahs, A. (2004). Towards the emergence of constructing mathematical meanings. In: Marit Johnsen Høines & Anne Berit Fuglesand: proceedings of the 28th conference of the International Group for the Psychology of Mathematics Education, vol. 2, 119-127. (peer-reviewed)

2005

  • Bikner-Ahsbahs, A. (2005). Mathematikinteresse zwischen Subjekt und Situation. Empirisch begründete Konstruktion einer Theorie interessendichter Situationen. [Interest in Mathematics between Subject and Situation. Building bricks for an interest theory in Mathematics Education.] Habilitation at Flensburg University, 2004. Hildesheim: div Verlag Franzbecker.
  • Bikner-Ahsbahs, A. (2005). Crossing the Border – Integrating different paradigms and perspectives. In Marianna Bosch (Ed.): Contribution to the working group 11 (Different theoretical Perspectives and Approaches in Mathematics Education) of CERME 4 (Fourth Congress of the European Society for Research in Mathematics Education) at Sant Feliu de Guixols (Spain), (CD), (peer reviewed)

2006

  • Bikner-Ahsbahs, A. & Prediger, S. (2006). Diversity of Theories in Mathematics Education – How can we deal with it? Zentralblatt der Didaktik der Mathematik (ZDM), vol. 38, 52-57. (invited and peer-reviewed)
  • Bikner-Ahsbahs, A. (2006). Semiotic sequence analysis – Constructing epistemic types. In Jarmila Novotná, Hana Moraovsá, Magdalena Krátká, Nad'a Stehliková (Eds.): Mathematics in the centre. Proceedings of the 30th Conference of the International group for the Psychology of Mathematics Education, vol. 2, (pp. 161-168) Prague (Czech Republic): Charles University, Faculty of Education. (peer-reviewed)

2007

  • Bikner-Ahsbahs, A. (2007) "Sensitizing concepts" as heuristics to compare and connect different theories. Contribution to the symposium: Networking a variety of theories within a scientific domain - The case of mathematics education, EARLI (European Association for Research on Learning and Instruction) August 2007. (peer reviewed)
  • Bikner-Ahsbahs, A. & Peter-Koop, A. (2007) (Eds.) Mathematische Bildung - Mathematische Leistung. [Mathematical education – mathematical achievement.] Festschrift for Michael Neubrand to his 60th birthday. Hildesheim, Berlin: Franzbecker Verlag.
  • Bikner-Ahsbahs, A. (2007). Ein Vergleich von Handlungsmodellen zur Entstehung mathematischen Wissens in Lehr-Lern-Situationen. [Comparison of action models for the creation of mathematical knowledge in teaching and learning situations.] In Angelika Bikner-Ahsbahs & Andrea Peter-Koop (Eds.), Mathematische Bildung - Mathematische Leistung, Festschrift for Michael Neubrand to his 60th birthday, (pp. 251-270). Hildesheim, Berlin: Franzbecker Verlag.

2008

  • Kidron,I., Lenfant,A., |Artigues, M., Bikner-Ahsbahs, A. & Dreyfus, T. (2008). Social interaction in learning processes as seen by means of three theoretical frameworks. ZDM-International Journal on Mathematics Education, 39(2), 247-267. (invited and peer-reviewed)
  • Bikner-Ahsbahs, A. (2008). Erkenntnisprozesse – Rekonstruktion ihrer Struktur durch Idealtypenbildung. [Epistemic processes – reconstructing the structure through building ideal types] In Helga Jungwirth, Götz Krummheuer (Eds.), Der Blick nach innen: Aspekte der täglichen Lebenswelt Mathematikunterricht. (pp. 105-144) [The view inside: aspects of everyday life called mathematics classroom.] Münster: Waxmann, (invited).
  • Prediger, S., Bikner-Ahsbahs, A. & Arzarello, F. (2008). Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework. ZDM-International Journal on Mathematics Education, 40(2), 165-178. (peer-reviewed)
  • Bikner-Ahsbahs, A. (2008) Wie konstruieren Lernende mathematisches Wissen? [How do students construct mathematical knowledge?] Beiträge zum Mathematikunterricht, Hildesheim, Berlin: Franzbecker Verlag (CD).

2009

2010

2011

  • Bikner-Ahsbahs, A., Kidron, I. & Dreyfus, T. (2011). Epistemisch handeln können – aber wie? [Knowing to act epistemically – but how?] Hauptvortrag auf der Jahrestagung der GDM. [Invited lecture]. Beiträge zum Mathematikunterricht 2011, Gesellschaft für Didakitk der Mathematik (CD).
  • Kidron, I., Bikner-Ahsbahs, A., & Dreyfus, T. (2011). How a general epistemic need leads to a need for a new construct: A case of networking two theoretical approaches. In: Pytlak, M.; Rowland, T. & Swoboda, E. (Eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education (pp.2475-2485). Rzeszów: University of Rzeszów, Poland (peer-reviewed).
  • Kidron, Ivy; Bikner-Ahsbahs, Angelika; Monaghan, John; Radford, Luis & Sensevy; Gérard (2011). Different theoretical perspectives and approaches in research in mathematics education. CERME working group 16. In: Pytlak, M.; Rowland, T. & Swoboda, E. (Eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education (pp.2475-2485). Rzeszów: University of Rzeszów, Polandhttp://www.cerme7.univ.rzeszow.pl/WG/CERME7-WG16.pdf, retrieved am 19.12.2011. (peer-reviewed)

2012

  • Bikner-Ahsbahs, A. (2012). Modellieren als epistemischer Prozess [Modelling as an epistemic process] In Blum, Werner; Borromeo Ferri, Rita; Maas, Katja (Eds.) Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität (pp. 106-115). Wiesbaden: Springer Teubner Vieweg.
  • Krause, Ch. & Bikner-Ahsbahs, A. (2012). Modes of sign use in epistemic processes, vol. 3, 19-27.
  • Bikner-Ahsbahs, A., Cramer, J. & Janßen, Th. (2012). Three quality components of epistemic processes. Vol. 4, 248.
  • Janßen, Th. & Bikner-Ahsbahs, A. (2012). Developing structure sense: A study to support instruction and inform theory. Vol. 4, 284.

2013

  • Bikner-Ahsbahs, A. & Schäfer, I. (2013). Ein Aufgabenkonzept für die Anfängervorlesung im Lehramt Mathematik. In Ch. Ableitinger, J. Kramer, & S. Prediger (Hrsg.), Zur doppelten Diskontinuität in der Gymnasiallehrerbildung. (S. 57-76). Wiesbaden: Springer.
  • Janßen, Th. & Bikner-Ahsbahs, A. (2013). Networking theories in a design study on the development of algebraic structure sense. CERME 8, Antalya, Turkey (in press).
  • Bikner-Ahsbahs, A. & Janßen, Th. (2013). Emergent tasks-spontaneous design supporting in-depth learning. Paper contributed to the ICMI study conference on task design held in Oxford, UK (in press).
  • Bikner-Ahsbahs, A., Dreher, F. & Schäfer, I. (2013). Forschendes Lernen von Anfang an?-Plenumsprojekte in Analysis und Linearer Algebra. In Ludwig Huber, Margot Kröger und Heidi Schelhowe (Hrsg.), Forschendes Lernen als Profilmerkmal einer Universität. Beispiel aus der Universität Bremen. (in press).
  • Bikner-Ahsbahs, A. (2013). Wenn situationale Bedingungen die Entwicklung des Dezimalbruchkonzepts stören. In Beiträge zum Mathematikunterricht 2013, Vorträge auf der Jahrestagung der Gesellschaft für Didaktik der Mathematik (in press).
  • Bikner-Ahsbahs, A. (2013). Situational fixations. In Aiso Heinze (ed.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (in press). Kiel: IPN, Germany.
  • Haspekian, M., Bikner-Ahsbahs, A., & Artigue, M. (2013). When the fiction of learning is kept: A case of networking two theoretical views. In Aiso Heinze (ed.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (in press). Kiel: IPN, Germany.