Änderungen

69 Bytes hinzugefügt ,  09:22, 16. Feb. 2017
K
keine Bearbeitungszusammenfassung
Zeile 31: Zeile 31:       −
* [[Anika Dreher|Dreher, A.]], Kuntze, S., & Lerman, S. (2015). Why use multiple representations in the mathematics classroom? Views of English and German pre-service teachers. International Journal of Science and Mathematics Education. Advance online publication. doi: 10.1007/s10763-015-9633-6.
+
* [[Anika Dreher|Dreher, A.]], [[Sebastian Kuntze|Kuntze, S.]], & Lerman, S. (2015). Why use multiple representations in the mathematics classroom? Views of English and German pre-service teachers. International Journal of Science and Mathematics Education. Advance online publication. doi: 10.1007/s10763-015-9633-6.
    
* [[Anika Dreher|Dreher, A.]], & Kuntze S. (2015). Teachers' professional knowledge and noticing: The case of multiple representations in the mathematics classroom. Educational Studies in Mathematics, 88(1), 89-114.
 
* [[Anika Dreher|Dreher, A.]], & Kuntze S. (2015). Teachers' professional knowledge and noticing: The case of multiple representations in the mathematics classroom. Educational Studies in Mathematics, 88(1), 89-114.
Zeile 37: Zeile 37:  
* [[Anika Dreher|Dreher, A.]], & Kuntze, S. (2014). Teachers facing the dilemma of multiple representations being aid and obstacle for learning: Evaluations of tasks and theme-specific noticing. Journal für Mathematik-Didaktik. Advance online publication. doi: 10.1007/s13138-014-0068-3
 
* [[Anika Dreher|Dreher, A.]], & Kuntze, S. (2014). Teachers facing the dilemma of multiple representations being aid and obstacle for learning: Evaluations of tasks and theme-specific noticing. Journal für Mathematik-Didaktik. Advance online publication. doi: 10.1007/s13138-014-0068-3
   −
* [[Anika Dreher|Dreher, A.]], Kuntze, S., & Winkel, K. (2014). Empirical study of a competence structure model regarding conversions of representations - The case of fractions. In: Nicol, C., Liljedahl, P., Oesterle, S., & Allan, D. (Eds.). (2014). Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 2, pp. 425-432 Vancouver, Canada: PME.
+
* [[Anika Dreher|Dreher, A.]], Kuntze, S., & Winkel, K. (2014). Empirical study of a competence structure model regarding conversions of representations - The case of fractions. In: Nicol, C., Liljedahl, P., Oesterle, S., & Allan, D. (Eds.). (2014). Proceedings of the Joint Meeting of [[PME 38]] and PME-NA 36, Vol. 2, pp. 425-432 Vancouver, Canada: PME.
   −
* Kuntze, S. & [[Anika Dreher|Dreher, A.]] (2014). PCK and the awareness of affective aspects reflected in teachers' views about learning opportunities - a conflict? In B. Pepin & B. Rösken-Winter (Eds.), From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions (Advances in Mathematics Education series, pp. 295-318). NY: Springer.
+
* Kuntze, S. & [[Anika Dreher|Dreher, A.]] (2014). PCK and the awareness of affective aspects reflected in teachers' views about learning opportunities - a conflict? In [[Birgit Pepin|B. Pepin]] & [[Bettina Rösken-Winter|B. Rösken-Winter]] (Eds.), From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions (Advances in Mathematics Education series, pp. 295-318). NY: Springer.
    
== Arbeitsgebiete ==
 
== Arbeitsgebiete ==