Anika Dreher/Publikationen

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  • 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.
  • 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.


  • 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
  • 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. & 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.



  • Dreher, A., Kuntze, S., & Lerman, S. (2012). Pre-service teachers’ views on using multiple representations in mathematics classrooms – an inter-cultural study. In Tso,T. Y. (Ed.). Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 211-218). Taipei, Taiwan: PME.