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Angelika Bikner-Ahsbahs (Quelltext anzeigen)
Version vom 23. Mai 2013, 15:38 Uhr
, 15:38, 23. Mai 2013keine Bearbeitungszusammenfassung
== Veröffentlichungen ==
== Veröffentlichungen ==
===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 [[Universität Flensburg|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. & [[Susanne Prediger|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. & [[Andrea Peter-Koop|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====
* [[Ivy Kidron|Kidron,I.]], [[Agnès Lenfant|Lenfant,A.]], [[Michèle Artigue||Artigues, M.]], Bikner-Ahsbahs, A. & [[Tommy Dreyfus|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).
* [[Susanne Prediger|Prediger, S.]], Bikner-Ahsbahs, A. & [[Ferdinando Arzarello|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====
* Bikner-Ahsbahs, A. (2009). Interessenlage und Erkenntniszugang. [Interest sphere and epistemic approach] Beiträge zum Mathematikunterricht 2009, Vorträge zur Tagung der Gesellschaft für Didaktik der Mathematik (GDM) in Oldenburg. Hildesheim, Berlin: div Franzbecker. CD.
* Bikner-Ahsbahs, A. & [[Gaye Williams|Williams, G.]] (2009). Comparing and contrasting methodologies: a commentary. In [[Baruch Schwarz]], [[Rina Hershkowitz]] and [[Tommy Dreyfus]] (Eds.), Transformation of Knowledge in Classroom Interaction, (pp. 261-270). London, New York: Routledge. (invited)
* [[Ingolf Schäfer|Schäfer, I.]] & Bikner-Ahsbahs, A. (2009). „Schwache“ Schüler motivationsorientiert fördern. [Fostering low-achieving students in a motivational way]. In [[Siegbert Schmidt]] (Ed.), Fördernder Mathematikunterricht in der Sekundarstufe I –Rechenschwierigkeiten erkennen und überwinden, (pp. 201-212). Weinheim, Basel: Beltz Verlag. (invited)
* [[Ferdinando Arzarello|Arzarello, F.]], Bikner-Ahsbahs, A. & [[Cristina Sabena|Sabena, C.]] (2009). Complementary networking: enriching understanding. In [[Viviane Durand-Guerrier|V. Durand-Guerrier]], [[Sophie Soury-Lavergne|S. Soury-Lavergne]], and [[Ferdinando Arzarello|F. Arzarello]] (Eds.), Proceedings of CERME 6. Lyon, France. Retrieved August 23, 2010 from http://www.inrp.fr/publications/edition-electronique/cerme6/wg9-02-arzarello.pdf, published as a CD. (peer-reviewed)
* Bikner-Ahsbahs, A. (2009). Networking of theories – why and how? Special plenary lecture. In [[Viviane Durand-Guerrier|V. Durand-Guerrier]], [[Sophie Soury-Lavergne|S. Soury-Lavergne]], and [[Ferdinando Arzarello|F. Arzarello]] (Eds.), Proceedings of CERME 6. Lyon, France. Retrieved August 23, 2010 from http://www.inrp.fr/publications/edition-electronique/cerme6/plenary-01-bikner.pdf , published as a CD. (peer -reviewed)
* Bikner-Ahsbahs, A. & [[Ingolf Schäfer|Schäfer, I.]] (2009). Object Relations and epistemic actions of low-achieving students. In [[Marianna Tzekaki]], [[Maria Kaldrimidrou]], [[Haralambos Sakonidis]] (Eds.), In Search for Theories in Mathematics Education, Proceedings of the 33th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 337). Thessaloniki-Greece: Moucos-Communication in Print. (peer-reviewed)
* [[Julia Cramer|Cramer, J.]] & Bikner-Ahsbahs, A. (2009). Mathematical interest spheres and their epistemic function. In [[Marianna Tzekaki]], [[Maria Kaldrimidrou]], [[Haralambos Sakonidis]] (Eds.), In Search for Theories in Mathematics Education, Proceedings of the 33th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2 (353-361). Thessaloniki-Greece: Moucos-Communication in Print.(peer-reviewed)
====2010====
* Bikner-Ahsbahs, A., & [[Susanne Prediger|Prediger, S.]] (2010). Networking of Theories—An Approach for Exploiting the Diversity of Theoretical Approaches; with a preface by [[Tommy Dreyfus|T. Dreyfus]] and a commentary by [[Ferdinando Arzarello|F. Arzarello]]. In [[Bharath Sriraman|B. Sriraman]] & [[Lyn English|L. English]] (Eds.), Theories of mathematics education: seeking new frontiers (pp. 479-512). New York: Springer, Advances in Mathematics Education series, Vol. 1. (peer reviewed)
* Bikner-Ahsbahs, A., [[Tommy Dreyfus|Dreyfus, T.]], & [[Ivy Kidron|Kidron, I.]] (2010). “General Epistemic Need” – ein Motor für Erkenntnisentwicklung? [General epistemic need - an engine for construction of knowledge?]. In Beiträge zum Mathematikunterricht. Vorträge auf der Jahrestagung der Gesellschaft für Didaktik der Mathematik (GDM) 2010 in München. Retrieved: 2.5.2012 from: http://www.mathematik.tu-dortmund.de/ieem/cms/media/BzMU/BzMU2010/BzMU10_BIKNER-AHSBAHS_Angelika_Erkenntnisentwicklung.pdf
* Bikner-Ahsbahs, A., [[Tommy Dreyfus|Dreyfus, T.]], [[Ivy Kidron|Kidron, I.]], [[Ferdinando Arzarello|Arzarello, F.]], [[Luis Radford|Radford, L.]], [[Michèle Artigue|Artigue, M.]], & [[Cristina Sabena|Sabena, C.]] (2010). Networking of theories in mathematics education. In [[Marcia Pinto|Pinto, M. M. F.]] & [[Teresinha Kawasaki|Kawasaki, T. F.]] (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 145-175). Belo Horizonte, Brazil: PME. (peer-reviewed)
* [[Ivy Kidron|Kidron, I.]], Bikner-Ahsbahs, A., [[Julia Cramer|Cramer, J.]], [[Tommy Dreyfus|Dreyfus, T.]], & [[Nava Gilboa|Gilboa, N.]] (2010). Construction of knowledge: need and interest. In [[Marcia Pinto|Pinto, M. M. F.]] & [[Teresinha Kawasaki|Kawasaki, T. F.]] (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 169-176). Belo Horizonte, Brazil: PME. (peer-reviewed)
* [[Julia Cramer|Cramer, J.]] & Bikner-Ahsbahs, A. & [[Raz Harel|Harel, R.]] (2010). Argumentation Processes: Structure and Quality. In [[Marcia Pinto|Pinto, M. M. F.]] & [[Teresinha Kawasaki|Kawasaki, T. F.]] (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 23). Belo Horizonte, Brazil: PME. (peer-reviewed)
====2011====
* Bikner-Ahsbahs, A., [[Ivy Kidron|Kidron, I.]] & [[Tommy Dreyfus|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).
* [[Ivy Kidron|Kidron, I.]], Bikner-Ahsbahs, A., & [[Tommy Dreyfus|Dreyfus, T.]] (2011). How a general epistemic need leads to a need for a new construct: A case of networking two theoretical approaches. In: [[Marta Pytlak|Pytlak, M.]]; [[Tim Rowland|Rowland, T.]] & [[Ewa Swoboda|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).
* [[Ivy Kidron|Kidron, Ivy]]; Bikner-Ahsbahs, Angelika; [[John Monaghan|Monaghan, John]]; [[Luis Radford|Radford, Luis]] & [[Gérard Sensevy|Sensevy; Gérard]] (2011). Different theoretical perspectives and approaches in research in mathematics education. CERME working group 16. In: [[Marta Pytlak|Pytlak, M.]]; [[Tim Rowland|Rowland, T.]] & [[Ewa Swoboda|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 [[Werner Blum|Blum, Werner]]; [[Rita Borromeo Ferri|Borromeo Ferri, Rita]]; [[Katja Maaß|Maas, Katja]] (Eds.) Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität (pp. 106-115). Wiesbaden: Springer Teubner Vieweg.
* [[Christina Krause|Krause, Ch.]] & Bikner-Ahsbahs, A. (2012). Modes of sign use in epistemic processes, vol. 3, 19-27.
* Bikner-Ahsbahs, A., [[Julia Cramer|Cramer, J.]] & [[Thomas Janßen|Janßen, Th.]] (2012). Three quality components of epistemic processes. Vol. 4, 248.
* [[Thomas Janßen|Janßen, Th.]] & Bikner-Ahsbahs, A. (2012). Developing structure sense: A study to support instruction and inform theory. Vol. 4, 284.
====2013====
* Bikner-Ahsbahs, A. & [[Ingolf Schäfer|Schäfer, I.]] (2013). Ein Aufgabenkonzept für die Anfängervorlesung im Lehramt Mathematik. In [[Christoph Ableitinger|Ch. Ableitinger]], [[Jürg Kramer|J. Kramer]], & [[Susanne Prediger|S. Prediger]] (Hrsg.), Zur doppelten Diskontinuität in der Gymnasiallehrerbildung. (S. 57-76). Wiesbaden: Springer.
* [[Thomas Janßen|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. & [[Thomas Janßen|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., [[Fabian Dreher|Dreher, F.]] & [[Ingolf Schäfer|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.
* [[Mariam Haspekian|Haspekian, M.]], Bikner-Ahsbahs, A., & [[Michèle Artigue|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.
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