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*Obersteiner, A., Dresler, T., Bieck, S. M., &amp; Moeller, K. (2019). Understanding fractions: Integrating results from mathematics education, cognitive psychology, and neuroscience. In A. Norton, &amp; M. W. Alibali (Eds.), <i>Constructing number. Merging perspectives from psychology and mathematics education</i> (pp. 135–162). Cham, Switzerland: Springer.
 
*Obersteiner, A., Dresler, T., Bieck, S. M., &amp; Moeller, K. (2019). Understanding fractions: Integrating results from mathematics education, cognitive psychology, and neuroscience. In A. Norton, &amp; M. W. Alibali (Eds.), <i>Constructing number. Merging perspectives from psychology and mathematics education</i> (pp. 135–162). Cham, Switzerland: Springer.
*Reiss, K. Obersteiner, A., Heinze, A., Itzlinger-Bruneforth, U., &amp; Lin, F.-L. (2019). Large-scale studies in mathematics education research. In H. N. Jahnke, L. Hefendehl-Hebeker (Eds.), <i>Traditions in German-speaking mathematics education research</i> (pp. 249–278). Cham, Switzerland: Springer.
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*Reiss, K. Obersteiner, A., Heinze, A., Itzlinger-Bruneforth, U., &amp; Lin, F.-L. (2019). Large-scale studies in mathematics education research. In H. N. Jahnke, L. Hefendehl-Hebeker (Eds.), <i>Traditions in German-speaking mathematics education research</i> (pp. 249–278). Cham, Switzerland: Springer.
 
*Reiss, K., &amp; Obersteiner, A. (2019). Competence models as a basis for defining, understanding, and diagnosing students’ mathematical competences. In A. Fritz, V. G. Haase, &amp; P. R&auml;s&auml;nen (Eds.), <i>International handbook of mathematical learning difficulties. From the laboratory to the classroom</i> (pp. 43–56). Cham, Switzerland: Springer.  
 
*Reiss, K., &amp; Obersteiner, A. (2019). Competence models as a basis for defining, understanding, and diagnosing students’ mathematical competences. In A. Fritz, V. G. Haase, &amp; P. R&auml;s&auml;nen (Eds.), <i>International handbook of mathematical learning difficulties. From the laboratory to the classroom</i> (pp. 43–56). Cham, Switzerland: Springer.  
 
*Obersteiner, A., Reiss, K., Van Dooren, W., &amp; Van Hoof, J. (2019). Understanding rational numbers—obstacles for learners with and without mathematical learning difficulties. In A. Fritz, V. G. Haase, &amp; P. R&auml;s&auml;nen (Eds.), <i>International handbook of mathematical learning difficulties. From the laboratory to the classroom</i> (pp. 581–594). Cham, Switzerland: Springer.  
 
*Obersteiner, A., Reiss, K., Van Dooren, W., &amp; Van Hoof, J. (2019). Understanding rational numbers—obstacles for learners with and without mathematical learning difficulties. In A. Fritz, V. G. Haase, &amp; P. R&auml;s&auml;nen (Eds.), <i>International handbook of mathematical learning difficulties. From the laboratory to the classroom</i> (pp. 581–594). Cham, Switzerland: Springer.  
*Obersteiner, A. (2018). <i>Number sense across number domains: An integrated mathematics educational and cognitive psychological perspective</i>. Habilitation Thesis. Munich: Technical University of Munich.
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*Obersteiner, A. (2018). <i>Number sense across number domains: An integrated mathematics educational and cognitive psychological perspective</i>. Habilitation Thesis. Munich: Technical University of Munich.
 
*Obersteiner, A., &amp; [[Reiss, K.]] (2017). Interventionsstudien zur F&ouml;rderung numerischer Basiskompetenzen rechenschwacher Kinder – ein &Uuml;berblick &uuml;ber theoretische Grundlegungen und F&ouml;rderans&auml;tze. In A. Fritz, S. Schmidt &amp; G. Ricken (Hrsg.), <i>Handbuch Rechenschw&auml;che (3. Aufl.)</i> (S. 308–322). Weinheim: Beltz.
 
*Obersteiner, A., &amp; [[Reiss, K.]] (2017). Interventionsstudien zur F&ouml;rderung numerischer Basiskompetenzen rechenschwacher Kinder – ein &Uuml;berblick &uuml;ber theoretische Grundlegungen und F&ouml;rderans&auml;tze. In A. Fritz, S. Schmidt &amp; G. Ricken (Hrsg.), <i>Handbuch Rechenschw&auml;che (3. Aufl.)</i> (S. 308–322). Weinheim: Beltz.
 
*[[Hedwig Gasteiger|Gasteiger, H.]], Obersteiner, A., &amp; [[Kristina Reiss|Reiss, K.]] (2015). Formal and informal learning environments: Using games to support early numeracy. In J. Torbeyns, E. Lehtinen, &amp; J. Elen (Eds.). <i>Describing and studying domain-specific serious games</i> (pp. 231–250). Heidelberg: Springer.
 
*[[Hedwig Gasteiger|Gasteiger, H.]], Obersteiner, A., &amp; [[Kristina Reiss|Reiss, K.]] (2015). Formal and informal learning environments: Using games to support early numeracy. In J. Torbeyns, E. Lehtinen, &amp; J. Elen (Eds.). <i>Describing and studying domain-specific serious games</i> (pp. 231–250). Heidelberg: Springer.
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