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Zeile 25:
Zeile 25: − + − *Scheiner, T., & Pinto, M. M. F. (2019). Emerging perspectives in mathematical cognition: Contextualizing, complementizing, and complexifying. Educational Studies in Mathematics, 101(3), 357-372.
→Ausgewählte Veröffentlichungen
== Ausgewählte Veröffentlichungen ==
== Ausgewählte Veröffentlichungen ==
*Scheiner, T., Godino, J., Montes, M., Pino-Fan, L., & Climent, N. (2022). On metaphors in thinking about preparing mathematics for teaching. Educational Studies in Mathematics, 111(2), 253–270. https://doi.org/10.1007/s10649-022-10154-4
*Scheiner, T., Godino, J., Montes, M., Pino-Fan, L., & Climent, N. (2022). On metaphors in thinking about preparing mathematics for teaching. Educational Studies in Mathematics, 111(2), 253–270. https://doi.org/10.1007/s10649-022-10154-4
*Scheiner, T., & Pinto, M.M.F. (2022). Sense-making in mathematics: An act of comprehension or creation? For the Learning of Mathematics, 42(3), 16–20.
*Scheiner, T., & Pinto, M.M.F. (2022). Sense-making in mathematics: An act of comprehension or creation? For the Learning of Mathematics, 42(3), 16–20.
*Scheiner, T. (2022). Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students. Teachers and Teaching: Theory and Practice, 28(1), 1–11. https://doi.org/10.1080/13540602.2021.2016688
*Scheiner, T. (2022). Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students. Teachers and Teaching: Theory and Practice, 28(1), 1–11. https://doi.org/10.1080/13540602.2021.2016688
*Scheiner, T. (2021). Towards a more comprehensive model of teacher noticing. ZDM – Mathematics Education, 53(1), 85–94. https://doi.org/10.1007/s11858-020-01202-5
*Scheiner, T. (2021). Towards a more comprehensive model of teacher noticing. ZDM – Mathematics Education, 53(1), 85–94. https://doi.org/10.1007/s11858-020-01202-5