Gabriele Kaiser

Q: What Schools Are Affiliated With Gabriele Kaiser

Gabriele Kaiser is affiliated with the following schools: University of Kaiserslautern-Landau, University of Kassel, Australian Catholic University, University of Hamburg, Nord University

Gabriele Kaiser's AcademicInfluence.com Rankings

Gabriele Kaiser

Mathematics

#4740

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#6719

Historical Rank

Measure Theory

#2305

World Rank

#2759

Historical Rank

mathematics Degrees

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Mathematics

Gabriele Kaiser's Degrees

PhD Mathematics Education University of Kaiserslautern-Landau
Masters Mathematics University of Kaiserslautern-Landau

Why Is Gabriele Kaiser Influential?

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According to Wikipedia, Gabriele Kaiser is a German mathematics educator. She is a professor of mathematics education at the University of Hamburg. Kaiser completed a doctorate in 1986 and a habilitation in 1997 at the University of Kassel. Her doctoral dissertation, Anwendungen im Mathematikunterricht - Konzeptionen und Untersuchungen zur unterrichtlichen Realisierung, was supervised by Werner Blum. She became a professor at Hamburg in 1998, and served as vice dean of education from 2010 to 2016. Since 2005 she has been editor-in-chief of the journal ZDM Mathematics Education, and she is the editor or co-editor of 28 books on mathematics education.

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Gabriele Kaiser's Published Works

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Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

A global survey of international perspectives on modelling in mathematics education (2006) (455)
Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach (2014) (208)
Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers' Mathematics and Mathematics Pedagogical Content Knowledge. (2011) (161)
Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries (2012) (150)
Modelling and Modelling Competencies in School (2007) (143)
About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers’ Competence (2015) (141)
Trends in Teaching and Learning of Mathematical Modelling (2011) (139)
Beyond small, medium, or large: points of consideration when interpreting effect sizes (2019) (124)
International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn: TEDS-M Results (2013) (116)
Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches (2017) (113)
Mathematical modelling as bridge between school and university (2006) (100)
The conceptualisation of mathematics competencies in the international teacher education study TEDS-M (2012) (98)
Equity In Mathematics Education: Influences Of Feminism And Culture (1995) (88)
International Comparisons in Mathematics Education (1999) (87)
Modelling in Lower Secondary Mathematics Classroom — Problems and Opportunities (2007) (86)
Effectiveness of teacher education (2008) (82)
Towards a didactical theory for mathematical modelling (2006) (81)
Empirical research on teaching and learning of mathematical modelling: a survey on the current state-of-the-art (2018) (77)
Modelling Competencies: Past Development and Further Perspectives (2015) (76)
The relation between content-specific and general teacher knowledge and skills (2016) (70)
Authentic Modelling Problems in Mathematics Education—Examples and Experiences (2010) (70)
The cultural dimension of beliefs: an investigation of future primary teachers’ epistemological beliefs concerning the nature of mathematics in 15 countries (2012) (67)
Complex Modelling Problems in Co-operative, Self-Directed Learning Environments (2013) (67)
Von der Lehrerausbildung in den Beruf – Fachbezogenes Wissen als Voraussetzung für Wahrnehmung, Interpretation und Handeln im Unterricht (2014) (66)
Expertise in mathematics instruction : an international perspective (2011) (64)
Teaching mathematical modelling : connecting to research and practice (2013) (62)
Will 2020 be remembered as the year in which education was changed? (2020) (61)
Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education and their relationship to cultural context and outcomes (2012) (60)
Development of mathematical literacy: results of an empirical study (2005) (59)
Trends in Teaching and Learning of Mathematical Modelling: ICTMA14 (2013) (58)
Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance (2015) (57)
Diagnostic competence of primary school mathematics teachers during classroom situations (2016) (57)
Scaffolding in complex modelling situations (2015) (57)
Early Career Mathematics Teachers’ General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference? (2015) (54)
Competence Measurement in (Mathematics) Teacher Education and Beyond: Implications for Policy (2019) (54)
International perspectives on the teaching and learning of mathematical modelling (2011) (52)
Realitätsbezüge im Mathematikunterricht : ein Überblick über die aktuelle und historische Diskussion (1995) (49)
Mathematics teacher learning to notice: a systematic review of studies of video-based programs (2021) (48)
Future Teachers’ Professional Knowledge on Modeling (2010) (48)
The teaching and learning of mathematical modeling (2017) (47)
Mathematical Modelling and Applications in Education (2020) (46)
Theoretical Framework, Study Design and Main Results of TEDS-M (2014) (45)
Resolving the chicken-or-egg causality dilemma: The longitudinal interplay of teacher knowledge and teacher beliefs (2014) (45)
Subject-specific characteristics of instructional quality in mathematics education (2018) (43)
Flipped classroom as a reform-oriented approach to teaching mathematics (2020) (41)
Compendium for Early Career Researchers in Mathematics Education (2019) (40)
Educational philosophies and their influence on mathematics education— An ethnographic study in English and German mathematics classrooms (2002) (40)
Understanding the development of teachers' professional competencies as personally, situationally and socially determined (2017) (39)
Mathematical modeling in school education: Mathematical, cognitive, curricular, instructional and teacher educational perspectives (2014) (39)
Mathematical Modelling in School - Examples and Experiences (2004) (39)
Modelling in Mathematics Classroom Instruction: An Innovative Approach for Transforming Mathematics Education (2014) (36)
Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China (2020) (36)
Proposal for a Framework to Analyse Mathematics Education in Eastern and Western Traditions (2006) (35)
Mathematisches Modellieren – Eine Einführung in theoretische und didaktische Hintergründe (2013) (34)
Expertise in Mathematics Instruction (2011) (34)
IMPROVING MATHEMATICS TEACHER EDUCATION IN GERMANY: EMPIRICAL RESULTS FROM A LONGITUDINAL EVALUATION OF INNOVATIVE PROGRAMS (2013) (31)
Authentic Modelling Problems in Mathematics Education (2011) (31)
Numeracy, adult education, and vulnerable adults: a critical view of a neglected field (2020) (31)
State of research, measurement issues and consequences for future studies (2008) (30)
Future mathematics teachers’ professional knowledge of elementary mathematics from an advanced standpoint (2013) (30)
Profiles of mathematics teachers’ competence and their relation to instructional quality (2020) (29)
Die Erhebung mathematikdidaktischen Wissens – Konzeptualisierung einer komplexen Domäne (2014) (29)
Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China (2018) (28)
Spiegelt sich pädagogisches Wissen in den Kompetenzselbsteinschätzungen angehender Lehrkräfte? Zum Zusammenhang von Wissen und Überzeugungen am Ende der Lehrerausbildung (2012) (28)
Learning from the Eastern and the Western debate: the case of mathematics teacher education (2013) (28)
Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte (2017) (28)
Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge (2011) (28)
Teachers’ views on effective mathematics teaching: commentaries from a European perspective (2007) (27)
1 – Context in Application and Modelling – an Empirical Approach (2003) (26)
Theory usage and theoretical trends in Europe: a survey and preliminary analysis of CERME4 research reports (2006) (26)
Professional Knowledge of (Prospective) Mathematics Teachers - Its Structure and Development (2016) (25)
Relationship Between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing (2020) (25)
Professional competences of teachers for fostering creativity and supporting high-achieving students (2017) (23)
“Last curves not quite correct”: diagnostic competences of future teachers with regard to modelling and graphical representations (2008) (23)
General pedagogical knowledge versus pedagogical content knowledge? The structure of professional knowledge in pre-service teachers of German, English, and Mathematics at university (2018) (22)
Equity and Mathematics: Not a Simple Issue@@@Teaching for Meaning in High Poverty Classrooms@@@Equity in Mathematics Education: Influences of Feminism and Culture@@@Teaching the Majority: Breaking the Gender Barrier in Science, Mathematics, and Engineering@@@New Directions for Equity in Mathematics (1996) (22)
Bedingungsfaktoren des fachbezogenen Kompetenzerwerbs von Lehrkräften. Zum Einfluss von Ausbildungs-, Persönlichkeits- und Kompositionsmerkmalen in der Mathematiklehrerausbildung für die Sekundarstufe I (2011) (21)
REPORT FROM THE WORKING GROUP MODELLING AND APPLICATIONS - DIFFERENTIATING PERSPECTIVES AND DELINEATING COMMONALTIES (2007) (21)
Equity and the Quality of the Language Used in Mathematics Education (2010) (20)
Future teachers’ professional knowledge on argumentation and proof: a case study from universities in three countries (2008) (19)
Expertise in mathematics instruction: Advancing research and practice from an international perspective (2011) (19)
Reflections and Future Prospects (2011) (18)
Uncovering predictors of disagreement: ensuring the quality of expert ratings (2016) (18)
Results of an analysis of the TIMS study from a gender perspective (2000) (18)
Anwendungen und Modellieren (2015) (18)
Sprachlich bedingte Schwierigkeiten von mehrsprachigen Schülerinnen und Schülern bei Textaufgaben (2011) (18)
Authentic Complex Modelling Problems in Mathematics Education (2013) (18)
Measuring Chinese teacher professional competence: adapting and validating a German framework in China (2018) (17)
The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom (2021) (17)
Early Career Teachers’ ability to focus on typical students errors in relation to the complexity of a mathematical topic (2016) (17)
Mathematische Literalität unter einer sprachlich-kulturellen Perspektive (2003) (16)
A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering (2021) (16)
Mathematik — ein polarisierendes Schulfach (2001) (15)
Creativity in students’ modelling competencies: conceptualisation and measurement (2021) (15)
Overcoming the Gap Between University and School Mathematics (2014) (15)
International Comparisons in Mathematics Education: An Overview (2002) (14)
Pädagogisches Wissen versus fachdidaktisches Wissen? (2018) (14)
Opening up the black box: Teacher competence, instructional quality, and students’ learning progress (2022) (14)
Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences (2021) (13)
Introduction: ICTMA and the Teaching of Modeling and Applications (2010) (13)
Diagnostic Competence for Dealing with Students’ Errors: Fostering Diagnostic Competence in Error Situations (2018) (12)
A situated approach to assess teachers‘ professional competencies using classroom videos (2018) (12)
Gender equity in mathematical achievement: the case of China (2018) (12)
A brief survey of the state of mathematical modeling aroung the world (2006) (12)
Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice (2022) (11)
Content and pedagogical content knowledge in argumentation and proof of future teachers: a comparative case study in Germany and Hong Kong (2008) (11)
Mathematical modelling and applications: empirical and theoretical perspectives (2006) (11)
Student Engagement in a Flipped Secondary Mathematics Classroom (2021) (10)
Theoretical Approaches and Examples for Modelling in Mathematics Education (2010) (10)
Introduction to the issue on Empirical research on mathematics teachers and their education (2008) (10)
Mathematisches Modellieren für Schule und Hochschule (2013) (9)
Theoretical and pedagogical considerations in promoting students' metacognitive modeling competencies (2016) (9)
Mathematics education in culturally diverse classrooms (2005) (9)
A Systematic Review on Task Design in Dynamic and Interactive Mathematics Learning Environments (DIMLEs) (2021) (9)
Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers (2021) (9)
Profiles of teachers’ general pedagogical knowledge: nature, causes and effects on beliefs and instructional quality (2019) (9)
International Comparisons in Mathematics Education Under the Perspective of Comparative Education (2012) (8)
Vergleichende Untersuchungen zum Mathematikunterricht im englischen und deutschen Schulwesen (1997) (7)
Feminist Frameworks for Researching Mathematics. (2003) (7)
Perception of student errors under time limitation: are teachers faster than mathematicians or students? (2018) (7)
Erfassung der fachspezifischen Qualität von Mathematikunterricht: Faktorenstruktur und Zusammenhänge zur professionellen Kompetenz von Mathematiklehrpersonen (2020) (7)
Mentoring Early Career Mathematics Teachers from the Mentees’ Perspective—a Case Study from China (2019) (7)
Analysis of Applications and of Conceptions for an Application Oriented Mathematics Instruction (1984) (6)
Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review (2022) (6)
Mathematical Modelling: Connecting to Teaching and Research Practices – The Impact of Globalisation (2013) (6)
Preface for the Special Issue on “Video-Based Research on Teacher Expertise” (2015) (6)
Educational Interfaces Between Mathematics and Industry at School Level (2013) (6)
Corrigendum to Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries [Teach. Teach. Educ. 28 (1) (2011) 44–55] (2012) (6)
The case of mathematical proof in lower secondary school :Knowledge and competencies of pre-service teachers (2008) (6)
Internationale Vergleichsuntersuchungen Im Mathematikunterricht — Eine Auseinandersetzung Mit Ihren Möglichkeiten Und Grenzen (2000) (6)
Analysis of students’ mathematical errors as a means to promote future primary school teachers’ diagnostic competence (2019) (6)
Scaffolding complex modelling processes: an in-depth study (2017) (6)
Variabilität und Generalisierbarkeit von Ratings zur Qualität von Mathematikunterricht zwischen und innerhalb von Unterrichtsstunden (2020) (6)
Effects of Motivation on the Belief Systems of Future Mathematics Teachers from a Comparative Perspective (2015) (6)
The cultural dimension of beliefs: an investigation of future primary teachers’ epistemological beliefs concerning the nature of mathematics in 15 countries (2012) (5)
Invited Lectures from the 13th International Congress on Mathematical Education (2018) (5)
Erratum to: Professional competencies of (prospective) mathematics teachers - cognitive versus situated approaches (2017) (5)
Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities (2020) (5)
Expert and preservice secondary teachers’ competencies for noticing student thinking about modelling (2021) (5)
Untersuchungen zum mathematischen und mathematikdidaktischen Wissen angehender GHR- und Gymnasiallehrkräfte (2009) (5)
Reconceptualising comparative education : the case of international studies in mathematics education (2001) (4)
THE ROLE OF BELIEFS ON FUTURE TEACHER’S PROFESSIONAL KNOWLEDGE (2007) (4)
Teachers’ Perspectives on Students’ Metacognitive Strategies during Mathematical Modelling Processes – A Case Study (2020) (4)
The conceptualisation of mathematics competencies in the international teacher education study TEDS-M (2012) (4)
Kompetenzentwicklung in der Mathematik-Gymnasiallehrerausbildung eine empirische Studie an fünf deutschen Universitäten (2010) (4)
Gender Role Stereotypes in the Perception of Mathematics: An Empirical Study with Secondary Students in Germany (2012) (4)
Analyses and Validation of Central Assessment Instruments of the Research Program TEDS-M (2020) (4)
Mathematical modelling and discrete mathematics: opportunities for modern mathematics teaching (2022) (4)
Entwicklung und Erprobung eines Tests zur „mathematischen Leistungsfähigkeit“ deutscher und englischer Lernender in der Sekundarstufe I (1994) (4)
Sense-Making in Mathematical Modelling and Applications Educational Research and Practice (2020) (4)
Refugees and numeracy: what can we learn from international large-scale assessments, especially from TIMSS? (2020) (4)
Modeling from a cognitive perspective: theoretical considerations and empirical contributions (2021) (4)
Wissen und Fähigkeiten in Fachdidaktik und Pädagogik. Zur Natur der professionellen Kompetenz von Lehrkräften (2015) (4)
The Professional Development of Mathematics Teachers (2019) (4)
Empirische Studien zur Wirksamkeit der Mathematiklehrerausbildung (2012) (3)
Ein Projekt zur Unterstützung angehender Mathematiklehrkräfte in der ersten Phase ihres Studiums (2013) (3)
Future mathematics teachers’ professional knowledge of elementary mathematics from an advanced standpoint (2012) (3)
Nutzungsverläufe für fachdidaktische Studieninhalte der Fächer Deutsch, Englisch und Mathematik im Lehramtsstudium (2018) (3)
Do East Asian Migrant Students Perform Equally Well in Mathematics? (2020) (3)
LEARNING MATHEMATICS WITHIN THE CONTEXT OF LINGUISTIC AND CULTURAL DIVERSITY – AN EMPIRICAL STUDY (2003) (3)
Interpretation of Students’ Errors as Part of the Diagnostic Competence of Pre-Service Primary School Teachers (2022) (3)
Mathematiklernen und sprachliche Bildung. Eine interaktionistische Perspektive auf dialogisch strukturierte Lernprozesse im Grundschul-Mathematikunterricht unter Berücksichtigung der sprachlich-kulturellen Diversität der Lernenden (2005) (3)
Vergleich mathematischer Leistungen deutscher und englischer Lernender in Klasse 8 (1994) (3)
What Does Social Realism Have to Offer for Research on Teacher Identity in Mathematics Education? (2019) (3)
Effekte kurzzeitiger Interventionen auf die Entwicklung von Modellierungskompetenzen (2013) (2)
Proceedings of the 13th International Congress on Mathematical Education: ICME-13 (2017) (2)
Will we ever teach mathematics again in the way we used to before the pandemic? (2023) (2)
[Working aids]. (1966) (2)
Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge and Beliefs and Its Relation to Performance Page Headers: Teacher Change During Induction (2016) (2)
On the occasion of Gerhard König's retirement as Editor-in-Chief of ZDM and MATHDI (2006) (2)
Development of Prospective Teachers’ Noticing Skills Within Initial Teacher Education (2021) (2)
Empirical research on teaching and learning of mathematical modelling: a survey on the current state-of-the-art (2018) (2)
The Conception of Mathematics Knowledge for Teaching from an International Perspective: The Case of the TEDS-M Study (2018) (2)
Thirteenth International Congress on Mathematical Education: An Introduction (2017) (2)
Can mathematical modelling work as a creativity-demanding activity? An empirical study in China (2021) (2)
Metacognitive Strategies in Group Work in Mathematical Modelling Activities – The Students’ Perspective (2020) (2)
Crossing Boundaries in Mathematical Modelling and Applications Educational Research and Practice (2017) (2)
On the occasion of the decennial publication of ZDM Mathematics Education by Springer (2017) (2)
Erfassung berufsbezogener Kompetenzen von Studierenden. Ein Kommentar (2015) (2)
Von der Lehrerausbildung in den Beruf – Fachbezogenes Wissen als Voraussetzung für Wahrnehmung, Interpretation und Handeln im Unterricht (2014) (2)
Ein Mixed-Methods-Evaluations-Ansatz zur Untersuchung von Makro-Mikro-Interaktionen (2017) (2)
Zur Reflexion über praktische Lerngelegenheiten: reflexionsbezogene Tätigkeiten angehender Lehrpersonen in universitären und außeruniversitären Praxisphasen (2020) (2)
Professionswissen (2020) (2)
Preface to Part XIV (2010) (1)
On the death of Gerhard König (2016) (1)
Correction to: Mathematical Modelling Education in East and West (2021) (1)
Gender differences in mathematics achievement: A secondary analysis of Programme for International Student Assessment data from Shanghai (2022) (1)
Learning from the Eastern and the Western debate: the case of mathematics teacher education (2013) (1)
Measuring teacher noticing: A scoping review of standardized instruments (2023) (1)
ZDM Mathematics Education—Its Development and Characteristics (2019) (1)
Mathematische Modellierung in der Schule (2006) (1)
Early Career Mathematics Teachers’ General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference? (2015) (1)
The reciprocal relationship among Chinese senior secondary students’ intrinsic and extrinsic motivation and cognitive engagement in learning mathematics: a three-wave longitudinal study (2023) (1)
Arbeitskreis: Empirische Bildungsforschung. Bericht von der Frühjahrstagung in Hannover, 29.–30. 4. 2016 (2016) (1)
Impacts of classroom teaching practices on students’ mathematics learning interest, mathematics self-efficacy and mathematics test achievements: a secondary analysis of Shanghai data from the international video study Global Teaching InSights (2022) (1)
Werner Blum und sein Beitrag zum Lehren und Lernen mathematischen Modellierens (2015) (1)
The Community, through its membership, research and other activities, is recognised as "The International Study Group for Mathematical Modelling and Applications (ICTMA)" by its affiliation to the International Commission on Mathematical Instruction (ICMI). (2007) (1)
WORKING GROUP 13 Applications and modelling (2005) (1)
Multicultural issues in the teaching and learning of mathematics (2005) (1)
Numeralität – eine unterschätzte Domäne der Grundbildung? (2019) (1)
Competencies in argumentation and proof :A comparative study of future mathematics teachers from Australia, Germany and Hong Kong (2008) (1)
Mathematical Modelling Education in the Cultural Contexts of West and East (2021) (1)
Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study (2022) (1)
Introduction: mathematics education in culturally diverse classrooms (2005) (1)
Die Druckwerke von Leonhard Thurneysser zum Thurn (Basel 1531 Köln 1596) (2012) (1)
Advances in mathematics education: new book series connected to ZDM—The International Journal on Mathematics Education (2010) (1)
Promotion of mathematical modelling competencies in the context of modelling projects (2015) (1)
Eine Analyse der sogenannten Schlussrechnung – Die Relevanz der Ansätze von Arnold Kirsch für aktuelle Lernprozesse in der Lehrerausbildung (2016) (1)
Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China (2020) (1)
Numeracy-an underestimated domain of the basic education? Selected research findings (2019) (0)
Bericht vom 12th International Congress on Mathematical Education (ICME-12) (2013) (0)
IMPROVING MATHEMATICS TEACHER EDUCATION IN GERMANY: EMPIRICAL RESULTS FROM A LONGITUDINAL EVALUATION OF INNOVATIVE PROGRAMS (2013) (0)
Perception of student errors under time limitation: are teachers faster than mathematicians or students? (2018) (0)
Early Career Researcher Day at ICME-13 (2017) (0)
GENDER STEREOTYPES IN THE MATHEMATICAL BELIEFS OF SECONDARY STUDENTS IN GERMANY (2010) (0)
Scaffolding in complex modelling situations (2015) (0)
Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education and their relationship to cultural context and outcomes (2011) (0)
Werner Blum und seine Beiträge zum Modellieren im Mathematikunterricht (2015) (0)
Diagnostic competence of primary school mathematics teachers during classroom situations (2016) (0)
Acknowledgements to reviewers 2010 (2011) (0)
The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes (2022) (0)
Early Career Teachers’ ability to focus on typical students errors in relation to the complexity of a mathematical topic (2016) (0)
Expert and preservice secondary teachers’ competencies for noticing student thinking about modelling (2021) (0)
Refugees and numeracy: what can we learn from international large-scale assessments, especially from TIMSS? (2019) (0)
The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom (2021) (0)
Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches (2016) (0)
Ein Mixed-Methods-Evaluations-Ansatz zur Untersuchung von Makro-Mikro-Interaktionen (2017) (0)
Theoretical Frameworks and Ways of Assessment of Teachers’ Professional Competencies (2017) (0)
Exemplarische Analyse mathematischer und mathematikdidaktischer Items im internationalen Vergleich (2012) (0)
Ratio mit Überraschungsmoment (2008) (0)
About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers’ Competence (2015) (0)
Muttermilch - individualisierte Nahrung für das Kind (2021) (0)
Celebration of 50 years of ZDM Mathematics Education (2018) (0)
Die Rolle von FOXO1 im Glukokortikoid-induzierten Betazelltod und dessen Regulation durch die Kinasen AKT und SGK1 (2014) (0)
Numeracy, adult education, and vulnerable adults: a critical view of a neglected field (2020) (0)
Book Review: Professional development of mathematics teachers - an Asian perspective. Berinderjeet Kaur, Oh Nam Kwon, Yew Hoong Leong (Eds.) (2017) (2019) (0)
Zum Lehren und Lernen des mathematischen Modellierens – eine Einführung in theoretische Ansätze und empirische Erkenntnisse (2018) (0)
Pädagogisches Wissen von berufstätigen Mathematiklehrkräften (2020) (0)
Zusammenhänge zwischen verschiedenen Wissensgebieten der professionellen Kompetenz von Lehramtsstudierenden des Fachs Mathematik im Bereich von Modellierung und Realitätsbezügen (2009) (0)
In eigener Sache: Dank (2020) (0)
Süsse Lösung : Zucker und dessen Rolle für Gefriertrocknungsprozesse, untersucht mit DSC (2008) (0)
„Und draußen, wo es keine Regeln gibt, bin ich am liebsten“ (2021) (0)
P-TEDS erste Ergebnisse zu mathematischem und mathematikdidaktischen Wissen (2007) (0)
“Profiles of in-service teachers’ general pedagogical knowledge: Nature, causes and effects on teacher beliefs and instructional quality” (2020) (0)
Erfassung der fachspezifischen Qualität von Mathematikunterricht: Faktorenstruktur und Zusammenhänge zur professionellen Kompetenz von Mathematiklehrpersonen (2020) (0)
Reflections on Research Trends in International Comparative Studies in Mathematics Education (2017) (0)
Competency of prospective Chinese mathematics teachers on mathematical argumentation and proof (2013) (0)
Die Bedeutung von sprachbezogenen Merkmalen und von in universitären Lerngelegenheiten genutzten Studieninhalten für den Wissenserwerb von Lehramtsstudierenden (2021) (0)
Die Rolle des MAPK Signalweges bei der Palmitinsäure-induzierten Insulinsekretion und dem apoptotischen Beta-Zelltod (2013) (0)
Subject-specific characteristics of instructional quality in mathematics education (2018) (0)
Pädagogisches Wissen versus fachdidaktisches Wissen? (2017) (0)
Hamburger Mathematikabitur im Kreuzfeuer der Kritik (2014) (0)
Teachers Activities at ICME-13. In G. Kaiser (Ed.) Proceedings of the 13th International Congress on Mathematical Education (2017) (0)
Kompetenzerwerb in der Mathematiklehrerausbildung (2007) (0)
Eine Analyse der sogenannten Schlussrechnung – Die Relevanz der Ansätze von Arnold Kirsch für aktuelle Lernprozesse in der Lehrerausbildung (2016) (0)
Mathematics and New Zealand Maori Girls (2005) (0)
Mathematik im Fokus des Aufbaus professionellen Lehrerhandelns Das Projekt ProfaLe in der Reform der Hamburger Lehrerbildung (2020) (0)
Die Erhebung mathematikdidaktischen Wissens – Konzeptualisierung einer komplexen Domäne (2013) (0)
4. Multi-Group Measurement Invariance and Generalizability Analyses for an Instructional Quality Observational Instrument (2022) (0)
Arbeitskreis ,Vergleichsuntersuchungen im Mathematikunterricht‘. Soest, 8.–9.5. und 13.–14.11.2009 (2010) (0)
Förderung und Messung diagnostischer Kompetenz von Mathematik-Lehramtsstudierenden (2014) (0)
Berichte über die Nachwuchsaktivitäten der Gesellschaft für Didaktikder Mathematik (2004) (0)
Professionswissen zukünftiger und praktizierender Mathematiklehrpersonen (2008) (0)
Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte (2017) (0)
Professional knowledge of future primary teachers - how can diagnostic competency be fostered? (2015) (0)
The Link Between Expertise, the Cognitive Demands of Teacher Noticing and, Experience in Teaching Mathematics in Secondary Schools (2023) (0)
Perspektiven zur Modellierung im Mathematikunterricht (2006) (0)
Arbeitskreis ,Vergleichsuntersuchungen zum Mathematikunterricht‘ Bielefeld, 24.–25.11.2007 (2007) (0)
Oxytocin im Spiegel der Hebammentätigkeit (2021) (0)
Untersuchungen zur Förderung von Zielen des Mathematikunterrichts durch Anwendungen (1985) (0)
Langtidseffekter av skolegang og lærerutdanning på småskolelæreres kompetanseutvikling (2017) (0)
Wie Stress die Geburt und das Wochenbett beeinflusst (2021) (0)
Mathematiklernen bei einer sprachlich und kulturell heterogenen Schülerschaft (2008) (0)
Arbeitskreis, Vergleichsuntersuchungen zum Mathematikunterricht‘. Soest, 25.–26.4.2008 (2008) (0)
Professionswissen von Lehramtsstudierenden im Bereich Argumentieren und Beweisen (2008) (0)
Arbeitskreis Empirische Bildungsforschung in der Mathematikdidaktik. Soest, 14./15.11.2014 (2015) (0)
ISTRON-Gruppe. Einladung zur Herbsttagung in Hamburg, 16.–17. 11. 2017 (2017) (0)
Zusammenhang von mathematikdidaktischem und erziehungswissenschaftlichem Wissen - Detailanalysen aus der TEDS-FU-Studie (2014) (0)
CERME7 Working Group 6: Applications and modelling (2012) (0)
Publikationen von Werner Blum (2015) (0)
Mathematics teacher learning to notice: a systematic review of studies of video-based programs (2021) (0)
Lineare Algebra in der Lehramtsausbildung – Wenig Bezug zum Mathematikunterricht? (2014) (0)
Celebration of 50 years of ZDM Mathematics Education (2018) (0)
Arbeitskreis Vergleichsuntersuchungen. Soest, 16.–17. 10. 2012 (2013) (0)
Arbeitskreis, Vergleichsuntersuchungen im Mathematikunterricht‘. Freiburg, 24.–25.10.2008 (2009) (0)
Editorial (2014) (0)
Prüfung der Alterungsbeständigkeit von Kunststoffen mit thermischer Analyse (2012) (0)
Zur Konzeptualisierung des mathematikdidaktischen Wissens (2012) (0)
Erfassung des fachbezogenen Wissens von angehenden Mathematiklehrer/innen (2007) (0)
Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China (2018) (0)
Die Entwicklung von Beliefs von Lehramtsstudierenden in der Studieneingangsphase (2013) (0)
Arbeitskreis Empirische Bildungsforschung in der Mathematikdidaktik (ehemals: Arbeitskreis Vergleichsuntersuchungen). Soest, 21./22. Februar 2014 (2014) (0)
26 – ICTMA 10 Conference Symposium (2003) (0)
Book Review: Professional development of mathematics teachers - an Asian perspective. Berinderjeet Kaur, Oh Nam Kwon, Yew Hoong Leong (Eds.) (2017) (2020) (0)
TWG06: Applications and modelling Introduction to the papers of TWG06: Applications and modelling (2017) (0)
Profiles of mathematics teachers’ competence and their relation to instructional quality (2020) (0)
Der 13. International Congress on Mathematical Education in Hamburg (2017) (0)
Modelling competencies - importance in the past debate and further perspectives (2013) (0)
Modelling in mathematics education - a survey on the current debate and recent trends (2013) (0)
Wahrnehmung von Schülerfehlern unter Zeitdruck als Aspekt von professioneller Kompetenz berufstätiger Mathematiklehrkräfte (2015) (0)
Relationship Between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing (2020) (0)
Uncovering predictors of disagreement: ensuring the quality of expert ratings (2016) (0)
Editors and Contributors (2009) (0)
Identifying and dealing with student errors in the mathematics classroom: Cognitive and motivational requirements (2022) (0)
Do East Asian Migrant Students Perform Equally Well in Mathematics? (2019) (0)
Investigating teachers' job satisfaction, stress and working environment: The roles of self‐efficacy and school leadership (2022) (0)
Erratum to: Professional competencies of (prospective) mathematics teachers - cognitive versus situated approaches (2016) (0)
A mixed-methods-evaluation approach for the study of macro-micro interactions: on the development of teaching- and learning-oriented beliefs of mathematics student teachers in the introductory phase of study (2017) (0)
Preface for the Special Issue on “Video-Based Research on Teacher Expertise” (2015) (0)
Perspectives on (future) teachers' professional competencies (2017) (0)
Teachers Activities at ICME-13 (2017) (0)
Preface to Section IV (2013) (0)
RESULTS OF A COMPARATIVE STUDY OF FUTURE TEACHERS FROM AUSTRALIA, GERMANY AND HONG KONG WITH REGARD TO COMPETENCIES IN ARGUMENTATION AND PROOF (2010) (0)
The Cable Drum – Description of a Challenging Mathematical Modelling Example and a Few Experiences (2010) (0)
On the occasion of the decennial publication of ZDM Mathematics Education by Springer (2017) (0)
Teachers’ Scaffolding Behavior and Visual Perception During Cooperative Learning (2023) (0)
Profiles of teachers’ general pedagogical knowledge: nature, causes and effects on beliefs and instructional quality (2019) (0)
Acknowledgements to reviewers 2009 (2010) (0)
Variabilität und Generalisierbarkeit von Ratings zur Qualität von Mathematikunterricht zwischen und innerhalb von Unterrichtsstunden (2019) (0)
Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences (2021) (0)
Gender equity in mathematical achievement: the case of China (2018) (0)
Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance (2015) (0)
Professional competences of teachers for fostering creativity and supporting high-achieving students (2016) (0)
Acknowledgements to reviewers 2012 (2012) (0)
Acknowledgments to the members of the Editorial Board (2010) (0)

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