Publikationen des DZLM
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(In Press). Incidents of professional growth in members of professional learning communities – a case study.
Beiträge zum Mathematikunterricht 2019. Münster: WTM-Verlag.
(In Press). Inklusiv und nicht-inklusiv, wo liegt der Unterschied? Vorstellungen von Lehrpersonen zur Konstruktion und Transmission mathematischen Wissens.
Beiträge zum Mathematikunterricht 2019.
(2019). If a Student Thinks," I'm Not a Math Person", Do Preservice Teachers Notice?.
European Journal of Science and Mathematics Education, 7 (1), 32–49.
(2019). An in-service training to support teachers of different professions in the implementation of 'inclusive education' in the mathematics classroom.
Eleventh Congress of the European Society for Research in Mathematics Education. Utrecht University, Feb 2019, Utrecht, Netherlands. hal-02431487.
(2019). Investigating and promoting teachers’ expertise for language-responsive mathematics teaching.
Mathematics Education Research Journal, 31 (4), 367–392. DOI:10.1007/s13394-019-00258-1 .
(2018). Investigating the Relationship Between Prospective Elementary Teachers’ Math-Specific Knowledge Domains.
In G. J. Stylianides & K. Hino (Hrsg.), Research Advances in the Mathematical Education of Pre-service Elementary Teachers. ICME-13 Monographs , (pp. 19–35). Cham, Schweiz: Springer.
(2017). Including students’ diverse perspectives on classroom interactions into video-based professional development for teachers.
Journal of Mathematics Teacher Education, 20 (5), 497–513. DOI:10.1007/s10857-017-9382-2.
(2017). Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen.
Frühe Bildung, 6, 67–73. DOI:10.1026/2191-9186/a000310.
