Publikationen des DZLM
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(2018). Teacher Beliefs and Practice When Teaching with Technology: A Latent Profile Analysis. In Uses of Technology in Primary and Secondary Mathematics Education .
In L. Ball, P. Drijvers, S. Ladel, H-S. Siller, M. Tabach & C. Vale (Hrsg.), Uses of Technology in Primary and Secondary Mathematics Education, (pp. 409-419). Cham, Schweiz: Springer.
(2018). Technology-related beliefs and the mathematics classroom: Development of a measurement instrument for pre-service and in-service teachers.
In B. Rott, G. Törner, J. Peters-Dasdemir, A. Möller & J. Peters-Dasdemir (Hrsg.), Views and beliefs in mathematics education: The role of beliefs in the classroom, (pp. 233-244). Cham, Schweiz: Springer.
(2016). Teachers’ perception, interpretation, and decision-making: A systematic review of empirical mathematics education research.
ZDM Mathematics Education, 48 (1–2), 1–27. DOI:10.1007/s11858-016-0775-y.
(2015). Teacher identity as a theoretical framework for researching out-of-field teaching mathematics teachers.
In C. Bernack-Schüler, R. Erens, A. Eichler & T. Leuders (Hrsg.), Views and beliefs in mathematics education - contribution of the 19th MAVI conference, 1–14. Wiesbaden: Springer.
(2014). Taking an International Perspective on "Out-of-field" Teaching" : Proceedings and Agenda for Research and Action from the 1st Teaching Across Specialisations (TAS) Collective Symposium.
TAS Collective.
(2014). TAS and the German Context: A Summary of Germany’s dealings with TAS.
In L. Hobbs & G. Törner (Hrsg.), TAKING AN INTERNATIONAL PERSPECTIVE ON "OUT-OF-FIELD" TEACHING: Proceedings and Agenda for Research and Action from the 1st Teaching Across Specialisations (TAS) Collective Symposium, S. 5–7. Portugal.
Theory-based design of professional development for upper secondary teachers – focusing on the content specific use of digital tools.
In S. Zehetmeier, D. Potari & M. Ribeiro (Hrsg.), Professional Development and Knowledge of Mathematics Teachers. Oxon: Routledge.
