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== Veröffentlichungen == | == Veröffentlichungen == | ||
* Kuzle, A. (angenommen, erscheint 2016). Modeling children’s metacognition during mathematical problem solving (Research Report). PME 40. Szeged, Hungary. | |||
* Kuzle, A. (2016, Online First). Delving into the nature of problem solving processes in a dynamic geometry environment: Different technological effects on cognitive processing. ''Technology, Knowledge and Learning, ()'', 1–28. doi: 10.1007/s10758-016-9284-x | * Kuzle, A. (2016, Online First). Delving into the nature of problem solving processes in a dynamic geometry environment: Different technological effects on cognitive processing. ''Technology, Knowledge and Learning, ()'', 1–28. doi: 10.1007/s10758-016-9284-x | ||
* Kuzle, A. ( | * Kuzle, A., & Bruder, R. (Hrsg.) (2016). Problem lösen lernen in der Geometrie. ''mathematik lehren, 196''. | ||
* Kuzle, A., & Biehler, R. (2016). A protocol for analysing mathematics teacher educators’ practices. In K. Krainer & N. Vondrova (Hrsg.), ''Proceedings of the Ninth Conference of European Research in Mathematics Education'' (S. 2847–2853). Charles University in Prague, Faculty of Education and ERME: Prague, Czech Republic. | * Kuzle, A., & Biehler, R. (2016). A protocol for analysing mathematics teacher educators’ practices. In K. Krainer & N. Vondrova (Hrsg.), ''Proceedings of the Ninth Conference of European Research in Mathematics Education'' (S. 2847–2853). Charles University in Prague, Faculty of Education and ERME: Prague, Czech Republic. | ||
* Kuzle, A. (2015). Nature of metacognition in a dynamic geometry environment. ''LUMAT – Research and Practice in Math, Science and Technology Education, 3''(5), 627–646. | * Kuzle, A. (2015). Nature of metacognition in a dynamic geometry environment. ''LUMAT – Research and Practice in Math, Science and Technology Education, 3''(5), 627–646. | ||