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Obersteiner

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 <!-- Liste der veröffentlichen Literatur. Untergliederung möglich. Personen und Hochschulen bitte mit [[…]] kennzeichnen-->
 === Publikationen in Zeitschriften ===
-*Obersteiner A., & Tumpek, C. (2015). Measuring fraction comparison strategies with eye tracking. <I>[[ZDM|ZDM Mathematics Education]] </i>. Advance online publication. doi:10.1007/s11858-015-0742-z
+*Strohmaier, A. R., MacKay, K. J., Obersteiner, A., & Reiss, K. M. (2020). Eye tracking methodology in mathematics education research: a systematic literature review. <i>Educational Studies in Mathematics.</i> doi:10.1007/s10649-020-09948-1
-*Obersteiner, A., Van Hoof, J., Verschaffel, L., & Van Dooren, W. (2015). Who can escape the natural number bias in rational number tasks? A study involving students and experts. <i>British Journal of Psychology</i>. Advance online publication. doi:10.1111/bjop.12161
+*Reinhold, F., Obersteiner, A., Hoch, S., Hofer, S. I., & Reiss, K. (2020). The interplay between the natural number bias and fraction magnitude processing in low-achieving students. <i>Frontiers in Education</i>, 5:29. doi:10.3389/feduc.2020.00029
+*Obersteiner, A., Alibali, M. W., & Marupudi, V. (2020). Complex fraction comparisons and the natural number bias: the role of benchmarks. <i>Learning and Instruction, 67</i>. doi:10.1016/j.learninstruc.2020.101307
+*Wildgans-Lang, A., Scheuerer, S., Obersteiner, A., Fischer, F., & Reiss, K. (2020). Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment. <i>ZDM Mathematics Education, 52</i>, 241–254. doi:10.1007/s11858-020-01139-9
+*Heitzmann, N., Seidel, T., Opitz, A., Hetmanek, A., Wecker, C., Fischer, M., Ufer, S., Schmidmaier, R., Neuhaus, B., Siebeck, M., Stürmer, K., Obersteiner, A., Reiss, K., Girwidz, R., & Fischer, F. (2019). Facilitating diagnostic competences in simulations: a conceptual framework and a research agenda for medical and teacher education. <i>Frontline Learning Research, 7</i>(4), 1–24. doi:10.14786/flr.v7i4.384
+*Siefer, K., Leuders, T., & Obersteiner, A. (2019). Leistung und Selbstwirksamkeitserwartung als Kompetenzdimensionen – Eine Erfassung individueller Ausprägungen im Themenbereich lineare Funktionen. <i>Journal für Mathematik-Didaktik</i>. doi:10.1007/s13138-019-00147-x
+*Obersteiner, A.(2018). Multiple pathways between affect and mathematical competence in young children—commentary on the studies in the Special Issue. <i>Educational Studies in Mathematics, 100</i>, 317–323.
+*Obersteiner, A., &amp; Staudinger, I. (2018). How the eyes add fractions: Adult eye movement patterns during fraction addition problems. <i>Journal of Numerical Cognition, 4</i>, 317–336.
+*F&ouml;rtsch, C., Sommerhoff, D., Fischer, F., Fischer, M. R., Girwidz, R., Obersteiner, A., Reiss, K., St&uuml;rmer, K., Siebeck, M., Schmidmaier, R., Seidel, T., Ufer, S., Wecker, S., &amp; Neuhaus, B. J. (2018). Systematizing professional knowledge of medical doctors and teachers: Development of an interdisciplinary framework in the context of diagnostic competences. <i>Education Sciences, 8</i>, 207.
+*Obersteiner, A., Reiss, K., &amp; Heinze, A. (Hrsg.) (2018). Psychologische Theorien in der Mathematikdidaktik. Themenheft im <i>Journal f&uuml;r Mathematik-Didaktik, 39</i>.
+*Obersteiner, A., &amp; Hofreiter, V. (2017). Do we have a sense for irrational numbers? <i>Journal of Numerical Cognition, 2</i>, 170–189.
+*Obersteiner, A., Van Hoof, J., Verschaffel, L., &amp; Van Dooren, W. (2016). Who can escape the natural number bias in rational number tasks? A study involving students and experts. <i>British Journal of Psychology, 107</i>, 537–555.
+*Obersteiner A., &amp; Tumpek, C. (2016). Measuring fraction comparison strategies with eye-tracking. <i>ZDM Mathematics Education, 48</i>, 255–266.
 *Obersteiner, A. (2015). Zahlen im Kopf. Erkenntnisse neurowissenschaftlicher Forschung und Implikationen für das Lehren und Lernen von Zahlen. <i>Mathematik differenziert, 3</i>, 8-10.
 *Obersteiner, A., Bernhard, M., & [[Kristina Reiss|Reiss, K.]] (2015). Primary school children's strategies in solving contingency table problems: the role of intuition and inhibition. <i>ZDM Mathematics Education, 47</i>, 825–836.
-*Obersteiner, A., Reiss, K., Ufer, S., Luwel, K., & Verschaffel, L. (2014). Do first graders make efficient use of external number representations? The case of the twenty-frame. <i>Cognition and Instruction, 32</i>, 353–373.
+*Obersteiner, A., Reiss, K., [[Stefan Ufer|Ufer, S.]], Luwel, K., & Verschaffel, L. (2014). Do first graders make efficient use of external number representations? The case of the twenty-frame. <i>Cognition and Instruction, 32</i>, 353–373.
-*Obersteiner, A., &amp; Reiss, K. (2014). Mathematikleistungen von Sch&uuml;lern: Was sagt uns [[PISA]] 2012? <i>MNU &ndash; Der mathematisch-naturwissenschaftliche Unterricht, 67</i>(4), 197–201.
+*Obersteiner, A. & Reiss, K. (2014). Mathematikleistungen von Schülern: Was sagt uns [[PISA]] 2012? <i>MNU &ndash; Der mathematisch-naturwissenschaftliche Unterricht, 67</i>(4), 197–201.
 *Pincham, H. L., Matejko, A. A., Obersteiner, A., Killikelly, C., Abrahao, K. P., Benavides-Varela, S., Gabriel, F. C., Rato, J. R., & Vuillier, L. (2014). Forging a new path for Educational Neuroscience: An international young-researcher perspective on combining neuroscience and educational practices. <i>Trends in Neuroscience and Education, 3</i>, 28–31.
 *Obersteiner, A., Van Dooren, W., Van Hoof, J., & Verschaffel, L. (2013). The natural number bias and magnitude representation in fraction comparison by expert mathematicians. <i>Learning and Instruction, 28</i>, 64–72.
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 === Monographien und Buchbeiträge ===
+*Obersteiner, A., Dresler, T., Bieck, S. M., &amp; Moeller, K. (2019). Understanding fractions: Integrating results from mathematics education, cognitive psychology, and neuroscience. In A. Norton, &amp; M. W. Alibali (Eds.), <i>Constructing number. Merging perspectives from psychology and mathematics education</i> (pp. 135–162). Cham, Switzerland: Springer.
+*Reiss, K. Obersteiner, A., Heinze, A., Itzlinger-Bruneforth, U., &amp; Lin, F.-L. (2019). Large-scale studies in mathematics education research. In H. N. Jahnke, L. Hefendehl-Hebeker (Eds.), <i>Traditions in German-speaking mathematics education research</i> (pp. 249–278). Cham, Switzerland: Springer.
+*Reiss, K., &amp; Obersteiner, A. (2019). Competence models as a basis for defining, understanding, and diagnosing students’ mathematical competences. In A. Fritz, V. G. Haase, &amp; P. R&auml;s&auml;nen (Eds.), <i>International handbook of mathematical learning difficulties. From the laboratory to the classroom</i> (pp. 43–56). Cham, Switzerland: Springer.
+*Obersteiner, A., Reiss, K., Van Dooren, W., &amp; Van Hoof, J. (2019). Understanding rational numbers—obstacles for learners with and without mathematical learning difficulties. In A. Fritz, V. G. Haase, &amp; P. R&auml;s&auml;nen (Eds.), <i>International handbook of mathematical learning difficulties. From the laboratory to the classroom</i> (pp. 581–594). Cham, Switzerland: Springer.
+*Obersteiner, A. (2018). <i>Number sense across number domains: An integrated mathematics educational and cognitive psychological perspective</i>. Habilitation Thesis. Munich: Technical University of Munich.
+*Obersteiner, A., &amp; [[Reiss, K.]] (2017). Interventionsstudien zur F&ouml;rderung numerischer Basiskompetenzen rechenschwacher Kinder – ein &Uuml;berblick &uuml;ber theoretische Grundlegungen und F&ouml;rderans&auml;tze. In A. Fritz, S. Schmidt &amp; G. Ricken (Hrsg.), <i>Handbuch Rechenschw&auml;che (3. Aufl.)</i> (S. 308–322). Weinheim: Beltz.
 *[[Hedwig Gasteiger|Gasteiger, H.]], Obersteiner, A., &amp; [[Kristina Reiss|Reiss, K.]] (2015). Formal and informal learning environments: Using games to support early numeracy. In J. Torbeyns, E. Lehtinen, &amp; J. Elen (Eds.). <i>Describing and studying domain-specific serious games</i> (pp. 231–250). Heidelberg: Springer.
 *Schiepe-Tiska, A., Reiss, K., Obersteiner, A., Heine, J.-H., Seidel, T., &amp; [[Manfred Prenzel|Prenzel, M.]] (2013). Mathematikunterricht in Deutschland: Befunde aus [[PISA]] 2012. In M. Prenzel, C. S&auml;lzer, E. Klieme, & O. K&ouml;ller (Hrsg.). <i>PISA 2012: Fortschritte und Herausforderungen in Deutschland</i> (S. 123–154). M&uuml;nster: Waxmann.