34
Bearbeitungen
Achtung: diese Seite wird nur zu Testzwecken betrieben. Hier gelangen Sie zur Madipedia-Website: https://madipedia.de
[unmarkierte Version] | [gesichtete Version] |
(Ergänzung Publikationen) |
|||
(Eine dazwischenliegende Version desselben Benutzers wird nicht angezeigt) | |||
Zeile 4: | Zeile 4: | ||
<!-- Liste der veröffentlichen Literatur. Untergliederung möglich. Personen und Hochschulen bitte mit [[…]] kennzeichnen--> | <!-- Liste der veröffentlichen Literatur. Untergliederung möglich. Personen und Hochschulen bitte mit [[…]] kennzeichnen--> | ||
=== Publikationen in Zeitschriften === | === Publikationen in Zeitschriften === | ||
*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 | |||
*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.(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., & 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. | *Obersteiner, A., & 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. | ||
Zeile 26: | Zeile 31: | ||
*Obersteiner, A., Dresler, T., Bieck, S. M., & Moeller, K. (2019). Understanding fractions: Integrating results from mathematics education, cognitive psychology, and neuroscience. In A. Norton, & M. W. Alibali (Eds.), <i>Constructing number. Merging perspectives from psychology and mathematics education</i> (pp. 135–162). Cham, Switzerland: Springer. | *Obersteiner, A., Dresler, T., Bieck, S. M., & Moeller, K. (2019). Understanding fractions: Integrating results from mathematics education, cognitive psychology, and neuroscience. In A. Norton, & 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., & 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., & Obersteiner, A. (2019). Competence models as a basis for defining, understanding, and diagnosing students’ mathematical competences. In A. Fritz, V. G. Haase, & P. Räsänen (Eds.), <i>International handbook of mathematical learning difficulties. From the laboratory to the classroom</i> (pp. 43–56). Cham, Switzerland: Springer. | *Reiss, K., & Obersteiner, A. (2019). Competence models as a basis for defining, understanding, and diagnosing students’ mathematical competences. In A. Fritz, V. G. Haase, & P. Räsänen (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., & Van Hoof, J. (2019). Understanding rational numbers—obstacles for learners with and without mathematical learning difficulties. In A. Fritz, V. G. Haase, & P. Räsänen (Eds.), <i>International handbook of mathematical learning difficulties. From the laboratory to the classroom</i> (pp. 581–594). Cham, Switzerland: Springer. | *Obersteiner, A., Reiss, K., Van Dooren, W., & Van Hoof, J. (2019). Understanding rational numbers—obstacles for learners with and without mathematical learning difficulties. In A. Fritz, V. G. Haase, & P. Räsänen (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., & [[Reiss, K.]] (2017). Interventionsstudien zur Förderung numerischer Basiskompetenzen rechenschwacher Kinder – ein Überblick über theoretische Grundlegungen und Förderansätze. In A. Fritz, S. Schmidt & G. Ricken (Hrsg.), <i>Handbuch Rechenschwäche (3. Aufl.)</i> (S. 308–322). Weinheim: Beltz. | *Obersteiner, A., & [[Reiss, K.]] (2017). Interventionsstudien zur Förderung numerischer Basiskompetenzen rechenschwacher Kinder – ein Überblick über theoretische Grundlegungen und Förderansätze. In A. Fritz, S. Schmidt & G. Ricken (Hrsg.), <i>Handbuch Rechenschwäche (3. Aufl.)</i> (S. 308–322). Weinheim: Beltz. | ||
*[[Hedwig Gasteiger|Gasteiger, H.]], Obersteiner, A., & [[Kristina Reiss|Reiss, K.]] (2015). Formal and informal learning environments: Using games to support early numeracy. In J. Torbeyns, E. Lehtinen, & J. Elen (Eds.). <i>Describing and studying domain-specific serious games</i> (pp. 231–250). Heidelberg: Springer. | *[[Hedwig Gasteiger|Gasteiger, H.]], Obersteiner, A., & [[Kristina Reiss|Reiss, K.]] (2015). Formal and informal learning environments: Using games to support early numeracy. In J. Torbeyns, E. Lehtinen, & J. Elen (Eds.). <i>Describing and studying domain-specific serious games</i> (pp. 231–250). Heidelberg: Springer. |