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 *         Bikner-Ahsbahs, A., & [[Susanne Prediger|Prediger, S.]] (2010). Networking of Theories—An Approach for Exploiting the Diversity of Theoretical Approaches; with a preface by [[Tommy Dreyfus|T. Dreyfus]] and a commentary by [[Ferdinando Arzarello|F. Arzarello]]. In [[Bharath Sriraman|B. Sriraman]] & [[Lyn English|L. English]] (Eds.), Theories of mathematics education: seeking new frontiers (pp. 479-512). New York: Springer, Advances in Mathematics Education series, Vol. 1. (peer reviewed)
 *         Bikner-Ahsbahs, A., [[Tommy Dreyfus|Dreyfus, T.]], & [[Ivy Kidron|Kidron, I.]] (2010). “General Epistemic Need” – ein Motor für Erkenntnisentwicklung? [General epistemic need - an engine for construction of knowledge?]. In Beiträge zum Mathematikunterricht. Vorträge auf der Jahrestagung der Gesellschaft für Didaktik der Mathematik (GDM) 2010 in München. Retrieved: 2.5.2012 from: http://www.mathematik.tu-dortmund.de/ieem/cms/media/BzMU/BzMU2010/BzMU10_BIKNER-AHSBAHS_Angelika_Erkenntnisentwicklung.pdf
-*         Bikner-Ahsbahs, A., [[Tommy Dreyfus|Dreyfus, T.]], [[Ivy Kidron|Kidron, I.]], [[Ferdinando Arzarello|Arzarello, F.]], [[Luis Radford|Radford, L.]], [[Michèle Artigue|Artigue, M.]], & [[Cristina Sabena|Sabena, C.]] (2010). Networking of theories in mathematics education. In [[Marcia Pinto|Pinto, M. M. F.]] & [[Teresinha Kawasaki|Kawasaki, T. F.]] (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 145-175). Belo Horizonte, Brazil: PME. (peer-reviewed)
+*         Bikner-Ahsbahs, A., [[Tommy Dreyfus|Dreyfus, T.]], [[Ivy Kidron|Kidron, I.]], [[Ferdinando Arzarello|Arzarello, F.]], [[Luis Radford|Radford, L.]], [[Michèle Artigue|Artigue, M.]], & [[Cristina Sabena|Sabena, C.]] (2010). Networking of theories in mathematics education. In [[Marcia Pinto|Pinto, M. M. F.]] & [[Teresinha Kawasaki|Kawasaki, T. F.]] (Eds.), Proceedings of the [[PME 34|34th Conference of the International Group for the Psychology of Mathematics Education]] (Vol. 1, pp. 145-175). Belo Horizonte, Brazil: PME. (peer-reviewed)
 *         [[Ivy Kidron|Kidron, I.]], Bikner-Ahsbahs, A., [[Julia Cramer|Cramer, J.]], [[Tommy Dreyfus|Dreyfus, T.]], & [[Nava Gilboa|Gilboa, N.]] (2010). Construction of knowledge: need and interest. In [[Marcia Pinto|Pinto, M. M. F.]] & [[Teresinha Kawasaki|Kawasaki, T. F.]] (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 169-176). Belo Horizonte, Brazil: PME. (peer-reviewed)
 *         [[Julia Cramer|Cramer, J.]] & Bikner-Ahsbahs, A. & [[Raz Harel|Harel, R.]] (2010). Argumentation Processes: Structure and Quality. In [[Marcia Pinto|Pinto, M. M. F.]] & [[Teresinha Kawasaki|Kawasaki, T. F.]] (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 23). Belo Horizonte, Brazil: PME. (peer-reviewed)
 ====2011====
-*         Bikner-Ahsbahs, A., [[Ivy Kidron|Kidron, I.]] & [[Tommy Dreyfus|Dreyfus, T.]] (2011). Epistemisch handeln können – aber wie? [Knowing to act epistemically – but how?] Hauptvortrag auf der Jahrestagung der GDM. [Invited lecture]. Beiträge zum Mathematikunterricht 2011, Gesellschaft für Didakitk der Mathematik (CD).
+*         Bikner-Ahsbahs, A., [[Ivy Kidron|Kidron, I.]] & [[Tommy Dreyfus|Dreyfus, T.]] (2011). Epistemisch handeln können – aber wie? [Knowing to act epistemically – but how?] Hauptvortrag auf der [[Jahrestagung 2011 der GDM|Jahrestagung der GDM]]. [Invited lecture]. Beiträge zum Mathematikunterricht 2011, Gesellschaft für Didakitk der Mathematik (CD).
-*         [[Ivy Kidron|Kidron, I.]], Bikner-Ahsbahs, A., & [[Tommy Dreyfus|Dreyfus, T.]] (2011). How a general epistemic need leads to a need for a new construct: A case of networking two theoretical approaches. In: [[Marta Pytlak|Pytlak, M.]]; [[Tim Rowland|Rowland, T.]] & [[Ewa Swoboda|Swoboda, E.]] (Eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education (pp.2475-2485). Rzeszów: [[University of Rzeszów]], Poland (peer-reviewed).
+*         [[Ivy Kidron|Kidron, I.]], Bikner-Ahsbahs, A., & [[Tommy Dreyfus|Dreyfus, T.]] (2011). How a general epistemic need leads to a need for a new construct: A case of networking two theoretical approaches. In: [[Marta Pytlak|Pytlak, M.]]; [[Tim Rowland|Rowland, T.]] & [[Ewa Swoboda|Swoboda, E.]] (Eds.), Proceedings of the [[CERME 7|7th Congress of the European Society for Research in Mathematics Education]] (pp.2475-2485). Rzeszów: [[University of Rzeszów]], Poland (peer-reviewed).
 *         [[Ivy Kidron|Kidron, Ivy]]; Bikner-Ahsbahs, Angelika; [[John Monaghan|Monaghan, John]]; [[Luis Radford|Radford, Luis]] & [[Gérard Sensevy|Sensevy; Gérard]] (2011). Different theoretical perspectives and approaches in research in mathematics education. CERME working group 16. In: [[Marta Pytlak|Pytlak, M.]]; [[Tim Rowland|Rowland, T.]] & [[Ewa Swoboda|Swoboda, E.]] (Eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education (pp.2475-2485). Rzeszów: [[University of Rzeszów]], Polandhttp://www.cerme7.univ.rzeszow.pl/WG/CERME7-WG16.pdf, retrieved am 19.12.2011. (peer-reviewed)
 ====2012====
 *         Bikner-Ahsbahs, A. (2012). Modellieren als epistemischer Prozess [Modelling as an epistemic process] In [[Werner Blum|Blum, Werner]]; [[Rita Borromeo Ferri|Borromeo Ferri, Rita]]; [[Katja Maaß|Maas, Katja]] (Eds.) Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität (pp. 106-115). Wiesbaden: Springer Teubner Vieweg.
@@ Zeile 47: / Zeile 49: @@
 ====2013====
 *         Bikner-Ahsbahs, A. & [[Ingolf Schäfer|Schäfer, I.]] (2013). Ein Aufgabenkonzept für die Anfängervorlesung im Lehramt Mathematik. In [[Christoph Ableitinger|Ch. Ableitinger]], [[Jürg Kramer|J. Kramer]], & [[Susanne Prediger|S. Prediger]] (Hrsg.), Zur doppelten Diskontinuität in der Gymnasiallehrerbildung. (S. 57-76). Wiesbaden: Springer.
-*         [[Thomas Janßen|Janßen, Th.]] & Bikner-Ahsbahs, A. (2013). Networking theories in a design study on the development of algebraic structure sense. CERME 8, Antalya, Turkey (in press).
+*         [[Thomas Janßen|Janßen, Th.]] & Bikner-Ahsbahs, A. (2013). Networking theories in a design study on the development of algebraic structure sense. [[CERME 8]], Antalya, Turkey (in press).
 *         Bikner-Ahsbahs, A. & [[Thomas Janßen|Janßen, Th.]] (2013). Emergent tasks-spontaneous design supporting in-depth learning. Paper contributed to the [[ICMI]] study conference on task design held in Oxford, UK (in press).
-*         Bikner-Ahsbahs, A., [[Fabian Dreher|Dreher, F.]] & [[Ingolf Schäfer|Schäfer, I.]] (2013). Forschendes Lernen von Anfang an?-Plenumsprojekte in Analysis und Linearer Algebra. In [[Ludwig Huber]], [[Margot Kröger]] und [[Heidi Schelhowe]] (Hrsg.), Forschendes Lernen als Profilmerkmal einer Universität. Beispiel aus der [[Universität Bremen]]. (in press).
+*         Bikner-Ahsbahs, A., [[Fabian Dreher|Dreher, F.]] & [[Ingolf Schäfer|Schäfer, I.]] (2013). Forschendes Lernen von Anfang an? - Plenumsprojekte in Analysis und Linearer Algebra. In [[Ludwig Huber]], [[Margot Kröger]] und [[Heidi Schelhowe]] (Hrsg.), Forschendes Lernen als Profilmerkmal einer Universität. Beispiel aus der [[Universität Bremen]]. (in press).
-*         Bikner-Ahsbahs, A. (2013). Wenn situationale Bedingungen die Entwicklung des Dezimalbruchkonzepts stören. In Beiträge zum Mathematikunterricht 2013, Vorträge auf der Jahrestagung der Gesellschaft für Didaktik der Mathematik (in press).
+*         Bikner-Ahsbahs, A. (2013). Wenn situationale Bedingungen die Entwicklung des Dezimalbruchkonzepts stören. In Beiträge zum Mathematikunterricht 2013, Vorträge auf der [[Jahrestagung 2013 der GDM|Jahrestagung der Gesellschaft für Didaktik der Mathematik]] (in press).
-*         Bikner-Ahsbahs, A. (2013). Situational fixations. In [[Aiso Heinze]] (ed.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (in press). Kiel: IPN, Germany.
+*         Bikner-Ahsbahs, A. (2013). Situational fixations. In [[Aiso Heinze]] (ed.), Proceedings of the [[PME 37|37th Conference of the International Group for the Psychology of Mathematics Education]] (in press). Kiel: IPN, Germany.
-*         [[Mariam Haspekian|Haspekian, M.]], Bikner-Ahsbahs, A., & [[Michèle Artigue|Artigue, M.]] (2013). When the fiction of learning is kept: A case of networking two theoretical views. In [[Aiso Heinze]] (ed.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (in press). Kiel: IPN, Germany.
+*         [[Mariam Haspekian|Haspekian, M.]], Bikner-Ahsbahs, A., & [[Michèle Artigue|Artigue, M.]] (2013). When the fiction of learning is kept: A case of networking two theoretical views. In [[Aiso Heinze]] (ed.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (in press). Kiel: [[IPN]], Germany.