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*Obersteiner, A., Bernhard, M. & [[Kristina Reiss|Reiss, K.]] (in press). Primary school children's strategies in solving contingency table problems: The role of intuition and inhibition ''[[ZDM]] Mathematics Education, xx'', xx-xx. | *[[Andreas Obersteiner|Obersteiner, A.]], Bernhard, M. & [[Kristina Reiss|Reiss, K.]] (in press). Primary school children's strategies in solving contingency table problems: The role of intuition and inhibition ''[[ZDM]] Mathematics Education, xx'', xx-xx. | ||
*Obersteiner, A., [[Kristina Reiss|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. ''Cognition and Instruction, 32'', 353-373. | *Obersteiner, A., [[Kristina Reiss|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. ''Cognition and Instruction, 32'', 353-373. |