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*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. | ||