Publications

Here you can find international publications by DZLM members. A complete list of publications in german and english is available here.

Albersmann, N., & Bosse, M.. (In Druck). Towards Inconsistencies of Parents' Beliefs About Teaching and Learning Mathematics. In Teaching and Learning in Maths Classrooms, Research in Mathematics Education. Springer International Publishing. doi:DOI 10.1007/978-3-319-49232-2_16


Bosse, M., & Törner, G.. (2014). TAS and the German Context: A Summary of Germany’s dealings with TAS. In L. Hobbs & Törner, G., TAKING AN INTERNATIONAL PERSPECTIVE ON "OUT-OF-FIELD" TEACHING: Proceedings and Agenda for Research and Action from the 1st Teaching Across Specialisations (TAS) Collective Symposium (S. 5-7). Abgerufen von https://www.uni-due.de/TAS/wp-content/uploads/TAS-2014-proceedings-and-actions-and-agenda-items.pdf


Bosse, M. (2014). The Practice of Out-of-Field Teaching in Mathematics Classrooms. In L. Hobbs & Törner, G., TAKING AN INTERNATIONAL PERSPECTIVE ON "OUT-OF-FIELD" TEACHING: Proceedings and Agenda for Research and Action from the 1st Teaching Across Specialisations (TAS) Collective Symposium (S. 33-34). Abgerufen von https://www.uni-due.de/TAS/wp-content/uploads/TAS-2014-proceedings-and-actions-and-agenda-items.pdf


Bosse, M., & Törner, G.. (2013). Out-of-field Teaching Mathematics Teachers and the Ambivalent Role of Beliefs - A First Report from Interviews. In M. S. Hannula, Portaankorva-Koivisto, P., Laine, A., & Näveri, L., Current state of research on mathematical beliefs XVIII. Proceedings of the MAVI-18 Conference (S. 341–355). Helsinki, Finland.


Bosse, M., & Törner, G.. (2015). Teacher identity as a theoretical framework for researching out-of-field teaching mathematics teachers. In C. Bernack, Erens, R., Eichler, A., & Leuders, T., Views and beliefs in mathematics education - contribution of the 19th MAVI conference (S. 1-14). Freiburg: Univrsität.


Casper, M., & Rösken-Winter, B.. (2013). Needs-based mathematics teachers' continuous professional development. In Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. Kiel.
PDF icon SO_Casper.pdf (74.91 KB)

Kramer, J., Lange, T., Lutz-Westphal, B., Tappert, S., & Warmuth, E.. (2014). Education. In MATHEON - Mathematics for Key Technologies (S. 395-413). European Mathematical Society.


Kramer, J., Deuflhard, P., Grötschel, M., Hömberg, D., Horst, U., Mehrmann, V., u. a.. (2014). MATHEON Mathematics for Key Technologies. EMS Serial in Industrial and Applied Mathematics (Bd. 1). Zürich: EMS Publishing House.


Krauthausen, G., & Scherer, P.. (2013). Manifoldness of tasks within a substantial learning environment: designing arithmetical activities for all. In J. Novotná, H. Moraová, Proceedings of the International Symposium Elementary Maths Teaching. August 18 - 23, 2013 (S. 171-179). Prag: Charles University, Faculty of Education.


Roesken-Winter, B. (2013). Capturing mathematics teachers’ proffesional development in terms of beliefs. In Y. Li & Moschkovich, J. N., Proficiency and beliefs in learning and teaching mathematics - Learning from Alan Schoenfeld and Guenter Toerner (S. 157-178). Rotterdam: Sense Publishers.


Rösken-Winter, B., Hoyles, C., & Blömeke, S.. (2015). Evidence-based CPD: Scaling up sustainable interventions. ZDM Mathematics Education, 47(1), 1-12. doi:10.1007/s11858-015-0682-7


Rösken-Winter, B., & Schüler, S.. (2014). Exploring Mentor Teachers' Evaluation of CPD Design Aspects. In J. Liljedahl, Nicol, C., Oesterle, S., & Allan, D., Proceedings of the 38th Conference of the International Group for Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Bd. 1). Vancouver.


Scherer, P. (2013). Natural differentiation in the teaching of mathematics for school beginners. South African Journal for Childhood Education, 3(1), 100-116.


Scherer, P. (2014). Low Achievers’ Understanding of Place Value - Materials, Representations and Consequences for Instruction. In Mit Werkzeugen Mathematik und Stochastik lernen - Using Tools for Learning Mathematics and Statistics (S. 43-56). Wiesbaden: Springer.


Törner, G., & Törner, A.. (2012). Underqualified math teachers or out-of-field teaching in mathematics - a neglectable field of action?. In W. Blum, Ferri, R. Borromeo, & Maaß, K., Mathematikunterricht im Kontext von Realitat, Kultur und Lehrerprofessionalitat. Festschrift für Gabriele Kaiser (S. 196-206). Wiesbaden: Vieweg+Teubner Verlag.


Törner, G.. (2013). The affective domain. In P. Andrews & Rowland, T., Masterclass in mathematics education. International perspectives on teaching and learning (S. 63-74). London: Bloomsbury.


Törner, G.. (2014). Underqualified Mathematics Teachers or Out-of-Field-Teaching in Mathematics in Germany - The Cultural Framework. In L. Hobbs & Törner, G., TAKING AN INTERNATIONAL PERSPECTIVE ON "OUT-OF-FIELD" TEACHING: Proceedings and Agenda for Research and Action from the 1st Teaching Across Specialisations (TAS) Collective Symposium (S. 15-16). Abgerufen von https://www.uni-due.de/TAS/wp-content/uploads/TAS-2014-proceedings-and-actions-and-agenda-items.pdf