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Forderung der Zahlbegriffsentwicklung bei sehenden und blinden Kindern: Empirische Grundlagen und didaktische Konzepte - 8

Problemloseprozesse selbststandigkeitsorientiert begleiten: Kontexte und Bedeutungen strategischer Lehrerinterventionen in der Sekundarstufe I - 4

Flexibler Umgang mit Bruchen: Empirische Erhebung individueller Strukturierungen zu Teil, Anteil und Ganzem - 9

Vom Zahlen zum Rechnen: Struktur-fokussierende Deutungen in kooperativen Lernumgebungen - 21

Grundvorstellungen und Vorgehensweisen bei der Subtraktion: Stoffdidaktische Analysen und empirische Befunde von Schulerinnen und Schulern des 1. Schuljahres - 23

Grundschulkinder beschreiben operative Zahlenmuster: Entwurf, Erprobung und Uberarbeitung von Unterrichtsaktivtaten als ein Beispiel fur Entwicklungsforschung - 1

Einfluss von Computeranimationen auf die Raumvorstellungsentwicklung - 13

Gleichwertigkeit von Termen: Entwicklung und Beforschung eines diagnosegeleiteten Lehr-Lernarrangements im Mathematikunterricht der 8. Klasse

Routen zum Begriff der linearen Funktion: Entwicklung und Beforschung eines kontextgestutzten und darstellungsreichen Unterrichtsdesigns - 17

Niveauangemessenes Arbeiten in Selbstdifferenzierenden Lernumgebungen: Eine Qualitative Fallstudie Am Beispiel Einer Wurfelnetz-lernumgebung - 12

Uberschlagsrechnen in der Grundschule: Losungsverhalten von Kindern bei direkten und indirekten Uberschlagsfragen - 6

Mathematisch diskursive Praktiken des Erklarens: Rekonstruktion von Unterrichtsgesprachen in unterschiedlichen Mikrokulturen - 27

Schwache Rechnerinnen und Rechner fordern: Eine Interventionsstudie an Haupt-, Gesamt- und Forderschulen - 16

Darstellungen und Darstellungswechsel als Mittel zur Begriffsbildung: Eine Untersuchung in rechnerunterstutzten Lernumgebungen - 11

Fach- und sprachintegrierte Forderung durch Darstellungsvernetzung und Scaffolding: Ein Entwicklungsforschungsprojekt zum Anteilbegriff - 19

Vorgehensweisen von Grundschulkindern beim Darstellungswechsel: Eine Untersuchung am Beispiel der Multiplikation im 2. Schuljahr - 10

Zur Entwicklung von Variablenkonzepten beim Verallgemeinern mathematischer Muster - 7

Lehrerfortbildungen zur Forderung prozessbezogener Kompetenzen: Eine Analyse der Effekte auf den Wirkungsebenen Akzeptanz und Uberzeugungen - 24

Individuelle Prozesse der fortschreitenden Schematisierung: Empirische Rekonstruktionen zum Anteil vom Anteil - 22

Muster und Variabilitat erkunden: Konstruktionsprozesse kontextspezifischer Vorstellungen zum Phanomen Zufall - 14

Vom Satz zum Begriff: Philosophisch-logische Perspektiven auf das Entdecken, Prufen und Begrunden im Mathematikunterricht - 18

Mathematische Begriffsbildung zwischen Implizitem und Explizitem: Individuelle Begriffsbildungsprozesse zum Muster- und Variablenbegriff - 4

Schriftliche Standortbestimmungen im Arithmetikunterricht: Eine Untersuchung am Beispiel inhaltsbezogener Kompetenzen - 5

Schriftliche Standortbestimmungen im Arithmetikunterricht : Eine Untersuchung am Beispiel inhaltsbezogener Kompetenzen

Arithmetische und geometrische Fahigkeiten von Schulanfangern: Eine empirische Untersuchung unter besonderer Berucksichtigung des Bereichs Muster und Strukturen - 3

Zwischen situativen und formalen Darstellungen mathematischer Begriffe: Empirische Studie zu linearen, proportionalen und antiproportionalen Funktionen - 30

Konzeptuelle Und Lexikalische Lernpfade Und Lernwege Zu Prozenten: Eine Entwicklungsforschungsstudie - 35

Diagnostische Deutungen im Lernbereich Mathematik: Diagnostische Kompetenzen von Lehramtsstudierenden fur sonderpadagogische Forderung und den Primarbereich - 39

Expertise Von Lehrkraften Zur Mathematischen Potenzialforderung - 47

Unterrichtsqualitat Im Sprachbildenden Mathematikunterricht: Eine Quantitative Studie Zum Prozente-Unterricht - 48

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