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IMPROVING MATHEMATICS TEACHER EDUCATION IN GERMANY: EMPIRICAL RESULTS FROM A LONGITUDINAL EVALUATION OF INNOVATIVE PROGRAMS

International Journal of Science and Mathematics Education, August 2013, Vol.11(4), pp.949-977 [Peer Reviewed Journal]

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Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

ZDM - Mathematics Education, 1 August 2018, Vol.50(4), pp.555-570 [Peer Reviewed Journal]

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A mixed-methods-evaluation approach for the study of macro-micro interactions On the development of teaching- and learning-oriented beliefs of mathematics student teachers in the introductory phase of study
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A mixed-methods-evaluation approach for the study of macro-micro interactions On the development of teaching- and learning-oriented beliefs of mathematics student teachers in the introductory phase of study

Kolner Zeitschrift Fur Soziologie Und Sozialpsychologie, 2017 Oct, Vol.69 Suppl 2, pp.435-458 [Peer Reviewed Journal]

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Measuring Pedagogical Content Knowledge in Mathematics-Conceptualizing a Complex Domain
Die Erhebung mathematikdidaktischen Wissens - Konzeptualisierung einer komplexen Domäne

Journal fur Mathematik-Didaktik, February 2014, Vol.35(1), pp.101-128 [Peer Reviewed Journal]

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Empagliflozin effects on ischemic contracture and I/R injury in isolated mouse hearts perfused with or without insulin
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Empagliflozin effects on ischemic contracture and I/R injury in isolated mouse hearts perfused with or without insulin

Faseb Journal, 2018 Apr, Vol.32(1) Suppl S [Peer Reviewed Journal]

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Eine Analyse der sogenannten Schlussrechnung – Die Relevanz der Ansätze von Arnold Kirsch für aktuelle Lernprozesse in der Lehrerausbildung

Journal fur Mathematik-Didaktik, 1 March 2016, Vol.37(1), pp.31-53 [Peer Reviewed Journal]

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Future mathematics teachers' professional knowledge of elementary mathematics from an advanced standpoint

ZDM - International Journal on Mathematics Education, 2013, Vol.45(1), pp.107-120 [Peer Reviewed Journal]

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Resolving the chicken-or-egg causality dilemma: The longitudinal interplay of teacher knowledge and teacher beliefs
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Resolving the chicken-or-egg causality dilemma: The longitudinal interplay of teacher knowledge and teacher beliefs

Teaching And Teacher Education, 2014 Jan, Vol.37, pp.130-139 [Peer Reviewed Journal]

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Empagliflozin effects on ischemic contracture and I/R injury in isolated mouse hearts perfused with or without insulin

Journal of Molecular and Cellular Cardiology, July 2018, Vol.120, pp.19-19 [Peer Reviewed Journal]

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by this Author/Contributor:

  1. Buchholtz, G.
  2. Abchiche, A.
  3. Buchholtz, Nils
  4. Berge, D.
  5. Costantini, H.

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