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Springe zu: Zeitschriftenartikel
Anzahl der Publikationen: 11
Zeitschriftenartikel
Schons, Christian; Obersteiner, Andreas; Reinhold, Frank; Fischer, Frank und Reiss, Kristina
(2022):
Developing a Simulation to Foster Prospective Mathematics Teachers' Diagnostic Competencies: the Effects of Scaffolding.
In: Journal für Mathematik-Didaktik, Bd. 44, Nr. 1: S. 59-82
Lichtenfeld, Stephanie; Pekrun, Reinhard; Marsh, Herbert W.; Nett, Ulrike E. und Reiss, Kristina
(2022):
Achievement Emotions and Elementary School Children's Academic Performance: Longitudinal Models of Developmental Ordering.
In: Journal of Educational Psychology, Bd. 115, Nr. 4: S. 552-570
Vogel, Freydis; Kollar, Ingo; Fischer, Frank; Reiss, Kristina und Ufer, Stefan
(2022):
Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples.
In: International Journal of Computer-Supported Collaborative Learning, Bd. 17, Nr. 1: S. 39-64
Vogel, Freydis 
ORCID: https://orcid.org/0000-0001-8782-5053; Kollar, Ingo ORCID: https://orcid.org/0000-0001-9257-5028; Ufer, Stefan ORCID: https://orcid.org/0000-0002-3187-3459; Strohmaier, Anselm; Reiss, Kristina und Fischer, Frank ORCID: https://orcid.org/0000-0003-0253-659X
(2021):
Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?
In: Innovations in Education and Teaching International, Bd. 58, Nr. 5: S. 512-521
ORCID: https://orcid.org/0000-0001-8782-5053; Kollar, Ingo ORCID: https://orcid.org/0000-0001-9257-5028; Ufer, Stefan ORCID: https://orcid.org/0000-0002-3187-3459; Strohmaier, Anselm; Reiss, Kristina und Fischer, Frank ORCID: https://orcid.org/0000-0003-0253-659X
(2021):
Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?
In: Innovations in Education and Teaching International, Bd. 58, Nr. 5: S. 512-521
Vogel, Freydis; Kollar, Ingo; Ufer, Stefan; Strohmaier, Anselm; Reiss, Kristina und Fischer, Frank
(2021):
Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?
In: Innovations in Education and Teaching International, Bd. 58, Nr. 5: S. 512-521
Reinhold, Frank; Hofer, Sarah Isabelle; Hoch, Stefan; Werner, Bernhard; Richter-Gebert, Jürgen und Reiss, Kristina
(2020):
Digital support principles for sustained mathematics learning in disadvantaged students.
In: PLOS ONE 15(10) , S. 1-16 [PDF, 1MB]
In: PLOS ONE 15(10) , S. 1-16 [PDF, 1MB]
Wildgans-Lang, Angelika; Scheuerer, Sarah; Obersteiner, Andreas; Fischer, Frank und Reiss, Kristina
(2020):
Analyzing prospective mathematics teachers' diagnostic processes in a simulated environment.
In: Zdm-Mathematics Education, Bd. 52, Nr. 2: S. 241-254
Saffran, Andrea; Barchfeld, Petra; Alibali, Martha W.; Reiss, Kristina und Sodian, Beate
(2019):
Children's interpretations of covariation data: Explanations reveal understanding of relevant comparisons.
In: Learning and Instruction, Bd. 59: S. 13-20
Förtsch, Christian; Sommerhoff, Daniel; Fischer, Frank; Fischer, Martin R.; Girwidz, Raimund; Obersteiner, Andreas; Reiss, Kristina; Stürmer, Kathleen; Siebeck, Matthias; Schmidmaier, Ralf; Seidel, Tina; Ufer, Stefan; Wecker, Christof und Neuhaus, Birgit J.
(2018):
Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences.
In: Education Sciences, Bd. 8, Nr. 4, 207
[PDF, 729kB]
Schwaighofer, Matthias; Vogel, Freydis; Kollar, Ingo; Ufer, Stefan; Strohmaier, Anselm; Terwedow, Ilka; Ottinger, Sarah; Reiss, Kristina und Fischer, Frank
(2017):
How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation - when working memory matters.
In: International Journal of Computer-Supported Collaborative Learning, Bd. 12, Nr. 3: S. 281-305
Vogel, Freydis; Kollar, Ingo; Ufer, Stefan; Reichersdorfer, Elisabeth; Reiss, Kristina und Fischer, Frank
(2016):
Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity.
In: Instructional Science, Bd. 44, Nr. 5: S. 477-500