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Kirstin Erath
Kirstin Erath
Professor of Mathematics Education Research, Martin Luther University Halle-Wittenberg
Verified email at mathematik.uni-halle.de - Homepage
Title
Cited by
Cited by
Year
Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research
K Erath, J Ingram, J Moschkovich, S Prediger
ZDM–Mathematics Education 53 (2), 245-262, 2021
1402021
Discourse competence as important part of academic language proficiency in mathematics classrooms: the case of explaining to learn and learning to explain.
K Erath, S Prediger, U Quasthoff, V Heller
Educational Studies in Mathematics 99 (2), 161-179, 2018
1282018
Mathematisch diskursive Praktiken des Erklärens: Rekonstruktion von Unterrichtsgesprächen in unterschiedlichen Mikrokulturen
K Erath
Springer-Verlag, 2017
61*2017
The language dimension of mathematical difficulties
S Prediger, K Erath, EM Opitz
International handbook of mathematical learning difficulties: From the …, 2019
582019
Befähigung zur Teilhabe an Unterrichtsdiskursen: Die Rolle von Diskurskompetenz
S Prediger, K Erath, U Quasthoff, V Heller, AM Vogler
Befähigung zu gesellschaftlicher Teilhabe–Beiträge der fachdidaktischen …, 2016
482016
Content, Interaction, or Both? Synthesizing Two German Traditions in a Video Study on Learning to Explain in Mathematics Classroom Microcultures.
S Prediger, K Erath
Eurasia Journal of Mathematics, Science & Technology Education 10 (4), 313-327, 2014
362014
Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements
L Wessel, K Erath
ZDM Mathematics Education 50 (6), 1053-1064, 2018
232018
Learning in and through classroom interaction: On the convergence of language and content learning opportunities in subject-matter learning
U Quasthoff, V Heller, S Prediger, K Erath
European Journal of Applied Linguistics 10 (1), 57-85, 2022
152022
Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions
S Prediger, K Quabeck, K Erath
Journal on Mathematics Education 13 (1), 1-30, 2022
132022
Diverse epistemic participation profiles in socially established explaining practices
K Erath, S Prediger
Proceedings of the Ninth Congress of the European Society for Research in …, 2015
122015
Mathematical Practices as Under-Determined Learning Goals: The Case of Explaining Diagrams in Different Classroom Microcultures.
K Erath, S Prediger
North American Chapter of the International Group for the Psychology of …, 2014
122014
Quality dimensions for activation and participation in language-responsive mathematics classrooms
K Erath, S Prediger
Classroom Research on Mathematics and Language, 167-183, 2021
112021
Creating space and support vulnerable learners. Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes
K Erath
Mathematical discourse that breaks barriers and creates space for …, 2018
102018
TALKING ABOUT CONCEPTUAL KNOWLEDGE: CASE STUDY ON CHALLENGES FOR STUDENTS WITH LOW LANGUAGE PROFICIENCY
K Erath
Proceedings of the 41st Conference of the International Group for the …, 2017
92017
Only for Multilingual Students at Risk? Cluster-Randomized Trial on Language-Responsive Mathematics Instruction
S Prediger, K Erath, H Weinert, K Quabeck
Journal for Research in Mathematics Education 53 (4), 255-276, 2022
72022
What characterizes quality of mathematics classroom interaction for supporting language learners? Disentangling a complex phenomenon
K Erath, S Prediger
Proceedings of the IV ERME Topic Conferece'Classroom based-research on …, 2018
72018
Implicit and explicit processes of establishing explaining practices–Ambivalent learning opportunities in classroom discourse
K Erath
Proceedings of the Tenth Congress of the European Society for Research in …, 2017
72017
How can teachers provide learning opportunities for oral explanations?
K Erath
ICME 13, TSG 31, 2016
72016
Measuring interaction quality in mathematics instruction: How differences in operationalizations matter methodologically
K Quabeck, K Erath, S Prediger
The Journal of Mathematical Behavior 70, 101054, 2023
42023
Enhancing students’ language in collective processes of knowledge construction in group work: the case of enlarging figures
K Erath
ZDM–Mathematics Education 53 (2), 317-335, 2021
42021
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