Benjamin Rott
Benjamin Rott
Professor für Mathematik und ihre Didaktik
Verified email at - Homepage
Cited by
Cited by
Mathematisches Problemlösen: Ergebnisse einer empirischen Studie
B Rott
WTM, Verlag für wissenschaftliche Texte und Medien, 2015
Mathematische Problembearbeitungsprozesse von Fünftklässlern–Entwicklung eines deskriptiven Phasenmodells
B Rott
Journal für Mathematik-Didaktik 2 (35), 251-282, 2014
Assessment of mathematical competencies and epistemic cognition of preservice teachers
B Rott, T Leuders, E Stahl
Zeitschrift für Psychologie, 2015
Rethinking problem-posing situations: A review
L Baumanns, B Rott
Investigations in Mathematics Learning, 59–76, 2022
Teachers’ behaviors, epistemological beliefs, and their interplay in lessons on the topic of problem solving
B Rott
International Journal of Science and Mathematics Education 18 (5), 903-924, 2020
Promoting pre-service teachers’ integration of professional knowledge: Effects of writing tasks and prompts on learning from multiple documents
T Lehmann, B Rott, F Schmidt-Borcherding
Instructional Science 47, 99-126, 2019
Problem solving processes of fifth graders: An analysis
B Rott
Proceedings of PME XXXV, Ankara, 2011
A descriptive phase model of problem-solving processes
B Rott, B Specht, C Knipping
ZDM–Mathematics Education 53, 737-752, 2021
Mathematical creativity and its subdomain-specificity. Investigating the appropriateness of solutions in multiple solution tasks
M Schindler, J Joklitschke, B Rott
Mathematical creativity and mathematical giftedness: Enhancing creative …, 2018
Networking theories on giftedness—what we can learn from synthesizing Renzulli’s domain general and Krutetskii’s mathematics-specific theory
M Schindler, B Rott
Education Sciences 7 (1), 6, 2016
Models of the problem solving process–A discussion referring to the processes of fifth graders
B Rott
Proceedings from the 13th ProMath conference, 95-109, 2011
Theories about mathematical creativity in contemporary research: A literature review
J Joklitschke, B Rott, M Schindler
Proceedings of the 42nd Conference of the International Group for the …, 2018
Problemlösen lehren lernen: Wege zum mathematischen Denken
L Holzäpfel, M Lacher, T Leuders, B Rott
Klett Kallmeyer, 2018
Inductive and deductive justification of knowledge: Flexible judgments underneath stable beliefs in teacher education
B Rott, T Leuders
Mathematical Thinking and Learning 18 (4), 271-286, 2016
Inductive and deductive justification of knowledge: epistemological beliefs and critical thinking at the beginning of studying mathematics
B Rott
Educational Studies in Mathematics 106 (1), 117-132, 2021
The different mathematics performances in PISA 2012 and a curricula comparison: Enriching the comparison by an analysis of the role of problem solving in intended learning …
B Rott
Mathematics Education Research Journal 31 (2), 175-195, 2019
“Is mathematical knowledge certain?–Are you sure?”: An interview study to investigate epistemic beliefs
B Rott, T Leuders, E Stahl
mathematica didactica 37 (1), 118-132, 2014
Notions of creativity in mathematics education research: A systematic literature review
J Joklitschke, B Rott, M Schindler
International Journal of Science and Mathematics Education 20 (6), 1161-1181, 2022
Offering an approach to measure beliefs quantitatively: Capturing the influence of students’ abilities on teachers’ beliefs
B Rott
International Journal of Science and Mathematics Education 19 (2), 419-441, 2021
Is problem posing about posing “problems”? A terminological framework for researching problem posing and problem solving
L Baumanns, B Rott
Proceedings of the 2018 joint conference of ProMath and the GDM working …, 2019
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