| Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom A Dreher, S Kuntze Educational Studies in Mathematics 88, 89-114, 2015 | 270 | 2015 |
| What kind of content knowledge do secondary mathematics teachers need? A Dreher, A Lindmeier, A Heinze, C Niemand Journal für Mathematik-Didaktik 2 (39), 319-341, 2018 | 139 | 2018 |
| Akademisches versus schulbezogenes Fachwissen–ein differenzierteres Modell des fachspezifischen Professionswissens von angehenden Mathematiklehrkräften der Sekundarstufe A Heinze, A Dreher, A Lindmeier, C Niemand Zeitschrift für Erziehungswissenschaft 2 (19), 329-349, 2016 | 91 | 2016 |
| Why use multiple representations in the mathematics classroom? Views of English and German preservice teachers A Dreher, S Kuntze, S Lerman International Journal of Science and Mathematics Education 14, 363-382, 2016 | 90 | 2016 |
| Teachers facing the dilemma of multiple representations being aid and obstacle for learning: Evaluations of tasks and theme-specific noticing A Dreher, S Kuntze Journal für Mathematik-Didaktik 1 (36), 23-44, 2015 | 43 | 2015 |
| Are conceptual knowledge and procedural knowledge empirically separable? The case of fractions K Lenz, A Dreher, L Holzäpfel, G Wittmann British Journal of Educational Psychology 90 (3), 809-829, 2020 | 39 | 2020 |
| Ist akademisches Fachwissen hinreichend für den Erwerb eines berufsspezifischen Fachwissens im Lehramtsstudium? Eine Untersuchung der Trickle-down-Annahme J Hoth, C Jeschke, A Dreher, A Lindmeier, A Heinze Journal für Mathematik-Didaktik 41 (2), 329-356, 2020 | 34 | 2020 |
| Do cultural norms influence how teacher noticing is studied in different cultural contexts? A focus on expert norms of responding to students’ mathematical thinking A Dreher, A Lindmeier, P Feltes, TY Wang, FJ Hsieh ZDM–Mathematics Education 53, 165-179, 2021 | 28 | 2021 |
| Teachers' resources in analysing mathematical content and classroom situations: The case of using multiple tepresentations S Kuntze, A Dreher, M Friesen CERME 9-Ninth Congress of the European Society for Research in Mathematics …, 2015 | 26 | 2015 |
| Pre-service teachers' growth in analysing classroom videos M Friesen, A Dreher, S Kuntze CERME 9-Ninth Congress of the European Society for Research in Mathematics …, 2015 | 18 | 2015 |
| Conceptualizing professional content knowledge of secondary teachers taking into account the gap between academic and school mathematics A Dreher, A Lindmeier, A Heinze Proceedings of the 40th Conference of the International Group for the …, 2016 | 16 | 2016 |
| PCK and the Awareness of Affective Aspects Reflected in Teachers’ Views About Learning Opportunities–A Conflict? S Kuntze, A Dreher From beliefs to dynamic affect systems in mathematics education: Exploring a …, 2015 | 15 | 2015 |
| Den Wechsel von Darstellungsformen fördern und fordern oder vermeiden? Über ein Dilemma im Mathematikunterricht A Dreher Mathematik lernen, darstellen, deuten, verstehen: Didaktische Sichtweisen …, 2013 | 11 | 2013 |
| Fachspezifität von Unterrichtsqualität–aus der Perspektive der Mathematikdidaktik A Dreher, T Leuders Unterrichtswissenschaft 49 (2), 285-292, 2021 | 10 | 2021 |
| Teachers’ mathematical content knowledge in the field of tension between academic and school mathematics A Heinze, A Lindmeier, A Dreher Didactics of mathematics in higher education as a scientific discipline …, 2015 | 10 | 2015 |
| Aufbau eines berufsspezifischen Fachwissens für Lehramtsstudierende BJ Weber, A Dreher, A Heinze, A Lindmeier Mitteilungen der Deutschen Mathematiker-Vereinigung 29 (2), 84-88, 2021 | 9 | 2021 |
| PRE-SERVICE TEACHERS’VIEWS ON USING MULTIPLE REPRESENTATIONS IN MATHEMATICS CLASSROOMS–AN INTER-CULTURAL STUDY A Dreher, S Kuntze, S Lerman Proceedings of the 36th Conference of the International Group for the …, 2012 | 8 | 2012 |
| Empirical Study of a Competence Structure Model Regarding Conversions of Representations--The Case of Fractions. A Dreher, S Kuntze, K Winkel North American Chapter of the International Group for the Psychology of …, 2014 | 7 | 2014 |
| Pedagogical content knowledge and views of in-service and pre-service teachers related to computer use in the mathematics classroom S Kuntze, A Dreher Proceedings of the 37th Conference of the International Group for the …, 2013 | 7 | 2013 |
| Pre-service and in-service teachers’ views on the learning potential of tasks–Does specific content knowledge matter A Dreher, S Kuntze Proceedings of CERME 8, 2013 | 6 | 2013 |
