| Scientific reasoning and argumentation: advancing an interdisciplinary research agenda in education. F Fischer, I Kollar, S Ufer, B Sodian, H Hussmann, R Pekrun, B Neuhaus, ... Frontline Learning Research 2 (3), 28-45, 2014 | 337 | 2014 |
| Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model S Herppich, AK Praetorius, N Förster, I Glogger-Frey, K Karst, D Leutner, ... Teaching and teacher education 76, 181-193, 2018 | 199 | 2018 |
| How training on exact or approximate mental representations of number can enhance first-grade students’ basic number processing and arithmetic skills A Obersteiner, K Reiss, S Ufer Learning and Instruction 23, 125-135, 2013 | 169 | 2013 |
| Assessment in mathematics education: Large-scale assessment and classroom assessment C Suurtamm, DR Thompson, RY Kim, LD Moreno, N Sayac, S Schukajlow, ... Springer Nature, 2016 | 121 | 2016 |
| Facilitating Diagnostic Competences in Simulations: A Conceptual Framework and a Research Agenda for Medical and Teacher Education. N Heitzman, T Seidel, A Opitz, A Hetmanek, C Wecker, M Fischer, S Ufer, ... Frontline Learning Research 7 (4), 1-24, 2019 | 106 | 2019 |
| Learning from errors: Effects of teachers training on students’ attitudes towards and their individual use of errors S Rach, S Ufer, A Heinze PNA, 2013 | 96 | 2013 |
| Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior … I Kollar, S Ufer, E Reichersdorfer, F Vogel, F Fischer, K Reiss Learning and Instruction 32, 22-36, 2014 | 91 | 2014 |
| Sprachstand, soziale Herkunft und Bilingualität: Effekte auf Facetten mathematischer Kompetenz S Ufer, K Reiss, V Mehringer Sprache im Fach – Sprachlichkeit und fachliches Lernen, 167-184, 2013 | 77 | 2013 |
| Interest in mathematics = interest in mathematics? What general measures of interest reflect when the object of interest changes S Ufer, S Rach, T Kosiol ZDM 49 (3), 397-409, 2017 | 70 | 2017 |
| Strategies to foster students’ competencies in constructing multi-steps geometric proofs: Teaching experiments in Taiwan and Germany A Heinze, YH Cheng, S Ufer, FL Lin, K Reiss ZDM 40 (3), 443-453, 2008 | 68 | 2008 |
| Developing argumentation skills in mathematics through computer-supported collaborative learning: The role of transactivity F Vogel, I Kollar, S Ufer, E Reichersdorfer, K Reiss, F Fischer Instructional Science 44 (5), 477-500, 2016 | 66 | 2016 |
| Training peer-feedback skills on geometric construction tasks: Role of domain knowledge and peer-feedback levels M Alqassab, JW Strijbos, S Ufer European Journal of Psychology of Education 33 (1), 11-30, 2018 | 60 | 2018 |
| Assessing modelling competencies using a multidimensional IRT approach L Zöttl, S Ufer, K Reiss Trends in Teaching and Learning of Mathematical Modelling: ICTMA14, 427-437, 2011 | 60 | 2011 |
| Between authenticity and cognitive demand: Finding a balance in designing a video-based simulation in the context of mathematics teacher education E Codreanu, D Sommerhoff, S Huber, S Ufer, T Seidel Teaching and Teacher Education 95, 103146, 2020 | 59 | 2020 |
| Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania F Kyaruzi, JW Strijbos, S Ufer, GTL Brown Assessment in Education: Principles, Policy & Practice 26 (3), 278-302, 2019 | 56 | 2019 |
| Was macht mathematisches Arbeiten aus? Empirische Ergebnisse zum Lernen von Argumentationen, Begründungen und Beweisen. K Reiss, S Ufer | 55 | 2009 |
| Argumentieren und Beweisen HN Jahnke, S Ufer Handbuch der Mathematikdidaktik, 331-355, 2015 | 54 | 2015 |
| Systematizing professional knowledge of medical doctors and teachers: development of an interdisciplinary framework in the context of diagnostic competences C Förtsch, D Sommerhoff, F Fischer, MR Fischer, R Girwidz, A Obersteiner, ... Education Sciences 8 (4), 207, 2018 | 53 | 2018 |
| Modelling with heuristic worked examples in the KOMMA learning environment L Zöttl, S Ufer, K Reiss Journal für Mathematik-Didaktik 31 (1), 143-165, 2010 | 52 | 2010 |
| (Which) mathematics interest is important for a successful transition to a university study program? T Kosiol, S Rach, S Ufer International Journal of Science and Mathematics Education 17 (7), 1359-1380, 2019 | 48 | 2019 |
Kristina ReissTUM School of EducationBestätigte E-Mail-Adresse bei tum.de
