Stefan Ufer
Stefan Ufer
Bestätigte E-Mail-Adresse bei - Startseite
Zitiert von
Zitiert von
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Was macht mathematisches Arbeiten aus? Empirische Ergebnisse zum Lernen von Argumentationen, Begründungen und Beweisen.
K Reiss, S Ufer
Argumentieren und Beweisen
HN Jahnke, S Ufer
Handbuch der Mathematikdidaktik, 331-355, 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
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
(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
Das System kann den Vorgang jetzt nicht ausführen. Versuchen Sie es später erneut.
Artikel 1–20