Publikationen


Bücher und Artikel (seit 2004)


2017

Bikner-Ahsbahs, A. (2016). Design Research – ein Ansatz zum Forschenden Lernen. In S. Doff 6 R. Komoss (Hrsg.), How does change happen? Wandel im Fachunterricht analysieren und gestalten (S. 85-108). Wiesbaden: Springer VS. (geladen)

Best, M., & Bikner-Ahsbahs, A., (2017, im Druck). Changing the Concept of function at the Transition to High School Mathematics. In: Special Issue on Task Design, Zentralblatt für Mathematikdidaktik (ZDM). (peer-reviewed)

Bikner-Ahsbahs, A., Schäfer, I., & Dygas, R. (2017). Lernschwierigkeiten im Umgang mit Dezimalbrüchen. Ein situativer Blick. Journal für Mathematikdidaktik (JMD). DOI 10.1007/s13138-017-0117-9 (peer-reviewed)

Bikner-Ahsbahs, A., & Zelewski, H.-D. (2017, im Druck). Moderatorenfortbildung zur Unterstützung fachfremd unterrichtender Lehrpersonen in Mathematik (Moffunt). In Rolf Biehler, Thomas Lange, Timo Leuders, Petra Scherer, Bettina Rösken-Winter & Christoph Selter (Hrsg.), Mathematikfortbildungen professionalisieren. Konzepte, Beispiele und Erfahrungen des Deutschen Zentrums für Lehrerbildung Mathematik. Festschrift für Jürg Kramer (S. x-y). Springer. (peer-reviewed)

Behrens, D., & Bikner-Ahsbahs, A. (2017). The perspective of indexicality: how tool-based actions and gestures contribute to concept building In T. Dooley and G. Gueudet (Eds.), Proceedings of CERME 10. Dublin (Ireland): https://hal.archives-ouvertes.fr/. (peer-reviewed)

Janßen, T., Bikner-Ahsbahs, A., Reid, D., & Vallejo, E. (2017). Using tangible tech-nology to multimodally support algebra learning: The MAL project. In T. Dooley and G. Gueudet (Eds.), Proceedings of CERME 10. Dublin (Ireland): https://hal.archives-ouvertes.fr/. (Poster abstract: peer-reviewed)

Bikner-Ahsbahs, A., Bakker, A., Haspekian, M., & Maracci, M. (2017). Introduction to the Thematic Working Group 17 on Theoretical Perspectives in Mathematics Educa-tion Research. In T. Dooley and G. Gueudet (Eds.), Proceedings of CERME 10. Dublin (Ireland): https://hal.archives-ouvertes.fr/

Bikner-Ahsbahs, A. (2017). Entwicklung und Anwendungen von Theoriebausteinen zu interessendichten Situationen. In U. Kortenkamp et al. (Hrsg.), Beiträge zur Mathe-matikdidaktik aus der Jahrestagung der Gesellschaft für Mathematikdidaktik 2017 in Potsdam.

Behrens, D., & Bikner-Ahsbahs, A. (2017). Indexikalität von Zeichen als Erklärungsansatz für epistemische Prozesse mit der digitalen Stellenwerttafel. In U. Kortenkamp et al. (Hrsg.) Beiträge zur Mathematikdidaktik aus der Jahrestagung der Gesellschaft für Mathematikdidaktik 2017 in Potsdam.

Bikner-Ahsbahs, A., Neukirch, J., Lühring, St., Wolff, V., & Peter, Ch. (2017). Das Zylindermantelproblem im Praxissemester – Entwicklungsforschung in einer Fokusgruppe. In U. Kortenkamp et al. (Hrsg.) Beiträge zur Mathematikdidaktik aus der Jahrestagung der Gesellschaft für Mathematikdidaktik 2017 in Potsdam.

Bikner-Ahsbahs, A., Doff, S., & Peters, M. (2017). Uncertainty as (Re-)Source of In-structional Change in Subject Education. Paper presented at ECER 2017 in Cobenhagen. (peer-reviewed) 


2016

Behrens, D., & Bikner-Ahsbahs, A. (2016). The dragging gesture – from acting to conceptualizing. In Csaba Csìkos, Attila Rausch & Judit Suitányi (Eds.), How to solve it? Proceedings of the 40th Conference of the International Group of the Psychology of Mathematics Education (pp. 67-74). Szeged (Hungary) (peer-reviewed).

Behrens, D., & Bikner-Ahsbahs, A. (2016). Die digitale Stellenwerttafel: Aufgabendesign zur Einführung von Dezimalbrüchen. In Institut für Mathematik und Informatik Heidelberg (Hrsg.), Beiträge zum Mathematikunterricht 2016 (S. 117–120). Münster: WTM-Verlag.

Bikner-Ahsbahs, A., & Best, M. (2016). Teaching functions in a secondary school. In Csaba Csìkos, Attila Rausch & Judit Suitányi (Eds.), How to solve it? Proceedings of the 40th Conference of the International Group of the Psychology of Mathematics Education (pp. 99-106). Szeged (Hungary). (peer-reviewed)

Bikner-Ahsbahs, A., & große Kamphake, L. (2016). Interesse fördern – inklusiv. mathematiklehren 195, 8-12

Bikner-Ahsbahs, A., & Vohns, A. (2016). Theories in mathematics education as a scientific discipline. In A. Bikner-Ahsbahs et al. (Eds.), Theories in and of Mathematics Education. Theory Strands in German-Speaking Countries (pp. 3-12). SpringerOpen, Springer International Publishing AG: Switzerland.

Bikner-Ahsbahs, A. (2016). Networking of theories in the tradition of TME. Bikner-Ahsbahs, A. et al. (Eds.), Theories in and of Mathematics Education. Theory Strands in German-Speaking Countries (pp. 33-42). SpringerOpen, Springer International Publishing AG: Switzerland.

Bikner-Ahsbahs, A. et al. (Ed., 2016). Theories in and of Mathematics Education. Theory Strands in German-Speaking Countries. SpringerOpen, Springer International Publishing AG: Switzerland.

Bikner-Ahsbahs, A., große Kamphake, L., Büssing, J., Dittmer, J., & Wieferich, A. (2016, im Druck) Mathematikunterricht inklusiv gestalten: Die Drei-Elemente-Methode. In Institut für Mathematik und Informatik Heidelberg (Hrsg.), Beiträge zum Mathematikunterricht 2016 (S. 149–152). Münster: WTM-Verlag.

Bikner-Ahsbahs, A., & Best, M. (2016). From past to future – wie der Vorunterricht das Lernen beschränkt. In Institut für Mathematik und Informatik Heidelberg (Hrsg.), Beiträge zum Mathematikunterricht 2016 (S. 1133–1136). Münster: WTM-Verlag.

Kidron, I., & Bikner-Ahsbahs, A. (2016) Networking different theoretical perspec-tives. In B. R. Hodgson, A. Kuzniak & J.-B. Lagrange (Eds.), The Didactics of Mathematics: Approaches and Issues. A Hommage to Michèle Artigue. NY: Springer, International Publishing Switzerland (pp. 43-57). DOI 10.1007/978-3-319-26047-1-3 (peer reviewed).


2015

Bikner-Ahsbahs, A., Knipping, Ch., & Presmeg, N. (2015, Hrsg.). Approaches to qualitative research in mathematics education: Examples of methodology and methods. Book proposal in the series Advances in Mathematics Education. Berlin, New York: Springer.

Bikner-Ahsbahs, A. (2015). Empirically grounded building of ideal types. A methodical principle of constructing theory in the interpretative research in mathematics education. (revised translation of: Bikner-Ahsbahs, A. (2003). Empirisch begründete Idealtypenbildung. Ein methodisches Prinzip zur Theoriekonstruktion in der interpretativen mathematikdidaktischen Forschung. Zentralblatt für Didaktik der Mathematik ZDM 35(5), 208-222). In A. Bikner-Ahsbahs, Ch. Knipping & N. Presmeg (Hrsg.), Approaches to qualitative methods in mathematics education – examples of methodology and methods, Advances in Mathematics Education (S. 105-136). New York: Springer.

Bikner-Ahsbahs, A. (2015). How ideal type construction can be achieved: An example. In A. Bikner-Ahsbahs, Ch. Knipping & N. Presmeg (Hrsg.), Approaches to qualitative methods in mathematics education – examples of methodology and methods, Advances in Mathematics Education (S. 137-154). New York: Springer.

Kidron, I. &Bikner-Ahsbahs, A. (2015). Advancing research by means of the networking of theories. In A. Bikner-Ahsbahs, Ch. Knipping & N. Presmeg (Hrsg.), Approaches to qualitative methods in mathematics education – examples of methodology and methods, Advances in Mathematics Education (S. 221-232). New York: Springer.

Bikner-Ahsbahs, A. & Kidron, I. (2015). A cross-methodology for the networking of theories: The general epistemic need (GEN) as a new concept at the boundary of two theories. In A. Bikner-Ahsbahs, Ch. Knipping & N. Presmeg (Hrsg.), Approaches to qualitative methods in mathematics education – examples of methodology and methods, Advances in Mathematics Education (S. 233-250). New York: Springer.

Bikner-Ahsbahs, A., Knipping, Ch., & Presmeg, N. (2015). Looking back. In A. Bikner-Ahsbahs, Ch. Knipping & N. Presmeg (Hrsg.), Approaches to qualitative methods in mathematics education – examples of methodology and methods, Advances in Mathematics education (S. 533-536). New York: Springer.

Bikner-Ahsbahs, A., Thode, D, & Best, M. (2015). Funktionsverständnis im Übergang zur Sekundarstufe II. In F. Caluori, H. Linneweber-Lammerskitten & C. Streit (Hrsg.), Beiträge zum Mathematikunterricht 2015 (S. 156-159). Münster: WTM-Verlag. 

Bikner-Ahsbahs, A. (2015). Design-Based Research: Ein Ansatz zum Forschenden Lernen in der Lehrerbildung und eine Quelle für Lehrentwicklung. In Heidi Schelhowe, Melanie Schaumburg und Judith Jasper (Hrsg.), Teaching is touching the Future: Academic Teaching within and across Disciplines, Tagungsband (S. 161-163). Bielefeld: UniversitätsVerlag Webler. 


2014

Bardy, T. & Bikner-Ahsbahs, A: (2014). „Was muss ich wissen?“ – Zur Herstellung von Geltung mathematischen Wissens im Mathematikunterricht. In J. Roth & J. Ames (Eds). Beiträge zum Mathematikunterricht 2014, (S. 125-129). Münster: WTM Verlag.

Behrens, D., Krause, C., & Bikner-Ahsbahs, A. (2014) „Ich zeig‘ uns was, was du nicht siehst“ – Zur epistemischen Rolle von Gesten. In J. Roth & J. Ames (Eds). Beiträge zum Mathematikunterricht 2014 (S. 149-152). Münster: WTM Verlag.

Bikner-Ahsbahs, A. (2014). Turning Disinterest Into Interest In Class: An Intervention Study. In: Nicol, C., Liljedahl, P., Oesterle, S. & Allan, D. (Eds.). (2014). Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 2, pp. 145 - 152). Vancouver, Canada: PME.

Bikner-Ahsbahs, A. & Halverscheid, St. (2014). Introduction of the theory of interest-dense situations. In A. Bikner-Ahsbahs & S. Prediger (Hrsg.). Networking of Theories as a Research Practice in Mathematics Education. Book published in the series Advances in Mathematics Education (pp. 88-102). New York: Springer.

Bikner-Ahsbahs, A. & Prediger, S. (2014). Networking as research practices – methodological lessons learnt from the case studies. In A. Bikner-Ahsbahs & S. Prediger (Hrsg.). Networking of Theories as a Research Practice in Mathematics Education. Book published in the series Advances in Mathematics Education (pp. 235-247). New York: Springer.

Bikner-Ahsbahs, A. & Prediger, S., Networking Theories Group (2014). Networking of Theories as a Research Practice in Mathematics Education (Hrsg). Book published in the series Advances in Mathematics Education. New York: Springer.

Bikner-Ahsbahs, A. (2014). Theorie und Praxis interessendichter Situationen. In J. Roth & J. Ames (Eds). Beiträge zum Mathematikunterricht 2014, (S. 189-192). Münster: WTEM Verlag.

Bikner-Ahsbahs, A., Artigue, M., & Haspekian, M. (2014). Topaze Effect - A case study on networking of IDS and TDS. In A. Bikner-Ahsbahs & S. Prediger (Hrsg.). Networking of Theories as a Research Practice in Mathematics Education. Book published in the series Advances in Mathematics Education (pp. 201-221). New York: Springer.

Bikner-Ahsbahs, A., Sabena, C., Arzarello, F., Krause, C. (2014). Semiotic and theoretic control within and across conceptual frames. In: Nicol, C., Liljedahl, P., Oesterle, S. & Allan, D. (Eds.). (2014). Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 2, pp. 153 - 160). Vancouver, Canada: PME

Bikner-Ahsbhas, A.; Sabena, C. Arzarello, F. (2014). „Lost in translation“ - Semiotisch-theoretische Kontrolle beim argumentativen Problemlösen. In J. Roth & J. Ames (Eds). Beiträge zum Mathematikunterricht 2014, (S. 185-188). Münster: WTEM Verlag.

Clarke, D., Stroemskag, H., Johnsen, H.L., A. Bikner-Ahsbahs, Gardner, K. (2014). Mathematical task and the student. In: Nicol, C., Liljedahl, P., Oesterle, S. & Allan, D. (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 1, pp. 117-144). Vancouver, Canada: PME

Doff, S., Bikner-Ahsbahs, A., Grünewald, A., Komoss, R., Peters, M., Lehmann-Wermser, A., Roviró, B. (2014). "Change and continuity in subject-specific educational contexts": Research report of an interdisciplinary project group at the University of Bremen. Zeitschrift für Fremdsprachenforschung 25(1), 73-88.

Prediger, S.  & Bikner-Ahsbahs, A. (2014) Introduction to networking: Networking strategies and their background In A. Bikner-Ahsbahs & S. Prediger (Hrsg.). Networking of Theories as a Research Practice in Mathematics Education. Book publishes in the series Advances in Mathematics Education (pp. 103-122). New York: Springer.

Sabena, C., Arzarello, A., Bikner-Ahsbahs, A. & Schäfer, I. (2014). The epistemological gap - A case study on networking of APC and IDS. In A. Bikner-Ahsbahs & S. Prediger (Hrsg.). Networking of Theories as a Research Practice in Mathematics Education. Book published in the series Advances in Mathematics Education (pp. 165-183). New York: Springer.


2013

Bikner-Ahsbahs, A. & Janßen, Th. (2013). Emergent tasks - spontaneous design supporting in-depth learning. In Claire Margolinas, Janet Ainley, Janete Bolite Frant, Michiel Doorman, Carolyn Kieran, Allen Leung, Minoru Ohtani, Peter Sullivan, Denisse Thompson, Anne Watson, Yudong Yang (eds.), Proceedings of ICMI Study 22 Task Design in Mathematics Education (pp. 153-162). Vol. 1, Oxford, UK. http://hal.archives-ouvertes.fr/hal-00834054 (Zugriff am 22.09.2016).

Bikner-Ahsbahs, A. & Schäfer, I. (2013). Ein Aufgabenkonzept für die Anfängervorlesung im Lehramt Mathematik. In Ch. Ableitinger, J. Kramer, & S. Prediger (Hrsg.), Zur doppelten Diskontinuität in der Gymnasiallehrerbildung. (S. 57-76). Wiesbaden: Springer.

Bikner-Ahsbahs, A. (2013). Wenn situationale Bedingungen die Entwicklung des Dezimalbruchkonzepts stören. In Beiträge zum Mathematikunterricht 2013, Vorträge auf der Jahrestagung der Gesellschaft für Didaktik der Mathematik. http://www.mathematik.uni-dortmund.de/ieem/bzmu2013/Einzelvortraege/BzMU13-Bikner-Ahsbahs.pdf (Zugriff am 16.7.2013).

Bikner-Ahsbahs, A. (2013). Situational fixations in the use of decimal fractions. In Aiso Heinze (ed.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education vol. 4 (p. 23). Kiel: IPN, Germany.

Bikner-Ahsbahs, A., Dreher, F. & Schäfer, I. (2013). Forschendes Lernen von Anfang an? - Plenumsprojekte in Analysis und Linearer Algebra. In Ludwig Huber, Margot Kröger und Heidi Schelhowe (Hrsg.), Forschendes Lernen als Profilmerkmal einer Universität. Beispiel aus der Universität Bremen (S. 73-90). Bielefeld: Universitätsverlag Webler.

Haspekian, M., Bikner-Ahsbahs, A., & Artigue, M. (2013). When the fiction of learning is kept: A case of networking two theoretical views. In Aiso Heinze (ed.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, vol. 3 (pp. 9-16). Kiel: IPN, Germany.

Janßen, Th. & Bikner-Ahsbahs, A. (2013). Networking theories in a design study on the development of algebraic structure sense. CERME 8, Antalya, Turkey. http://cerme8.metu.edu.tr/wgpapers/WG16/WG16_Janssen_Bikner_Ahsbahs.pdf (Zugriff am 06.02.2014).

Bikner-Ahsbahs, A. (2013). Einblick in ein “Eintypsekundarstufenlehramt“. GDM-Mitteilungen 95, 38-45.



2012

Bikner-Ahsbahs, A. (2012). Modellieren als epistemischer Prozess. In Blum, Werner; Borromeo Ferri, Rita; Maas, Katja (Eds.), Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität (pp. 106-115). Wiesbaden: Springer Teubner Vieweg.

Krause, Ch. & Bikner-Ahsbahs, A. (2012). Modes of sign use in epistemic processes. In Tai-Yih Tso, Proceedings of the 36th Conference of the International Group of the Psychology of Mathematics Education: Opportunities to learn in Mathematics Education, vol. 3 (pp. 19-27), Taipei, Taiwan.

Bikner-Ahsbahs, A., Cramer, A. & Janßen, Th. (2012). Three quality components of epistemic processes. In Tai-Yih Tso, Proceedings of the 36th Conference of the International Group of the Psychology of Mathematics Education: Opportunities to learn in Mathematics Education, Vol. 4, (pp. 248). Taipei, Taiwan.

Janßen, Th. & Bikner-Ahsbahs, A. (2012). Developing structure sense: A study to support instruction and inform theory. In Tai-Yih Tso, Proceedings of the 36th Conference of the International Group of the Psychology of Mathematics Education: Opportunities to learn in Mathematics Education, Vol. 4, (pp. 284). Taipei, Taiwan.


2011

Bikner-Ahsbahs, A., Kidron, I. & Dreyfus, T. (2011). Epistemisch handeln können – aber wie? [Knowing to act epistemically – but how?] Hauptvortrag auf der Jahrestagung der GDM. [Invited lecture]. Beiträge zum Mathematikunterricht 2011, Gesellschaft für Didakitk der Mathematik (CD). http://www.mathematik.tu-dortmund.de/ieem/bzmu2011/_BzMU11_1_Einfuehrungen-Hauptvortraege/BzMU11_BIKNER_Angelika_Epistem.pdf. (Zugriff am 06.02.2014).

Kidron, I., Bikner-Ahsbahs, A. & Dreyfus, T. (2011). How a general epistemic need leads to a need for a new construct: A case of networking two theoretical approaches. In: Pytlak, M.; Rowland, T. & Swoboda, E. (Eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education (pp. 2451-2461). Rzeszów: University of Rzeszów, Poland (peer-reviewed). http://www.cerme7.univ.rzeszow.pl/WG/16/CERME7_WG16_Kidron.pdf (Zugriff am 06.02.2014).

Kidron, Ivy; Bikner-Ahsbahs, Angelika; Monaghan, John; Radford, Luis & Sensevy; Gérard (2011). Different theoretical perspectives and approaches in research in mathematics education. CERME working group 16. In: Pytlak, M.; Rowland, T. & Swoboda, E. (Eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education (pp.2475-2485). Rzeszów: University of Rzeszów, Poland http://www.cerme7.univ.rzeszow.pl/WG/CERME7-WG16.pdf (Zugriff am 19.12.2011). (peer-reviewed)


2010

Bikner-Ahsbahs, A., & Prediger, S. (2010). Networking of Theories—An Approach for Exploiting the Diversity of Theoretical Approaches; with a preface by T. Dreyfus and a commentary by F. Arzarello. In B. Sriraman & L. English (Eds.), Theories of mathematics education: seeking new frontiers (pp. 479-512). New York: Springer, Advances in Mathematics Education series, Vol. 1. (peer reviewed)

Bikner-Ahsbahs, A., Dreyfus, T., & Kidron, I. (2010). “General Epistemic Need” – ein Motor für Erkenntnisentwicklung? [General epistemic need - an engine for construction of knowledge?]. In Beiträge zum Mathematikunterricht. Vorträge auf der Jahrestagung der Gesellschaft für Didaktik der Mathematik (GDM) 2010 in München.  http://www.mathematik.tu-dortmund.de/ieem/cms/media/BzMU/BzMU2010/BzMU10_BIKNER-AHSBAHS_Angelika_Erkenntnisentwicklung.pdf (Zugriff am 02.05.2012).

Bikner-Ahsbahs, A., Dreyfus, T., Kidron, I., Arzarello, F., Radford, L., Artigue, M., & Sabena, C. (2010). Networking of theories in mathematics education. In Pinto, M. M. F. & Kawasaki, T. F. (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 145-175). Belo Horizonte, Brazil: PME. (peer-reviewed)

Kidron, I., Bikner-Ahsbahs, A. Cramer, J., Dreyfus, T., & Gilboa, N. (2010). Construction of knowledge: need and interest. In Pinto, M. M. F. & Kawasaki, T. F. (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 169-176). Belo Horizonte, Brazil: PME. (peer-reviewed)

Cramer, J. & Bikner-Ahsbahs, A. & Harel, R. (2010). Argumentation Processes: Structure and Quality. In Pinto, M. M. F. & Kawasaki, T. F. (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 23). Belo Horizonte, Brazil: PME. (peer-reviewed)


2009

Bikner-Ahsbahs, A. (2009). Interessenlage und Erkenntniszugang. [Interest sphere and epistemic approach] Beiträge zum Mathematikunterricht 2009, Vorträge zur Tagung der Gesellschaft für Didaktik der Mathematik (GDM) in Oldenburg. Hildesheim, Berlin: div Franzbecker. CD.

Bikner-Ahsbahs, A. & Williams, G. (2009). Comparing and contrasting methodologies: a commentary. In Baruch Schwarz, Rina Hershkowitz and Tommy Dreyfus (Eds.), Transformation of Knowledge in Classroom Interaction, (pp. 261-270). London, New York: Routledge. (invited)

Schäfer, I. & Bikner-Ahsbahs, A. (2009). „Schwache“ Schüler motivationsorientiert fördern. [Fostering low-achieving students in a motivational way]. In Siegbert Schmidt (Ed.), Fördernder Mathematikunterricht in der Sekundarstufe I –Rechenschwierigkeiten erkennen und überwinden, (pp. 201-212). Weinheim, Basel: Beltz Verlag. (invited)

Arzarello, F., Bikner-Ahsbahs, A. & Sabena, C. (2009). Complementary networking: enriching understanding. In V. Durand-Guerrier, S. Soury-Lavergne, and S. Lecluse (Eds.), Proceedings of CERME 6. Lyon, France. http://www.inrp.fr/publications/edition-electronique/cerme6/wg9-02-arzarello.pdf (Zugriff am 23.08.2010), veröffentlicht auf einer CD. (peer-reviewed)

Bikner-Ahsbahs, A. (2009). Networking of theories – why and how? Special plenary lecture. In V. Durand-Guerrier, S. Soury-Lavergne, and S. Lecluse (Eds.), Proceedings of CERME 6. Lyon, France. http://www.inrp.fr/publications/edition-electronique/cerme6/plenary-01-bikner.pdf (Zugriff am 23.08.2010), veröffentlicht auf einer CD. (peer -reviewed)

Bikner-Ahsbahs, A. & Schäfer, I. (2009). Object Relations and epistemic actions of low-achieving students. In Marianna Tzekaki, Maria Kaldrimidrou, Haralambos Sakonidis (Eds.), In Search for Theories in Mathematics Education, Proceedings of the 33th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 337). Thessaloniki-Greece: Moucos-Communication in Print. (peer-reviewed)

Cramer, J. & Bikner-Ahsbahs, A. (2009). Mathematical interest spheres and their epistemic function. In Marianna Tzekaki, Maria Kaldrimidrou, Haralambos Sakonidis (Eds.), In Search for Theories in Mathematics Education, Proceedings of the 33th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2 (353-361). Thessaloniki-Greece: Moucos-Communication in Print. (peer-reviewed)


2008

Kidron, I., Lenfant, A., Artigues, M., Bikner-Ahsbahs, A. & Dreyfus, T. (2008). Social interaction in learning processes as seen by means of three theoretical frameworks. In D. Pitta-Pantazi & G. Phillipou (Eds.), Proceedings of the 5th Congress of the European Society for Research in Mathematics Education (CERME 5) (pp. 1708 - 1274). Cyprus: ERME. (peer-reviewed)

Kidron, I., Lenfant, A., Artigues, M., Bikner-Ahsbahs, A. & Dreyfus, T. (2008). Social interaction in learning processes as seen by means of three theoretical frameworks. ZDM-International Journal on Mathematics Education, 39(2), 247-267. (invited and peer-reviewed)

Bikner-Ahsbahs, A. (2008). Erkenntnisprozesse – Rekonstruktion ihrer Struktur durch Idealtypenbildung.  In Helga Jungwirth, Götz Krummheuer (Eds.), Der Blick nach innen: Aspekte der täglichen Lebenswelt Mathematikunterricht. (pp. 105-144) Münster: Waxmann, (invited).

Prediger, S., Bikner-Ahsbahs, A. & Arzarello, F. (2008). Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework. ZDM-International Journal on Mathematics Education, 40(2), 165-178. (peer-reviewed)

Bikner-Ahsbahs, A. (2008) Wie konstruieren Lernende mathematisches Wissen? Beiträge zum Mathematikunterricht, Hildesheim, Berlin: Franzbecker Verlag (CD).


2007

Bikner-Ahsbahs, A. (2007). "Sensitizing concepts" as heuristics to compare and connect different theories. Contribution to the symposium: Networking a variety of theories within a scientific domain - The case of mathematics education, EARLI (European Association for Research on Learning and Instruction) August 2007. (peer reviewed)

Bikner-Ahsbahs, A. & Peter-Koop, A. (2007) (Eds.). Mathematische Bildung - Mathematische Leistung. Festschrift für Michael Neubrand zu seinem 60. Geburtstag. Hildesheim, Berlin: Franzbecker Verlag.

Bikner-Ahsbahs, A. (2007). Ein Vergleich von Handlungsmodellen zur Entstehung mathematischen Wissens in Lehr-Lern-Situationen. In Angelika Bikner-Ahsbahs & Andrea Peter-Koop (Eds.), Mathematische Bildung - Mathematische Leistung, Festschrift für Michael Neubrand zu seinem 60. Geburtstag, (pp. 251-270). Hildesheim, Berlin: Franzbecker Verlag.


2006

Bikner-Ahsbahs, A. & Susanne Prediger (2006). Diversity of Theories in Mathematics Education – How can we deal with it? Zentralblatt der Didaktik der Mathematik (ZDM), vol. 38, 52-57. (invited and peer-reviewed)

Bikner-Ahsbahs, A. (2006). Semiotic sequence analysis – Constructing epistemic types. In Jarmila Novotná, Hana Moraovsá, Magdalena Krátká, Nad'a Stehliková (Eds.): Mathematics in the centre. Proceedings of the 30th Conference of the International group for the Psychology of Mathematics Education, vol. 2, (pp. 161-168) Prague (Czech Republic): Charles University, Faculty of Education. (peer-reviewed)


2005

Bikner-Ahsbahs, A. (2005). Mathematikinteresse zwischen Subjekt und Situation. Empirisch begründete Konstruktion einer Theorie interessendichter Situationen. [Interest in Mathematics between Subject and Situation. Building bricks for an interest theory in Mathematics Education.] Habilitation an der Universität Flensburg, 2004. Hildesheim: div Verlag Franzbecker.

Bikner-Ahsbahs, A. (2005). Crossing the Border – Integrating different paradigms and perspectives. In Marianna Bosch (Ed.): Contribution to the working group 11 (Different theoretical Perspectives and Approaches in Mathematics Education) of CERME 4 (Fourth Congress of the European Society for Research in Mathematics Education) at Sant Feliu de Guixols (Spain), (CD), (peer reviewed)


2004

Bikner-Ahsbahs, A. (2004). Interest-dense Situations and their Mathematical Valences. (Topic Study Group 24 (Students' motivations and attitudes towards mathematics and its study) of the International Congress for Mathematics Education). Copenhagen: 2004, (peer reviewed). Bikner-Ahsbahs, A. (2004). Towards the emergence of constructing mathematical meanings. In: Marit Johnsen Høines & Anne Berit Fuglesand: proceedings of the 28th conference of the International Group for the Psychology of Mathematics Education, vol. 2, 119-127. (peer-reviewed)