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Eye-tracking methodology in mathematics education research: A systematic literature review

Educational studies in mathematics, 2020-06, Vol.104 (2), p.147-200

2020

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Which Task Characteristics Do Students Rely on When They Evaluate Their Abilities to Solve Linear Function Tasks? - A Task-Specific Assessment of Self-Efficacy

Frontiers in psychology, 2021-03, Vol.12, p.596901-596901

2021

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Comparing fraction magnitudes: Adults’ verbal reports reveal strategy flexibility and adaptivity, but also bias

Journal of numerical cognition, 2022-11, Vol.8 (3), p.398-413

2022

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Cross-Disciplinary Research on Learning and Instruction – Coming to Terms

Frontiers in psychology, 2021-05, Vol.11, p.562658-562658

2021

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The Interplay Between the Natural Number Bias and Fraction Magnitude Processing in Low-Achieving Students

Frontiers in education (Lausanne), 2020-04, Vol.5

2020

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How to Assess Mathematics Teachers’ TPACK? A Comparison Between Self-Reports and Knowledge Tests

International journal of science and mathematics education, 2024-08

2024

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Multiple pathways between affect and mathematical competence in young children—commentary on the studies in the Special Issue

Educational studies in mathematics, 2019-03, Vol.100 (3), p.317-323

Obersteiner, Andreas

2019

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Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

Education sciences, 2018-12, Vol.8 (4), p.207

2018

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Do we have a sense for irrational numbers?

Journal of numerical cognition, 2017-02, Vol.2 (3), p.170-189

2017

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How the eyes add fractions: Adult eye movement patterns during fraction addition problems

Journal of numerical cognition, 2018-09, Vol.4 (2), p.317-336

2018

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Measuring fraction comparison strategies with eye-tracking

ZDM, 2016-06, Vol.48 (3), p.255-266

2016

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Complex fraction comparisons and the natural number bias: The role of benchmarks

Learning and instruction, 2020-06, Vol.67, p.101307, Article 101307

2020

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How training on exact or approximate mental representations of number can enhance first-grade students' basic number processing and arithmetic skills

Learning and instruction, 2013-02, Vol.23, p.125-135

2013

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The natural number bias and magnitude representation in fraction comparison by expert mathematicians

Learning and instruction, 2013-12, Vol.28, p.64-72

2013

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Mentale Repräsentationen von Zahlen und der Erwerb arithmetischer Fähigkeiten: Konzeptionierung einer Förderung mit psychologisch-didaktischer Grundlegung und Evaluation im ersten Schuljahr

Obersteiner, Andreas

2012

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What Does Brain Activation Tell Us About Numerical Congruity and Salience?: Commentary on

Zeitschrift für Psychologie, 2016-10, Vol.224 (4), p.309-310

Obersteiner, Andreas

2016

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Leistung und Selbstwirksamkeitserwartung als Kompetenzdimensionen: Eine Erfassung individueller Ausprägungen im Themenbereich lineare Funktionen

Journal für Mathematik-Didaktik (Internet), 2020-10, Vol.41 (2), p.267-299

2020

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Das kann ich nicht – ich nehme lieber die leichteren Aufgaben

Pädagogik, 2019-09 (9), p.40-43

2019

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What Does Brain Activation Tell Us About Numerical Congruity and Salience?: Commentary on Stavy, Babai, and Kallai (2016)

Zeitschrift für Psychologie, 2016, Vol.224 (4), p.309-310

Obersteiner, Andreas

2016

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How pedagogical content knowledge sharpens prospective teachers’ focus when judging mathematical tasks: an eye-tracking study

Educational studies in mathematics, 2024-02, Vol.115 (2), p.177-196

2024

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Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms

Educational studies in mathematics, 2024, Vol.116 (2), p.185-211

2024

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Correction to: Who benefits most from language‑responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms

Educational studies in mathematics, 2024, Vol.116 (2), p.213-213

2024

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How do people compare visualizations of fraction magnitudes? Evidence from adults’ and children’s eye movements with continuous and discretized tape diagrams

The Journal of mathematical behavior, 2024-09, Vol.75, p.101160, Article 101160

2024

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TEACHING STATISTICS WITH POSITIVE ORIENTATIONS BUT LITTLE KNOWLEDGE? TEACHERS' PROFESSIONAL COMPETENCE IN STATISTICS

Statistics education research journal, 2024-08, Vol.23 (1), p.2

2024

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Mathematikleistungen von Schülern: Was sagt uns PISA 2012?

Der mathematische und naturwissenschaftliche Unterricht, 2014, Vol.67 (4), p.197-201

2014

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Eye-tracking methodology in mathematics education research: A systematic literature review

Which Task Characteristics Do Students Rely on When They Evaluate Their Abilities to Solve Linear Function Tasks? - A Task-Specific Assessment of Self-Efficacy

Comparing fraction magnitudes: Adults’ verbal reports reveal strategy flexibility and adaptivity, but also bias

Cross-Disciplinary Research on Learning and Instruction – Coming to Terms

The Interplay Between the Natural Number Bias and Fraction Magnitude Processing in Low-Achieving Students

How to Assess Mathematics Teachers’ TPACK? A Comparison Between Self-Reports and Knowledge Tests

Multiple pathways between affect and mathematical competence in young children—commentary on the studies in the Special Issue

Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

Do we have a sense for irrational numbers?

How the eyes add fractions: Adult eye movement patterns during fraction addition problems

Measuring fraction comparison strategies with eye-tracking

Complex fraction comparisons and the natural number bias: The role of benchmarks

How training on exact or approximate mental representations of number can enhance first-grade students' basic number processing and arithmetic skills

The natural number bias and magnitude representation in fraction comparison by expert mathematicians

Mentale Repräsentationen von Zahlen und der Erwerb arithmetischer Fähigkeiten: Konzeptionierung einer Förderung mit psychologisch-didaktischer Grundlegung und Evaluation im ersten Schuljahr

What Does Brain Activation Tell Us About Numerical Congruity and Salience?: Commentary on

Leistung und Selbstwirksamkeitserwartung als Kompetenzdimensionen: Eine Erfassung individueller Ausprägungen im Themenbereich lineare Funktionen

Das kann ich nicht – ich nehme lieber die leichteren Aufgaben

What Does Brain Activation Tell Us About Numerical Congruity and Salience?: Commentary on Stavy, Babai, and Kallai (2016)

How pedagogical content knowledge sharpens prospective teachers’ focus when judging mathematical tasks: an eye-tracking study

Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms

Correction to: Who benefits most from language‑responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms

How do people compare visualizations of fraction magnitudes? Evidence from adults’ and children’s eye movements with continuous and discretized tape diagrams

TEACHING STATISTICS WITH POSITIVE ORIENTATIONS BUT LITTLE KNOWLEDGE? TEACHERS' PROFESSIONAL COMPETENCE IN STATISTICS

Mathematikleistungen von Schülern: Was sagt uns PISA 2012?

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