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\n\n\t\t1290379<\/span>\n\t\t<\/span>\n\t\tZQV5RSKP<\/span>\n\t\t<\/span>\n\t\t<\/span>\n\t\t<\/span>\n <\/span>\n\t\t1<\/span>\n\t\tapa<\/span>\n\t\t50<\/span>\n\t\tdate<\/span>\n\t\tdesc<\/span>\n\t\tyear<\/span>\n\t\t<\/span>\n\t\t<\/span>\n\t\t<\/span>\n\t\t<\/span>\n\t\t<\/span>\n\t\t<\/span>\n\t\t<\/span>\n\t\t<\/span>\n\t\t<\/span>\n <\/span>\n 142<\/span>\n\t\thttps:\/\/www.pinkernell.online\/wp-content\/plugins\/zotpress\/<\/span>\n\n\t\t
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Pinkernell, G., Diego-Mantec\u00f3n, J. M., Lavicza, Z., & Sangwin, C. (2023). AuthOMath: Combining the Strengths of STACK and GeoGebra for School and Academic Mathematics. International Journal of Emerging Technologies in Learning (iJET)<\/i>, 18<\/i>(03), 201\u2013204. https:\/\/doi.org\/10.3991\/ijet.v18i03.36535<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G., Reinhold, F., Schacht, F., & Walter, D. (Eds.). (2022). Digitales Lehren und Lernen von Mathematik in der Schule: Aktuelle Forschungsbefunde im \u00dcberblick<\/i>. Springer Berlin Heidelberg. https:\/\/doi.org\/10.1007\/978-3-662-65281-7<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G. (2022). Lernen mit der Mathe-App. Daktylos<\/i>, 27<\/i>(Fr\u00fchjahr), 24\u201325. https:\/\/www.ph-heidelberg.de\/fileadmin\/user_upload\/Bereiche\/Hochschule\/Stabstellen\/Presse_und_Kommunikation\/daktylos\/Archiv\/PHHD_daktylos2022_BildungsraumEuropa.pdf<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G. (2022). Automatisierte Interaktion. Daktylos<\/i>, 27<\/i>(Herbst), 28\u201329. https:\/\/www.ph-heidelberg.de\/fileadmin\/user_upload\/Bereiche\/Hochschule\/Stabstellen\/Presse_und_Kommunikation\/daktylos\/Archiv\/PHHD_daktylos2022_Medienbildung.pdf<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Weigand, H.-G., Sch\u00fcler-Meyer, A., & Pinkernell, G. (2022). Didaktik der Algebra: nach der Vorlage von Hans-Joachim Vollrath<\/i>. Springer Berlin Heidelberg. https:\/\/link.springer.com\/10.1007\/978-3-662-64660-1<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Weigand, H.-G., Pinkernell, G., & Sch\u00fcler-Meyer, A. (2022). Basic Mental Models of Equations -Theoretical Conception and Practical Meaning. Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)<\/i>. https:\/\/hal.science\/hal-03745465<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G., Reinhold, F., Schacht, F., & Walter, D. (2022). Mathematische Bildung in der digitalen Welt. Die digitale Transformation im Fokus der Mathematikdidaktik - Theorie, Empirie, Praxis. In V. Frederking & R. Romeike (Eds.), Fachliche Bildung in der digitalen Welt<\/i> (pp. 233\u2013258). Waxmann.<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Fahlgren, M., Brunstr\u00f6m, M., Dilling, F., Kristinsd\u00f3ttir, B., Pinkernell, G., & Weigand, H.-G. (2021). Technology-rich assessment in mathematics. In A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, J. Trgalov\u00e1, & H.-G. Weigand (Eds.), Mathematics Education in the Digital Age<\/i> (1st ed., pp. 69\u201383). Routledge. https:\/\/doi.org\/10.4324\/9781003137580-5<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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G\u00f6tz, G., Hamich, M., Pinkernell, G., Sch\u00f6nw\u00e4lder, D., Ullrich, D., & Wankerl, S. (2021). Adaptives \u00dcben, adaptive Aufgabentrainings, Modelle grundlegenden Wissens und K\u00f6nnens. In R. K\u00fcstermann, M. Kunkel, A. Mersch, & A. Schreiber (Eds.), Selbststudium im digitalen Wandel<\/i> (pp. 93\u2013126). Springer Fachmedien Wiesbaden. https:\/\/doi.org\/10.1007\/978-3-658-31279-4_9<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G. (2021). Was passt da jetzt nicht: das Modell oder die Wirklichkeit? Funktionsmodelle zur Kl\u00e4rung der Sachlage nutzen. Mathematik Lehren<\/i>, (226), 32\u201335.<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G., Gulden, L., & Kalz, M. (2020). Automated feedback at task level: error analysis or worked out examples \u2013 which type is more effective? Proceedings of the 14th International Conference on Technology in Mathematics Teaching \u2013 ICTMT 14: Essen<\/i>, Germany<\/i>, 221\u2013229. https:\/\/doi.org\/https:\/\/doi.org\/10.17185\/duepublico\/70767<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Werner, B., Pinkernell, G., & Spindelhirn, L. (2020). \u201eWeil er noch andere Sachen zu zahlen hat\u201c Argumentieren zwischen Alltag und Mathematik. In H.-S. Siller, W. Weigel, & J. W\u00f6rler (Eds.), Beitr\u00e4ge zum Mathematikunterricht 2020<\/i> (pp. 1025\u20131028). WTM-Verlag. https:\/\/eldorado.tu-dortmund.de\/handle\/2003\/39735<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G., & Schacht, F. (Eds.). (2020). Digitale Kompetenzen und Curriculare Konsequenzen<\/i>. https:\/\/www.uni-due.de\/imperia\/md\/content\/didmath\/ag_schacht\/pinkernell-et-al.-2020-digitale-kompetenzen-und-curriculare-konsequenzen-.pdf<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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\u010cuki\u0107, P., Pinkernell, G., Werft, W., & Luther, A. (2020). Mathematikvorlesungen f\u00fcr Maschinenbau- studierende als Projektmanagement. Die Hochschullehre<\/i>, 6<\/i>, 119\u2013136. https:\/\/doi.org\/https:\/\/dx.doi.org\/10.3278\/HSL2007W<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Sch\u00f6nw\u00e4lder, D., Pinkernell, G., & G\u00f6tz, G. (2019). Relevant aspects of proficiency in secondary school arithmetic for a successful start in STEM subjects. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Eleventh Congress of the European Society for Research in Mathematics Education<\/i> (Vol. TWG14, Issue 43). Freudenthal Group. https:\/\/hal.archives-ouvertes.fr\/hal-02459868<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G., & Bruder, R. (2019). Ergebnisse aus Stundenprotokollen im nieders\u00e4chsischen Projekt CALiMERO zum CAS-Einsatz in der Sekundarstufe I. In A. B\u00fcchter, M. Glade, R. Herold-Blasius, M. Klinger, F. Schacht, & P. Scherer (Eds.), Vielf\u00e4ltige Zug\u00e4nge zum Mathematikunterricht<\/i> (pp. 147\u2013162). Springer Fachmedien Wiesbaden. https:\/\/doi.org\/10.1007\/978-3-658-24292-3_11<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G. (2019). Conceptualising knowledge of mathematical concepts or procedures for diagnostic and supporting measures at university entry level. Proceedings of the 11th Congress of European Research in Mathematics Education<\/i>. https:\/\/hal.archives-ouvertes.fr\/hal-02422666\/document<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G., & Schacht, F. (Eds.). (2019). Digitalisierung fachbezogen\u00a0 gestalten: Tagungsband der Herbsttagung des Arbeitskreises\u00a0 Mathematikunterricht und digitale Werkzeuge vom 28. bis 29. September 2018 an\u00a0 der Universit\u00e4t Duisburg-Essen.<\/i> Franzbecker Verlag. https:\/\/www.uni-due.de\/imperia\/md\/images\/didmath\/ag_schacht\/ak_mdw_tagungsband_2018.pdf<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G. (2019). Die Heidelberger MatheBr\u00fccke: Zur Automatisierung von Feedback auf Aufgabenebene. In A. Frank, S. Krauss, & K. Binder (Eds.), Beitr\u00e4ge zum Mathematikunterricht 2019<\/i> (pp. 1265\u20131268). WTM-Verlag. http:\/\/dx.doi.org\/10.17877\/DE290R-20554<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G. (2018). Mathematik grundlegend beherrschen und verstehen. Fachdidaktische Vorstellungen zu einer zentralen Frage an der Schnittstelle Schule-Hochschule<\/i>. Gemeinsame Jahrestagung der Gesellschaft f\u00fcr Didaktik der Mathematik und der Deutschen Mathematiker-Vereinigung. https:\/\/nextcloud.pinkernell.online\/index.php\/s\/tFaqbC2N4Lidkzz<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G., & Schacht, F. (Eds.). (2018). Digitales Lernen im Mathematikunterricht: Arbeitskreis Mathematikunterricht und digitale Werkzeuge in der Gesellschaft f\u00fcr Didaktik der Mathematik: Herbsttagung vom 22. bis 24. September 2017 an der P\u00e4dagogischen Hochschule Heidelberg<\/i> (1. Auflage). Franzbecker.<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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D\u00fcsi, C., Pinkernell, G., & G\u00f6tz, G. (2018). Ist der typische Fehler \"\u00dcberlinearisierung\u201c systematisch? Eine Modellierung als latente Variable von Distraktoren mit erh\u00f6htem diagnostischem Potential. Beitr\u00e4ge Zum Mathematikunterricht<\/i>. http:\/\/dx.doi.org\/10.17877\/DE290R-19309<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Lutz, T., Pinkernell, G., & Vogel, M. (2018). Diagnose und F\u00f6rderung im Bereich der elementaren Algebra an der Schnittstelle \u00dcbergang Schule-Hochschule. In Beitr\u00e4ge zum Mathematikunterricht<\/i>.<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G. (2018). \u201c\u2026irgendwas mit Medien?\u201c Wie ein sinnvoller Einsatz digitaler Technik im Fachunterricht gelingen kann. In S. Gleich (Ed.), Medien im Mathematikunterricht: Materialien f\u00fcr den Mathematikunterricht<\/i> (1. Auflage). Franzbecker.<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G. (2018). Die Mathematik im Schulunterricht. In M. Vogel (Ed.), Wirksamer Mathematikunterricht<\/i> (pp. 140\u2013148). Schneider Verlag Hohengehren GmbH.<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Raab, P., Werft, W., Pinkernell, G., & Luther, A. (2018). eduScrum - ein methodischer Rahmen in einer Mathematik-Vorlesung in der Grundausbildung von Ingenieuren. In Fachgruppe Didaktik der Mathematik der Universit\u00e4t Paderborn (Ed.), Beitr\u00e4ge zum Mathematikunterricht 2018<\/i>. https:\/\/eldorado.tu-dortmund.de\/handle\/2003\/37596<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G., & Vogel, M. (2017). \u201eDas sieht aber anders aus\u201c\u00a0 \u2013 zu Wahrnehmungsfallen beim Unterricht mit computergest\u00fctzten Funktionsdarstellungen. Der Mathematikunterricht<\/i>, 63<\/i>(6), 38\u201346.<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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D\u00fcsi, C., & Pinkernell, G. (2017). Distraktorenerstellung im Zusammenhang mit einem Testverfahren zu Mathematikvorkursen. Beitr\u00e4ge zum Mathematikunterricht<\/i>. https:\/\/doi.org\/http:\/\/dx.doi.org\/10.17877\/DE290R-18429<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G., D\u00fcsi, C., & Vogel, M. (2017). Aspekte des Wissens und K\u00f6nnens der elementaren Algebra. Beitr\u00e4ge zum Mathematikunterricht<\/i>. https:\/\/doi.org\/http:\/\/dx.doi.org\/10.17877\/DE290R-18612<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G., D\u00fcsi, C., & Vogel, M. (2017). Aspects of proficiency in elementary algebra. Proceedings of the 10th Congress of European Research in Mathematics Education<\/i>. https:\/\/hal.archives-ouvertes.fr\/hal-01914667<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G., & D\u00fcsi, C. (2016). Aspects of Proficiency in School Algebra<\/i>. 13th International Congress on Mathematical Education. https:\/\/nextcloud.pinkernell.online\/index.php\/s\/BLaP3LYFKspsxkx<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Heintz, G., Elschenbroich, H.-J., Pinkernell, G., & Schacht, F. (Eds.). (2016). Digitale Werkzeuge f\u00fcr den Mathematikunterricht: Festschrift f\u00fcr Hans-J\u00fcrgen Elschenbroich<\/i> (1. Auflage). Verlag Klaus Seeberger. https:\/\/www.mnu.de\/images\/publikationen\/Mathematik\/Leseprobe_Festschrift_Elschenbroich_2016.pdf<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G., & Vogel, M. (2016). DiaLeCo \u2013 Lernen mit dynamischen Multirepr\u00e4sentationen von Funktionen. Beitr\u00e4ge zum Mathematikunterricht<\/i>. https:\/\/doi.org\/https:\/\/doi.org\/10.17877\/de290r-17657<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Heintz, G., K\u00f6rner, H., Guido Pinkernell, & Schacht, F. (2016). Basis- und Werkzeugkompetenzen von Klasse 5 bis 12. Beitr\u00e4ge zum Mathematikunterricht<\/i>. https:\/\/doi.org\/https:\/\/doi.org\/10.17877\/de290r-17450<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G. (2015). Reasoning with dynamically linked multiple representations of functions. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education<\/i>, 2531\u20132537. https:\/\/hal.archives-ouvertes.fr\/hal-01289371\/document<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G. (2015). Wo Mathe draufsteht, ist auch Mathe drin. Die Fachausbildung im Lehramt als Rekonstruktion des Faches aus der Schulmathematik. Mathematica Didactica<\/i>, 38<\/i>, 256\u2013273. https:\/\/doi.org\/https:\/\/doi.org\/10.18716\/ojs\/md\/2015.1208<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G. (2015). A, B, C oder D? Jeder ist gefragt! Clicker als Diagnosewerkzeug nutzen. Mathematik Lehren<\/i>, (189), 10\u201314.<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G., Elschenbroich, H.-J., Heintz, G., K\u00f6rner, H., Langlotz, H., & Pallack, A. (2015). Grundlegendes Wissen und K\u00f6nnen am Ende der Sekundarstufe II: Zentrale Begriffe und Verfahren beherrschen und verstehen<\/i> (MNU Themenreihe Bildungsstandards). Deutscher Verein zur F\u00f6rderung des mathematischen und naturwissenschaftlichen Unterrichts e. V. https:\/\/www.mnu.de\/images\/blog\/MNU-Themenreihe_Bildungsstandards_-_Grundlagen_am_Ende_der_Sek_II\/MNU-BaKo-Papier_korr3.pdf<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G. (2014, November 7). Mathematik im Kopf. Ans\u00e4tze f\u00fcr einen aktivierenden und nachhaltigen Unterricht<\/i>. Vortragsreihe.<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G., & Laakmann, H. (2014). Differenzierter Einsatz grafikf\u00e4higer Taschenrechner im Unterricht. Praxis Der Mathematik in Der Schule<\/i>, 60<\/i>(56), 2\u20139.<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G. (2014). Studierende erkl\u00e4ren Zusammenh\u00e4nge zwischen dynamisch verbundenen Repr\u00e4sentationen von Funktionen. Beitr\u00e4ge zum Mathematikunterricht<\/i>. https:\/\/doi.org\/http:\/\/dx.doi.org\/10.17877\/DE290R-15567<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G., & Laakmann, H. (2014). Screenshots in Aufgaben. Praxis Der Mathematik in Der Schule<\/i>, 60<\/i>(56), 26\u201328.<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Pinkernell, G. (2014). Mathematisches Grundwissen und Computeralgebra im Unterricht. Der Mathematikunterricht<\/i>, 60<\/i>(1), 30\u201339.<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
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Dr\u00fcke-Noe, C., Pinkernell, G., & Schmidt, U. (2013). Basiskompetenzen aufbauen und wachhalten. PM - Praxis Der Mathematik in Der Schule<\/i>, 55<\/i>(51), 2\u201311.<\/div>\n<\/div>\n\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t<\/div>\n\n\n\n\n\n

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