Digital Support for Teachers Collaborative

Reflection on Mathematics Classroom Situations

Publications related to the project

Fernández, C. (in press). Apoyando el desarrollo de la competencia mirar profesonalmente del future profesorado de matemáticas: Práctica e Investigación. [Supporting prospective teachers’ professional noticing development: Practice and research]. Realidad y Reflexión.


Friesen, M., & Kuntze, S. (2021). How context specific is teachers’ analysis of how representations are dealt with in classroom situations? Approaching a context-aware measure for teacher noticing. ZDM Mathematics Education. https://doi.org/10.1007/s11858-020-01204-3


Friesen, M., & Kuntze, S. (2020a). Fallbasiertes Lernen im Unterricht und in der Lehrerbildung der MINT-Fächer: Möglichkeiten für die Gestaltung von Lerngelegenheiten. [Case-based learning in the STEM classroom and in teacher education: Possibilities for designing learning opportunities]. (Fundamental article for the topic issue „MINT-Lerngelegenheiten mit Concept Cartoons, Vignetten & Co.“ [Learning opportunities in STEM with concept cartoons, vignettes & Co.] of the MNU-Journal). MNU-Journal, 73(5), 356–363.


Friesen, M., & Kuntze, S. (2020b). The role of content knowledge for teachers’ analysing of classroom situations regarding the use of multiple representations. Research in Mathematics Education (RME), 22(2), 117–134.


González-Forte, J.M., Zorrilla, C., Ivars, P., & Fernández, C. (2020). Caracterización de trayectorias hipotéticas de aprendizaje para el diseño de viñetas en la formación de maestros de primaria. [Characterisation of hypothetical learning trajectories for the design of vignettes in teacher training]. En Roig-Vila (Eds), La docencia en la Enseñanza Superior. Nuevas aportaciones desde la investigación e innovación educativas (Vol. 134, pp. 1399-1409). Ediciones Octaedro: Barcelona.


Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).


Krummenauer, J., & Kuntze, S. (2020). Datenbasiertes Argumentieren fördern – Wie lassen sich geeignete Lernanlässe schaffen? [Fostering data-based argumentation – how can appropriate learning opportunities be created?] MNU-Journal, 73(5), 380–386.


Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document


Kuntze, S. (2020). MINT-Lerngelegenheiten mit Concept Cartoons, Vignetten & Co. [Editorial]. MNU-Journal, 73(5), 355.


Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425. 


Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (accepted). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021.


Kuntze, S., Krummenauer, J., & Friesen, M. (2020). Vignettenbasierte fachdidaktische Professionalisierung. In H.-S. Siller, W. Weigel & J. F. Wörler (Eds.), Beiträge zum Mathematikunterricht 2020 (pp. 581–584). Münster: WTM-Verlag.


Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (accepted). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow.


Llinares, S., & Fernández, C. (2021). Mirar profesionalmente la enseñanza de las matemáticas: características de una agenda de investigación en Didáctica de la Matemática. [Professional noticing in mathematics teaching-learning situations: Characteristics of a research agenda in Mathematics Education]. La Gaceta de la RSME, 24(1), 185–205.


Samková, L. (2020). Observing how future primary school teachers reason about general statements. In J. Fejfar & M. Flégl (Eds.), Proceedings of the 17th International Conference Efficiency and Responsibility in Education 2020 (pp. 263–271), Prague: Czech University of Life Sciences. ISBN 978-80-213-3022-1, ISSN 2336-744X. Available at: http://erie.v2.czu.cz/en/r-15999-proceedings-2020


Samková, L. (2020) Otevřené a polyvalentní úlohy aneb „Máme tu někoho, kdo to řešil jinak?” [Open and polyvalent tasks or “Do we have anyone here who solved it differently?”] In B. Bastl & M. Lávička (Eds.), Setkání učitelů matematiky všech typů a stupňů škol 2020 (pp. 21–30). Plzeň: Vydavatelský servis. ISBN 978-80-86843-69-8.


Samková, L. (2020). Im Unterricht mathematikbezogen diskutieren – Anregungen durch Concept Cartoons und wie man diese erstellen kann. MNU Journal, 73(5), 376–380.


Samková, L. (in press). The typology of arithmetical Concept Cartoons. South Bohemia Mathematical Letters