Susanne Prediger

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Students’ Reflective Concepts when Reflecting on Statistical Measures—A Design Research Study

C. Büscher, Susanne Prediger, 2019, Journal für Mathematik-Didaktik.

The Language Dimension of Mathematical Difficulties

Susanne Prediger, Kirstin Erath, Elisabeth Moser Opitz, 2019, International Handbook of Mathematical Learning Difficulties.

Discourse competence as important part of academic language proficiency in mathematics classrooms: the case of explaining to learn and learning to explain

Susanne Prediger, Kirstin Erath, U. Quasthoff, 2018, Educational Studies in Mathematics.

Language challenges for students with mathematical difficulties – An overview on research results and instructional approaches

Susanne Prediger, Kirstin Erath, Elisabeth Moser Opitz, 2018 .

What characterizes quality of mathematics classroom interaction for supporting language learners? Disentangling a complex phenomenon

Susanne Prediger, Kirstin Erath, 2018 .

Cultural contexts for European research and design practices in mathematics education

Susanne Prediger, B. Jaworski, M. Bussi, 2016 .

Diversity as a Chance in Mathematics Classrooms

Susanne Prediger, 2005 .

Language proficiency and mathematics achievement – Empirical study of language-induced obstacles in a high stakes test , the central exam ZP 10

Susanne Prediger, Nadine Wilhelm, Andreas Büchter, 2018 .

Are Word Problems Really More Difficult for Students with Low Language Proficiency? Investigating Percent Items in Different Formats and Types

Susanne Prediger, Birte Pöhler, A. George, 2017, International Electronic Journal of Mathematics Education.

Identifying obstacles is not enough for everybody—Differential efficacy of an intervention fostering fifth graders’ comprehension for word problems

Susanne Prediger, Susanne Prediger, Jennifer Dröse, 2021 .

Enhancing Fifth Graders’ Awareness of Syntactic Features in Mathematical Word Problems: A Design Research Study on the Variation Principle

Susanne Prediger, Jennifer Dröse, 2020 .

Diversity of theories in mathematics education—How can we deal with it?

Susanne Prediger, Angelika Bikner-Ahsbahs, Susanne Prediger, 2006 .

Symbolic objects in formal concept analysis

Susanne Prediger, Susanne Prediger, 1997 .

Eleventh Graders’ Increasingly Elaborate Language Use for Disentangling Amount and Change: A Case Study on the Epistemic Role of Syntactic Language Complexity

Susanne Prediger, Dilan Şahin-Gür, 2020 .

Facilitators’ adaptation practices of curriculum material resources for professional development courses

Ulrich Kortenkamp, Susanne Prediger, Ulrich Kortenkamp, 2019, International Journal of STEM Education.

Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions

Susanne Prediger, Kirstin Erath, Kim Quabeck, 2022, Journal on Mathematics Education.

Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education

M. Heuvel-Panhuizen, Susanne Prediger, Ivy Kidron, 2020 .

RELATING REGISTERS F OR FRACTIONS – MULTILINGUAL STUDENTS ON THEIR WA Y TO CONCEPTUAL UNDE RSTANDING

Susanne Prediger, -. LenaWessel, 2011 .

Discussion of Part III

Susanne Prediger, 2014 .

CERME 6 - WORKING GROUP 9 DIFFERENT THEORETICAL PERSPECTIVES AND APPROACHES IN MATHEMATICS EDUCATION RESEARCH

E. Jablonka, Susanne Prediger, Christer Bergsten, 2010 .

Promoting and Investigating Teachers’ Professionalization Processes Towards Noticing and Fostering Students’ Potentials

Susanne Prediger, Susanne Schnell, Kim-Alexandra Rösike, 2020, Professional Development and Knowledge of Mathematics Teachers.

Research with a focus on content-specific professionalization processes : The case of noticing students ’ potentials

Susanne Prediger, D. Potari, M. Ribeiro, 2017 .

Students’ and teachers’ focus of attention in classroom interaction — subtle sources for the reproduction of social disparities

Susanne Prediger, U. Quasthoff, Vivien Heller, 2018 .

Investigating the Dynamics of Stochastic Learning Processes: A Didactical Research Perspective, Its Methodological and Theoretical Framework, Illustrated for the Case of the Short Term–Long Term Distinction

Susanne Schnell, Susanne Prediger, Susanne Prediger, 2014 .

From “everything changes” to “for high numbers, it changes just a bit”

Susanne Prediger, Susanne Schnell, 2012 .

Do You Want Me to Do It with Probability or with My Normal Thinking? Horizontal and Vertical Views on the Formation of Stochastic Conceptions

Susanne Prediger, 2008 .

CHAPTER 14 Networking as research practices: methodological lessons learnt from the case studies

Susanne Prediger, A. Bikner-Ahsbahs, 2014 .

Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding

Susanne Prediger, Angelika Redder, Taha Kuzu, 2019 .

Teaching practices for unfolding information and connecting multiple representations: the case of conditional probability information

Susanne Prediger, Monika Post, 2022, Mathematics Education Research Journal.

What language demands count in subject-matter classrooms?

Susanne Prediger, Dilan Şahin-Gür, Carina Zindel, 2019 .

Fundamental Ideas of Didactics—Reactions to the Suggested Meta-theoretical Construct for Reflecting and Connecting Theories

Susanne Prediger, 2014 .

Proposing a Way of Comparing Theoretical Approaches

Kenneth Ruthven, Susanne Prediger, 2007 .

Theorizing in Design Research: Methodological reflections on developing and connecting theory elements for language-responsive mathematics classrooms

Susanne Prediger, 2019 .

Quality of Teaching Practices for All Students: Multilevel Analysis of Language-Responsive Teaching for Robust Understanding

Susanne Prediger, Philipp Neugebauer, 2022, International Journal of Science and Mathematics Education.

Susanne Prediger, Angelika Redder, Alexander Schüler-Meyer, 2017, International Journal of Science and Mathematics Education.

Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements

Susanne Prediger, Jennifer Dröse, 2022, Journal für Mathematik-Didaktik.

Five principles for high-quality mathematics teaching: Combining normative, epistemological, empirical, and pragmatic perspectives for specifying the content of professional development

Susanne Prediger, B. Rösken-Winter, Christoph Selter, 2022, Frontiers in Education.

Connecting characterizations of equivalence of expressions: design research in Grade 5 by bridging graphical and symbolic representations

Susanne Prediger, Alexandra Tondorf, 2022, Educational Studies in Mathematics.

Exploiting the epistemic role of multilingual resources in superdiverse mathematics classrooms: Design principles and insights into students’ learning processes

Susanne Prediger, Á. Uribe, 2021, Diversity Dimensions in Mathematics and Language Learning.

Disentangling discourse practices and language means for developing conceptual understanding: The case of pre-algebraic equivalence

Susanne Prediger, Alexandra Dohle, 2020 .

Opportunities and challenges of classroom- based research on mathematics and language

Susanne Prediger, R. Barwell, Núria Planas, 2018 .

Comparing and combining research approaches to empirically inform the design of subject-matter interventions: the case of fostering language learners’ strategies for word problems

Susanne Prediger, 2018 .

“ GROWTH GOES DOWN , BUT OF WHAT ? ” A CASE STUDY ON LANGUAGE DEMANDS IN QUALITATIVE CALCULUS

Susanne Prediger, Dilan, ahin-Gür, 2018 .

Including students’ diverse perspectives on classroom interactions into video-based professional development for teachers

Susanne Prediger, Anna-Marietha Vogler, 2017, Journal of Mathematics Teacher Education.

Students’ individual schematization pathways - empirical reconstructions for the case of part-of-part determination for fractions

Susanne Prediger, Matthias Glade, 2016, Educational Studies in Mathematics.

CONC EPTUAL CHALLENGES FOR UNDERSTANDING THE EQU I VALENCE OF EXPRESSIO NS – A CASE STUDY

Susanne Prediger, Larissa Zwetzschler, 2014 .

INDIVIDUAL PATHWAYS IN THE DEVELOPMENT OF STUDENTS ’ CONCEPTIONS OF PATTERNS OF CHANCE

Susanne Prediger, Susanne Schnell, 2011 .

Leveraging and connecting conceptions of amount and change: A content-specific approach to adaptive teaching practices

Susanne Prediger, 2022, The Journal of Mathematical Behavior.

Only for Multilingual Students at Risk? Cluster-Randomized Trial on Language-Responsive Mathematics Instruction

Susanne Prediger, Kirstin Erath, Kim Quabeck, 2022, Journal for Research in Mathematics Education.

Design research with a focus on learning processes: an overview on achievements and challenges

J. Confrey, K.P.E. Gravemeijer, Susanne Prediger, 2015, ZDM.

Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework

Ferdinando Arzarello, Susanne Prediger, Angelika Bikner-Ahsbahs, 2008 .

Designing and enacting instruction that enhances language for mathematics learning: a review of the state of development and research

Judit N. Moschkovich, Susanne Prediger, Kirstin Erath, 2021, ZDM – Mathematics Education.

How to develop mathematics-for-teaching and for understanding: the case of meanings of the equal sign

Susanne Prediger, Susanne Prediger, 2010 .

Theorizing in Design Research

Susanne Prediger, 2019, Avances de Investigación en Educación Matemática.

Students’ individual schematization pathways - empirical reconstructions for the case of part-of-part determination for fractions

Susanne Prediger, Susanne Prediger, Matthias Glade, 2017 .

Purposefully Relating Multilingual Registers: Building Theory and Teaching Strategies for Bilingual Learners Based on an Integration of Three Traditions

P. Clarkson, Susanne Prediger, Arindam Boses, 2016 .

Intertwining Lexical and Conceptual Learning Trajectories--A Design Research Study on Dual Macro-Scaffolding towards Percentages.

Susanne Prediger, Birte Pöhler, Susanne Prediger, 2015 .

Design research with a focus on learning processes: an overview on achievements and challenges

Jere Confrey, Susanne Prediger, J. Confrey, 2015 .

Taking away and determining the difference—a longitudinal perspective on two models of subtraction and the inverse relation to addition

Susanne Prediger, Christoph Selter, Susanne Prediger, 2012 .

Students’ multilingual repertoires-in-use for meaning-making: Contrasting case studies in three multilingual constellations

Susanne Prediger, A. Uribe, 2021 .

Disentangling students’ personal repertoires for meaning-making: The case of newly arrived emergent multilingual students

Susanne Prediger, A. Uribe, T. Kuzu, 2020 .

One mind, two languages – separate conceptualisations? A case study of students’ bilingual modes for dealing with language-related conceptualisations of fractions

Susanne Prediger, Alexander Schüler-Meyer, T. Kuzu, 2019, Research in Mathematics Education.

Conceptualizing content-related PD facilitator expertise

Bettina Roesken-Winter, Susanne Prediger, Birte Pöhler, 2021, Journal of Mathematics Teacher Education.

Towards a research base for implementation strategies addressing mathematics teachers and facilitators

Bettina Roesken-Winter, Susanne Prediger, Rebekka Stahnke, 2021, ZDM – Mathematics Education.

Developing Research in Mathematics Education : Twenty Years of Communication, Cooperation and Collaboration in Europe

T. Dreyfus, Kenneth Ruthven, Susanne Prediger, 2018 .

Making Use of Multiple (Non-shared) First Languages: State of and Need for Research and Development in the European Language Context

Susanne Prediger, Eva Norén, Michael Meyer, 2016 .

Networking of theories as a research practice in mathematics education

Susanne Prediger, Angelika Bikner-Ahsbahs, Susanne Prediger, 2014 .

Comparing, combining, coordinating-networking strategies for connecting theoretical approaches Editorial for ZDM-issue 39 (2008) 2

Ferdinando Arzarello, Marianna Bosch, Susanne Prediger, 2008 .

DIFFERENT THEORETICAL PERSPECTIVES AND APPROACHES IN MATHEMATICS EDUCATION RESEARCH - STRATEGIES AND DIFFICULTIES WHEN CONNECTING THEORIES

John Monaghan, Marianna Bosch, Ivy Kidron, 2010 .

Networking of Theories—An Approach for Exploiting the Diversity of Theoretical Approaches

Susanne Prediger, Angelika Bikner-Ahsbahs, Susanne Prediger, 2010 .

Processes of decision-making by mathematics PD facilitators: the role of resources, orientations, goals, and identities

Susanne Prediger, A. Arcavi, Birte Pöhler, 2021, Journal of Mathematics Teacher Education.

Which research can support PD facilitators? Strategies for content-related PD research in the Three-Tetrahedron Model

Bettina Roesken-Winter, Susanne Prediger, Timo Leuders, 2019, Journal of Mathematics Teacher Education.

Towards a research base for textbooks as teacher support: the case of engaging students in active knowledge organization in the KOSIMA project

Susanne Prediger, Timo Leuders, Barbel Barzel, 2021, ZDM – Mathematics Education.

Mathematics Enrichment for All – Noticing and Enhancing Mathematical Potentials of Underprivileged Students as An Issue of Equity

Susanne Schnell, Susanne Prediger, Susanne Prediger, 2017 .

The interplay of micro- and macro-scaffolding: an empirical reconstruction for the case of an intervention on percentages

Susanne Prediger, Birte Pöhler, 2015 .

Why Johnny Can’t Apply Multiplication? Revisiting the Choice of Operations with Fractions

Susanne Prediger, 2011, International Electronic Journal of Mathematics Education.

Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention

Susanne Prediger, L. Wessel, 2013 .

FOCUSSING STRUCTURAL RELATIONS IN THE BAR BOARD - A DESIGN RESEARCH STUDY FOR FOSTERING ALL STUDENTS' CONCEPTUAL UNDERSTANDING OF FRACTIONS

Susanne Prediger, Susanne Prediger, 2013 .

How to Elaborate What Teachers Should Learn? Five Steps for Content Specification of Professional Development Programs, Exemplified By “Moves Supporting Participation in Classroom Discussions”

Susanne Prediger, U. Quasthoff, Vivien Heller, 2015, Journal für Mathematik-Didaktik.

Novice facilitators’ changes in practices: From launching to managing discussions about mathematics teaching

Susanne Prediger, A. Arcavi, Birte Pöhler, 2021, The Journal of Mathematical Behavior.

Content, Interaction, or Both? Synthesizing Two German Traditions in a Video Study on Learning to Explain in Mathematics Classroom Microcultures

Susanne Prediger, Kirstin Erath, 2014 .

What can we do against racism in mathematics education research?

D. Wagner, A. Bakker, Susanne Prediger, 2020, Educational Studies in Mathematics.

Writing reviews: perspectives from the editors of Educational Studies in Mathematics

Gail E. FitzSimons, D. Wagner, A. Bakker, 2021, Educational Studies in Mathematics.

Topic-Specific Design Research: An Introduction

Susanne Prediger, Koeno Gravemeijer, K.P.E. Gravemeijer, 2019, ICME-13 Monographs.

CONSENSUS AND COHERENCE IN MATHEMATICS – HOW CAN THEY BE EXPLAINED IN A CULTURALISTIC VIEW ?

Susanne Prediger, 2002 .

Language Proficiency and Mathematics Achievement

Susanne Prediger, Nadine Wilhelm, Andreas Büchter, 2018 .

Taking away and determining the difference—a longitudinal perspective on two models of subtraction and the inverse relation to addition

Susanne Prediger, Marcus Nührenbörger, Christoph Selter, 2011, Educational Studies in Mathematics.

Design Science and Design Research: The Significance of a Subject-Specific Research Approach

Susanne Prediger, Marcus Nührenbörger, B. Rösken-Winter, 2019, ICME-13 Monographs.

Combining material- and community-based implementation strategies for scaling up: the case of supporting low-achieving middle school students

Susanne Prediger, Christoph Selter, C. Fischer, 2018, Educational Studies in Mathematics.

Combining material- and community-based implementation strategies for scaling up: the case of supporting low-achieving middle school students

Susanne Prediger, Christoph Selter, Christian Schöber, 2018, Educational Studies in Mathematics.

A WAY FORWARD FOR TEACHING IN MULTILINGUAL CONTEXTS: PURPOSEFULLY RELATING MULTI LINGUAL REGISTERS

Philip Clarkson, Susanne Prediger, Arindam Bose, 2012 .

Implementation research as a task for subject-matter education disciplines: Co-constructive, content-related, and research-based

Susanne Prediger, 2022, Research in Subject-matter Teaching and Learning (RISTAL).

Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth

Susanne Prediger, Jennifer Dröse, Rebekka Stahnke, 2022, Journal of Mathematics Teacher Education.

Remediation for Students With Mathematics Difficulties: An Intervention Study in Middle Schools

Susanne Prediger, Elisabeth Moser Opitz, Susanne Prediger, 2017, Journal of learning disabilities.

Fifty ways to work with students’ diverse abilities? A video study on inclusive teaching practices in secondary mathematics classrooms

Susanne Prediger, Raffaele Buró, 2021 .

Investigating and promoting teachers’ expertise for language-responsive mathematics teaching

Susanne Prediger, Susanne Prediger, 2019, Mathematics Education Research Journal.

CONTENT-SPECIFIC THEORY ELEMENTS FOR EXPLAINING AND ENHANCING TEACHERS’ PROFESSIONAL GROWTH IN COLLABORATIVE GROUPS

Susanne Prediger, 2019 .

Teachers’ practices of integrating challenging demands of inclusive mathematics education in a professional development program

C. Büscher, Susanne Prediger, 2022, Journal of Mathematics Teacher Education.

Learning in and through classroom interaction: On the convergence of language and content learning opportunities in subject-matter learning

Susanne Prediger, Kirstin Erath, U. Quasthoff, 2021, European Journal of Applied Linguistics.

Simple Concept Graphs: A Logic Approach

Susanne Prediger, Susanne Prediger, 1998, ICCS.

Philosophical Reflections in Mathematics Classrooms

Susanne Prediger, 2007 .

Learning to meet language demands in multi-step mathematical argumentations: Design research on a subject-specific genre

Susanne Prediger, Kerstin Hein, Susanne Prediger, 2017 .

Investigating and promoting teachers’ expertise for language-responsive mathematics teaching

Susanne Prediger, 2019, Mathematics Education Research Journal.

Including students’ diverse perspectives on classroom interactions into video-based professional development for teachers

Susanne Prediger, Anna-Marietha Vogler, 2017 .

Logical Scaling in Formal Concept Analysis

Susanne Prediger, Susanne Prediger, 1997, ICCS.

The interplay of micro- and macro-scaffolding: an empirical reconstruction for the case of an intervention on percentages

Susanne Prediger, Birte Pöhler, 2015, ZDM.

Specifying and Structuring Mathematical Topics

Susanne Prediger, Stephan Hußmann, Susanne Prediger, 2016 .

Specifying and Structuring Mathematical Topics

Susanne Prediger, Stephan Hußmann, 2016, Journal für Mathematik-Didaktik.

Mathematics learning is also intercultural learning

Susanne Prediger, 2001 .

Fostering the Mathematics Learning of Language Learners: Introduction to Trends and Issues in Research and Professional Development

Susanne Prediger, Alexander Schüler-Meyer, Susanne Prediger, 2017 .

Facilitators’ adaptation practices of curriculum material resources for professional development courses

Ulrich Kortenkamp, Susanne Prediger, Nikola Leufer, 2019, International Journal of STEM Education.

Investigating Students’ Processes of Noticing and Interpreting Syntactic Language Features in Word Problem Solving through Eye-Tracking

Susanne Prediger, Barbara Mertins, Jennifer Dröse, 2021, International Electronic Journal of Mathematics Education.

How to Elaborate What Teachers Should Learn? Five Steps for Content Specification of Professional Development Programs, Exemplified By “Moves Supporting Participation in Classroom Discussions”

Susanne Prediger, Vivien Heller, Uta M. Quasthoff, 2015 .

The Lattice of Concept Graphs of a Relationally Scaled Context

Rudolf Wille, Susanne Prediger, R. Wille, 1999, ICCS.

DIFFERENT THEORETICAL PERSPECTIVES IN RESEARCH FROM TEACHING PROBLEMS TO RESEARCH PROBLEMS

Ferdinando Arzarello, Marianna Bosch, Susanne Prediger, 2007 .

Drive-Reduction Theory

Mohamed Amine Chatti, Mohd Amir Mat Samsudin, Heather M. Claypool, 2019 .

Developing reflectiveness in mathematics classrooms— An aim to be reached in several ways

Susanne Prediger, Susanne Prediger, 2005 .

Establish Shared Visions and Support Productive Adaptations on All Levels

Susanne Prediger, Christoph Selter, 2024, Implementation and Replication Studies in Mathematics Education.

Effects of Interaction Qualities Beyond Task Quality: Disentangling Instructional Support and Cognitive Demands

Susanne Prediger, Kirstin Erath, Kim Quabeck, 2023, International Journal of Science and Mathematics Education.

Measuring interaction quality in mathematics instruction: How differences in operationalizations matter methodologically

Susanne Prediger, Kirstin Erath, Kim Quabeck, 2023, The Journal of Mathematical Behavior.