Heinz Steinbring

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Interactive development of subject matter in the mathematics classroom

R. Bromme, Heinz Steinbring, 1994 .

N. Presmeg, M. Goos, L. Radford, 2011 .

Elements of Epistemological Knowledge for Mathematics Teachers

Heinz Steinbring, 1998 .

Elementary Stochastic Seeing in Primary Mathematics Classrooms—Epistemological Foundation and Empirical Evaluation of a Theoretical Construct

Heinz Steinbring, Judith Stanja, 2014 .

Epistemological Constraints of Mathematical Knowledge in Social Learning Settings

Heinz Steinbring, Heinz Steinbring, 1998 .

The Myth of Mathematics

F. Seeger, Heinz Steinbring, 1994 .

The epistemological character of visual semiotic means used in elementary stochastics learning

Heinz Steinbring, Judith Stanja, 2014 .

Mathematical interaction shaped by communication, epistemological constraints and enactivism

Heinz Steinbring, 2015 .

Analyzing Mathematical Teaching-Learning Situations — the Interplay of Communicational and Epistemological Constraints

Heinz Steinbring, 2005 .

Do Mathematical Symbols Serve to Describe or Construct “Reality”?

Heinz Steinbring, 2005 .

What Makes a Sign a Mathematical Sign? – An Epistemological Perspective on Mathematical Interaction

Heinz Steinbring, Heinz Steinbring, 2006 .

Forms of mathematical interaction in different social settings: examples from students’, teachers’ and teacher–students’ communication about mathematics

Heinz Steinbring, Marcus Nührenbörger, Heinz Steinbring, 2009 .

The Construction of New Mathematical Knowledge in Classroom Interaction: An Epistemological Perspective

Heinz Steinbring, Heinz Steinbring, 2005 .

Language and Communication in the Mathematics Classroom.

Anna Sierpinska, Heinz Steinbring, Maria G. Bartolini Bussi, 1998 .

Educational Studies in Mathematics

N. Presmeg, M. Goos, L. Radford, 2011 .

Epistemological investigation of classroom interaction in elementary mathematics teaching

Heinz Steinbring, Heinz Steinbring, 1997 .

Communicative characteristics of teachers’ mathematical talk with children: from knowledge transfer to knowledge investigation

Heinz Steinbring, Kerstin Bräuning, Heinz Steinbring, 2011 .

Noticing children’s learning processes – Teachers jointly reflect on their own classroom interaction for improving mathematics teaching

Heinz Steinbring, Petra Scherer, 2007 .

Changed views on mathematical knowledge in the course of didactical theory development—independent corpus of scientific knowledge or result of social constructions?

Heinz Steinbring, 2008 .

Students constructing meaning for the number line in small-group discussions: negotiation of essential epistemological issues of visual representations

Heinz Steinbring, Andrea Gellert, 2014 .

Young students’ subjective interpretations of mathematical diagrams: elements of the theoretical construct “frame-based interpreting competence”

Heinz Steinbring, Heinz Steinbring, Anke Steenpaß, 2014 .

Students constructing meaning for the number line in small-group discussions: negotiation of essential epistemological issues of visual representations

Heinz Steinbring, Andrea Gellert, 2013, Zdm.

Young students’ subjective interpretations of mathematical diagrams: elements of the theoretical construct “frame-based interpreting competence”

Heinz Steinbring, Anke Steenpaß, 2013, Zdm.

Noticing Children’s Learning Processes – Teachers Jointly Reflect on Their Own Classroom Interaction for Improving Mathematics Teaching

Heinz Steinbring, Petra Scherer, 2006 .

Mathematical Knowledge in Processes of Teaching and Learning at School - Its Specific Nature and Epistemological Status

Heinz Steinbring, 2011 .

Epistemology of mathematical knowledge and teacher–learner interaction

Heinz Steinbring, 2007 .

Problems in the development of mathematical knowledge in the classroom: the case of a calculus lesson

Heinz Steinbring, Heinz Steinbring, 2012 .

Visualization as an epistemological learning tool: an introduction

F. Rivera, A. Arcavi, Heinz Steinbring, 2014 .