Perceiving and Using Structures When Determining the Cardinality of Sets: A Child’s Learning Story
Sprenger, P. & Benz, C. (2020). Perceiving and Using Structures When Determining the Cardinality of Sets: A Child’s Learning Story, Mathematics Education in the Early Years (S.213-227) (1. Auflage). New Yo: Springer .
Children’s perception of structures when determining cardinality of sets — Results of an eye-tracking study with 5-year-old children.
Sprenger, P. & Benz, C. (2020). Children’s perception of structures when determining cardinality of sets — Results of an eye-tracking study with 5-year-old children. , ZDM - Zentralblatt für Didaktik der Mathematik, 52, 753-765.
Mathematical pedagogical content knowledge of early childhood teachers – A standard-ized situation-related measurement approach
Gasteiger, H., Bruns, J., Benz, C., Brunner, E. & Sprenger, P. (2020). Mathematical pedagogical content knowledge of early childhood teachers – A standard-ized situation-related measurement approach, ZDM - Zentralblatt für Didaktik der Mathematik, 2020, 193-205.
Forschungs- & Publikationsdatenbank
priska.sprenger[at]ph-karlsruhe.de
