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Sprenger, Priska

Fakultät für Natur- und Sozialwissenschaften - Institut für Mathematik

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Projekte

Fakultät für Natur- und Sozialwissenschaften • Institut für Mathematik
Projekt-ID:77
Dissertation
abgeschlossen

Eine Empirische Studie über Prozesse bei der Mengenwahrnehmung und Anzahlbestimmung bei Kindern im Elementarbereich
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Publikationen

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Vortrag

Perceiving and using structures in sets – the contribution of eye-tracking in a three-level evaluation process. 11th Congress of European Research in Mathematics Education (CERME)

Sprenger, P. (2019). Perceiving and using structures in sets – the contribution of eye-tracking in a three-level evaluation process. 11th Congress of European Research in Mathematics Education (CERME), Utrecht, Netherlands.
Aktuell noch kein Buch-Cover vorhanden fuer:Perceiving and using structures in sets – the contribution of eye-tracking in a three-level evaluation process. 11th Congress of European Research in Mathematics Education (CERME)Details
Sammelband

Perceiving and using structures in sets–the contribution of eye-tracking in a three-level evaluation process.

Sprenger, P. & Benz, C. (2019). Perceiving and using structures in sets–the contribution of eye-tracking in a three-level evaluation process. , Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) (S.2355-2362) (Band 24). Utrecht: ERME.
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Artikel

Mathematical pedagogical content knowledge of early childhood teachers – A standardized situation-related measurement approach

Gasteiger, H., Bruns, J., Benz, C., Brunner, E. & Sprenger, P. (2019). Mathematical pedagogical content knowledge of early childhood teachers – A standardized situation-related measurement approach, ZDM Mathematics Education, 2019.
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