Dr. Fiene Bredow

Bredow, F. (2023). Mathematisches Argumentieren im ?bergang von der Arithmetik zur Algebra. Eine qualitative Studie von Lehrkrafthandlungen im Mathematikunterricht. Springer Spektrum. https://doi.org/10.1007/978-3-658-42462-6

Bredow, F., & Knipping, C. (2023). Teacher actions framing argumentation in the mathematics class. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of European Research in Mathematics Education (CERME13) (pp. 80-87). Alfréd Rényi Institute of Mathematics, Budapest, Hungary and ERME. Available https://hal.science/hal-04408283/document

Bredow, F. & Knipping, C. (2023). Die Prozess-Produkt Dualit?t von mathematischen Objekten beim Argumentieren im Mathematikunterricht. In IDMI-Primar Goethe-Universit?t Frankfurt (Eds.), Beitr?ge zum Mathematikunterricht 2022 (pp. 241-244). WTM-Verlag. http://dx.doi.org/10.17877/DE290R-23325

Hakamata, R., Bredow, F., Knipping, C., Miyakawa, T. & Shinno, Y. (2022). Comparing the usage of proof-related words in German and Japanese mathematics textbooks. In Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 221). PME. Available https://rua.ua.es/dspace/bitstream/10045/126778/1/proceedings-pme45-vol4-077.pdf

Bredow, F., & Knipping, C. (2022). How teachers address process-product dualities in mathematical argumentation processes. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti. (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME 12) (pp. 117-124). Free University of Bozen-Bolzano and ERME. Available https://hal.science/hal-03740312/document

Bredow, F. (2020). Unterstützungen von Lehrkr?ften bei kollektiven Argumentationen im ?bergang zur Algebra. In H.-S. Siller, W. Weigel & J.F. W?rler (Eds.), Beitr?ge zum Mathematikunterricht 2020 (pp. 169-172). WTM-Verlag. http://dx.doi.org/10.17877/DE290R-21255

Bredow, F. (2019). Was Lehrkr?fte unter mathematischem Argumentieren verstehen. In A. Frank, S. Krauss & K. Binder (Eds.), Beitr?ge zum Mathematikunterricht 2019 (pp. 165-168). WTM-Verlag. http://dx.doi.org/10.17877/DE290R-20766

Bredow, F. (2019). The role of the teacher in the development of structure-based argumentations. In U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
(pp. 145-146). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. Available https://hal.science/hal-02398039/document