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Prof. Dr. Angelika Bikner-Ahsbahs
Mathematics Education
research areas,
- epistemological, methodological and theoretical aspects in qualitative empirical research, especially in Design-Based Research and the Networking of Theories,
- classroom research in mathematics education focusing on reconstructing mathematical teaching and learning processes through an interpretative approach,
- design research in mathematics education, particularly teaching and learning mathematics and the use of digital as well as semiotic resources,
- developing teaching and learning models for constructing mathematical knowledge considering fostering and hindering conditions, with a special focus on the epistemic function of semiotic resources (gestures, diagrams, digital tools, ….) as well as interest in mathematics and interest-dense situations,
- content oriented research on the teaching and learning of algebra and functions, from arithmetic and algebra towards an algebraic basis for further areas at higher secondary level,
- professionalizing processes of mathematics teachers, with a particular focus on the university level, research oriented learning and professional development of out of field teachers.
Since 2006. Angelika Bikner-Ahsbahs is Professor of the Didactics of Mathematics at the University of Bremen, and since April 2018 she is continuing her research as a retired professor. Her interests cover general questions on the epistemology in the scientific discipline of mathematics education as well as specific questions on the epistemology of concrete processes of the teaching and learning of mathematics and professional development of mathematics teachers. In this context, the entire “sweep” from fundamental research through “use-inspired-research” towards applied research in mathematics education is relevant. This goes over into the design and implementations of tasks, scaffolding offers and didactic materials.
Office: MZH 5180
Tel: +49 421 218 63711
e-Mail: bikner@math.uni-bremen.de
1972-1978 | Studies in Mathematics and Physics, Technical University of Braunschweig (two qualifications: "Diplom" in Mathematics and 1. "Staatsexamen" - Exam for the preparation to be a teacher for mathematics and physics at the German Gymnasium) |
1979-1981 | Teacher training (2. "Staatsexamen", Institute for Teacher Training, Lüneburg) |
1981-1991 | Teacher, Max-Planck-School, Kiel |
1991-1995 | Research collaborator at the Unversity of Kiel |
1995-1998 | Teacher, "Max-Plack-School" in Kiel |
1997 | Ph.D. in mathematics education at the University of Kiel (CAU) |
1998-2003 | Research collaborator, University of Flensburg |
2003-2004 | Professorship, University of Flensburg |
2004-2005 | Professorship, Technical University of Braunschweig |
2004 | Habilitation, University of Flensburg |
2005-2006 | Teacher, Ernst-Barlach-Gymnasium, Kiel |
2006-2018 | Full Professor at the University of Bremen |
2006-2014 | Coordinator of the European Group of Researchers: “Bremen networking theories group” |
2014-2017 | Co-chair of the Creative Unit FaBiT |
2016-2019 | Chair of the subproject “Spotlights-Lehre” of the project “Schnittstellen Gestalten” in the German Campaign for improving teacher education |
2016-2019 | Co-chair of the MAL-project (Multimodal Algebra Learning) |
2021-2024 | Senior Fellow of the Duale Promotion, a graduate program ion design based research, matching a PhD and the “Referendariat” to gain a teaching certificate |
2021-2024 | Co-applicant for a DFG-Network Design-based research (DBR-Netzwerk) funded by the German Research Foundation (Deutsche Forschungsgemeinschaft, DFG) |
2021-2023 | Professor II-Position (20 %) in at the Western Norway University of Applied Sciences, Bergen. |
2021-2023 | Associate editor of the Educational Studies in Mathematics |
2018-now | Prof. (retired, but with further membership equivalence for the university) |
Research areas:
- Construction of mathematical knowledge and conditions that foster or hinder it
- interest research in mathematics education
- classroom studies
- epistemological and methodological issues on empirical research in mathematics education
- networking of theories in mathematics education
- design of learning environments in mathematics
- learning difficulties in Arithmetic and Algebra
- mathematics education on functions and algebra
- semiotics and digital tools
- theories in mathematics education
Current research
- RiskDesign: Developing risk competency in statistics education, a DBR-Project in the graduate programme Duale Promotion. /zflb/duale-promotion (PhD-student: Marie Brehm, funding number 57000001/691 52 014)
- Boundary Crossing in the graduate program of the Duale Promotion.
- The Role of Rhythm and Space for teaching and learning
- Learning with and through digital tools.
- Views on Formulas (research on design in collaboration with Marit H. Schou, Southern University of Denmark, Odense)
- Mathematical Communication when using digital tools (Collaboration with Cecilie Bach, University of Copenhagen).
- DeciPlace: Design of a learning arrangement for decimal numbers based on a digital place value chart (PhD-project, DBR, Daniela Schansker).
- Mathematical Internet Memes (Collaboration with Giulia Bini).
- BasicTheory: Fundation of theory building and networking of theories (Collaboration with Heather Johnson, University of Colorado)
- Completed: Multimodal Algebra Lernen (MAL), interdisciplinary design project to develop a Multimodal Algebra Learning System (2016-2019), Publications can still be expected. http://mal-projekt.de/
- Completed: Spotlight Lehre (2016-2019, erste Phase), funded by the BMBF (German Ministry of Education and Research) in the ?Qualit?tsoffensive Lehrerbildung“, DBR-projects: Reducing Fragmentation in University Pre-Service Teacher Education. Conditions and Strategies. doi.org/10.15460/eder.5.2.1613 and Transferpaket [Transfer package]: https://media.suub.uni-bremen.de/handle/elib/4314.
- Completed: Network, funded by the DFG: Design based research as a methodological frame for educational research. Clarifying standards, and epistemological and ontological basics (2021-2024). https://dbr.blogs.uni-hamburg.de/
Extended list of publications and talks (PDF)
Publications since 2017
2025
Brehm, M.T., & Bikner-Ahsbahs, A. (forthcoming). Risk literacy - A hybrid conceptualization. In Proceedings of CERME14. (peer-reviewed)
Bikner-Ahsbahs, A. & Knipping, C. (2024, in print). Das matelier: eine Raumkonzeption [The matelier: a conception of space]. In Bernadette Th?ne, Anna K?rner, Jonathan von Ostrowski, Roland Rink, Johanna Scharlau, Daniel Walter (Eds). ?Was hast du dir dazu überlegt?“. Untertitel: Denkwege von Kindern und Inhalte gleicherma?en in den Blick nehmen. Buchreihe: Festschriften der Mathematikdidaktik (pp. 155-164). WTM, Band 10.
Bikner-Ahsbahs, A., & Schou, M. H. (forthcoming). Creating a volume formula with a virtual-haptic system of artefacts.
Bikner-Ahsbahs, A. (forthcoming). How eye-tracking may advance the field of mathematics education. A commentary on the ESM Special Issue on eye-tracking research in mathematics education
2024
Bikner-Ahsbahs, A. (2024). Design research on an online summer school in mathematics education: An insight into philosophical commitments. Educational Design Research 8(1), article 63. https://doi.org/10.15460/eder.8.1.2129 (peer-reviewed)
Bikner-Ahsbahs, A., & Johnson, H.L. (2024). Advancing Mathematics Education on Digital Resources: A Reciprocity Between Theory, Methodology, and Design. In: Pepin, B., Gueudet, G., Choppin, J. (Eds) Handbook of Digital Resources in Mathematics Education. Springer International Handbooks of Education. Springer (pp. 43-67), Cham. https://doi.org/10.1007/978-3-031-45667-1_2 (peer-reviewed)
Bikner-Ahsbahs, A., D?ring, T., Jan?en, T., & Reid, D. (2024). A Pragmatic Approach to Theorizing Interdisciplinary Design Research on Interactive Math Learning Systems: The Case of a Multimodal Algebra Learning System with Tangible User Interfaces. In: Pepin, B., Gueudet, G., Choppin, J. (eds) Handbook of Digital Resources in Mathematics Education. Springer International Handbooks of Education (pp. 69-101). Springer. https://doi.org/10.1007/978-3-031-45667-1_3 (peer-reviewed)
Bikner-Ahsbahs, A. (2024). Wie Lernende Formeln "sehen". Proceedings der GDM-Tagung 2024. WTM-Verlag
Bikner-Ahsbahs, A. & Mehlmann, N. (2024, in review). Theorie-Praxis-Beziehungen in der Dualen Promotion. Zur Forschungsprogrammatik des strukturierten Promotionspro-gramms ?Die Duale Promotion in der Lehrkr?ftebildung: Wissenschaft macht Schule“ der Universit?t Bremen. [On the research program of the structured doctoral program “The Dual Doctorate in Teacher Education: Science goes to school” at the University of Bremen“]. In: ?Neue Relationierungen von schulbezogener Forschung und Bildungspraxis“ [New relationships in school-related research and educational practices], Themenheft in der Zeitschrift für Schul- und Professionsentwicklung. (peer-reviewed)
Bikner-Ahsbahs, A. (in review). Hand, rhythm and the epistemic space. How a student senses an AR-space to explore the derivative function. DEME SI on AR. (peer-reviewed)
Bikner-Ahsbahs, A. (in review). How eye-tracking may advance the field of mathematics education. A commentary on the ESM Special Issue on eye-tracking research in mathematics education. ESM.
2023
Bini, G., Bikner-Ahsbahs, A. & Robutti, O. (2023). “How to meme it”: reverse engineering the creative process of mathematical Internet memes. Educational Studies in Mathematics, 112, 141–174). (peer-reviewed) https://doi.org/10.1007/s10649-021-10092-7
Bikner-Ahsbahs et al. (2023). Role of feedback when learning with digital artifact: A theory networking case on multimodal algebra learning. Hieroshima Journal of Mathematics education 16. (peer-reviewed) https://www.jasme.jp/hjme/
Bikner-Ahsbahs (2023). Probleml?sen. In Erfahrung verankern und kultivieren. Mathematik 5-10, 38-41.
Bach, C. C. & Bikner-Ahsbahs, A. (2023). Activating Mathematical Communication Competency and the use of DGE – is it possible? In Uffe Thomas Jankvist, Eirini Geraniou (Eds.), Mathematical Competencies in the Digital Era: A networking of theories point of view (pp. 177-197).Springer. (peer-reviewed) https://link.springer.com/chapter/10.1007/978-3-031-10141-0_10
Bikner-Ahsbahs, A., Kidron, I, Bullock, E., Shinno, Y., & Zhang, Q. (2023, in print). Topic Study Group 57: Diversity of Theories in Mathematics Education. Jianpan Wang (Ed.), Proceedings of the 14th International Congress on Mathematical Education. World Scientific Publishing House. https://www.mathunion.org/icmi/proceedings-icme-14
Bikner-Ahsbahs, A. et al. (2023). Pragmatic approach to theorizing interdisciplinary design research: Multimodal interactive algebra learning systems with tangible user interfaces. In Birgit Pepin, Ghislaine Gueudet and Jeff Choppin (Eds.), Handbook of digital (curriculum) resources in mathematics education, Springer. https://link.springer.com/referenceworkentry/10.1007/978-3-030-95060-6_3-1 (peer-reviewed)
Bikner-Ahsbahs, A., et al. (Eds. 2023). Special Issue on the diversity of theories (TSG 57 of ICME14). Hieroshima Jornal of Mathematics education 16. https://www.jasme.jp/hjme/download/2023/Vol16_01.pdf (peer-reviewed)
Bikner-Ahsbahs, A., & Johnson, H. L. (Eds, 2023). Section: Methodological and theoretical issues for researching digital resources in mathematics education. In Birgit Pepin, et al. (Eds), Handbook of digital (curriculum) resources in mathematics education, Springer. https://link.springer.com/referencework/10.1007/978-3-030-95060-6
Brehm, M. & Bikner-Ahsbahs A. (2023). To develop risk literacy – a design-based research approach. In Drijvers, P., Csapodi, C., Palmér, H., Gosztonyi, K., & Kónya, E. (Eds.). (2023). Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 884-891). Alfréd Rényi Institute of Mathematics and ERME. http://erme.site/cerme-proceedings-series/ (peer-reviewed)
Brehm, M., & Bikner-Ahsbahs, A. (2023). “The time they are a-changing”: A need to develop risk literacy. In K. le Roux, A. Coles, R. Barwell, M. Borba, A. Chronaki, R. Gutiérrez, M. Makramalla, A. Parra, M. Rosa, A. Solares-Rojas, J. Subramanian and L. Hennessy (Eds.), Proceedings of the ICMI Symposium on “Mathematics Education and the Socio-Ecological” on 20th March 2023 (GMT). https://www.mathunion.org/fileadmin/ICMI/Conferences/Socio%20Ecological/Porceedings-ICMI-symposium-20th-march-2023.pdf
Wagner, D., Prediger, S., Artigue, M. et al. (2023) The field of mathematics education research and its boundaries. Educational Studies in Mathematics, 114, 367–369. https://doi.org/10.1007/s10649-023-10270-9
2022
Bach, C. C., & Bikner-Ahsbahs, A. (2022). When a digital tool guides mathematical communication. In U.T. Jankvist, R. Elicer, A. Clark-Wilson, H.-G. Weigand, & M. Thomsen (Eds.), Proceedings of the 15th International Conference on Technology in Mathematics Teaching (ICTMT 15)
(pp. 224–231). Aarhus University. doi.org/10.7146/aul.452. (peer-reviewed)
Bikner-Ahsbahs, A., Johnson, H.L. Shvarts, A., & Seidouvy, A. (2022). Introduction to the Thematic Working Group 17 on Theoretical Perspectives and Approaches in Mathematics Education Research of CERME 12. Horizontal and vertical theorizing. In Hodgen, J., Geraniou, E., Bolondi, G. & Ferretti, F. (Eds.), (2022). Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). Free University of Bozen-Bolzano and ERME (peer-reviewed) https://hal.archives-ouvertes.fr/hal-03808704.
Bikner-Ahsbahs, A., Trgalova, J., Maffia, A., Bakker, A., & Dorota Lembrér, D. (2022). Rhythmic instrumental orchestration: Joining two theoretical perspectives in designing an on-line summer school. In Hodgen, J., Geraniou, E., Bolondi, G. & Ferretti, F. (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)
. Free University of Bozen-Bolzano and ERME(peer-reviewed). hal.archives-ouvertes.fr/hal-03749083
Bikner-Ahsbahs, A. & Vollstedt, M. (2022). Identit?t und Sinn. In N. Buchholtz, B. Schwartz & K. Verh?lter & (Eds), Initiationen mathematikdidaktischer Forschung.Festschrift für Gabriele Kaiser zum 70ten Geburtstag (S. 407-413).
Springer Spektrum. doi.org/10.1007/978-3-658-36766-4_21 (peer-reviewed)
Bikner-Ahsbahs, A. (2022). Mathematiklehren und -lernen digital – Theorien, Modelle, Konzepte. In: Pinkernell, G., Reinhold, F., Schacht, F., Walter, D. (Eds), Digitales Lehren und Lernen von Mathematik in der Schule. Springer Spektrum, Berlin, Heidelberg. doi.org/10.1007/978-3-662-65281-7_2 (peer-reviewed)
Bikner-Ahsbahs, A. (2022). Adaptive teaching: “the way of being” on two layers. In Osama Swidan & Frdianndo Arzarello (Eds.), special Issue on Adaptive instruction in an inquiry-based mathematics and digitally rich classroom – multiple perspectives. Journal of Mathematical Behavior,67, 100967. https://doi.org/10.1016/j.jmathb.2022.100967
Reid, D., Bikner-Ahsbahs, A., Jan?en, T., & Vallejo-Vargas, E. (2022). Forms of epistemic feedback.InU.T. Jankvist, R. Elicer, A. Clark-Wilson, H.-G. Weigand, & M. Thomsen (Eds.), Proceedings of the 15th International Conference on Technology in Mathematics Teaching (ICTMT 15)
(pp. 105–114). Aarhus University. doi.org/10.7146/aul.452. (peer-reviewed)
Bini, G., Robutti, O. & Bikner-Ahsbahs, A. (2022/2020). Maths in the time of social media: conceptualizing the Internet phenomenon of mathematical memes. International Journal of Mathematics Education in Technology and Science, 53(6), 1257–1296. (online). doi.org/10.1080/0020739X.2020.1807069 (peer-reviewed)
Hvals?e Schou, M. H., & Bikner-Ahsbahs, A. (2022). Unpacking hidden views: Seven ways to treat your formula. Educational Studies in Mathematics, 109, 639-659, https://doi.org/10.1007/s10649-021-10092-7
2021
Bikner-Ahsbahs, A., & Bakker, A. (2021). Experience of Boundary Crossing, Tool Use and Rhythm during an online summer school. Symposium at ECER 2021, Network 24, in Geneva, (online, peer-reviewed))
Bikner-Ahsbahs, A. & Dorota Lembrér (2021). Rhythm experiences in learning and development during an online summer school. Paper presented at ECER2021, Network 24, Geneva (online, peer-reviewed))
Bikner-Ahsbahs, A., Vallejo-Vargas, E., & Rohde, S. (2021). Role of feedback when learning with an artifact. Paper presented at ICME14, Shanghai, online, (peer-reviewed)
Brehm, M., & Bikner-Ahsbahs, A. (2021). Developing Risk literacy at secondary level. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 337). PME
Hanke, E., Hehner, S., & Bikner-Ahsbhas, A. (2021). Reducing Fragmentation in Higher Education Teacher Training—Conditions and Obstructions. Educational Design Research 5(2). dx.doi.org/10.15460/eder.5.2.1613 (peer-reviewed)
Schou, M. H., & Bikner-Ahsbahs, A. (2021). Unpacking hidden views: Seven ways to treat your formula. Educational Studies in Mathematics, online first, https://doi.org/10.1007/s10649-021-10092-7 (peer-reviewed)
Mesa, V., Bakker, A., Venkat, H. et al. (2021). Writing reviews: perspectives from the editors of Educational Studies in Mathematics. Educationa Studies in Mathematics 108, 419–428 (2021). https://doi.org/10.1007/s10649-021-10114-4
2020
Bikner-Ahsbahs, A. (2020). Spotlights Lehre. Transferpaket zur Verzahnung und Vernetzung von Fachwissenschaft und Fachdidaktik. https://doi.org/10.26092/elib/99
Bikner-Ahsbahs, A. & Jan?en, T. (2020). Getrennt & koordiniert zum Ziel. Aufgabenprinzip zur F?rderung von Interesse an mathematischem Handeln. Mathematiklehren 221, 18-21.
Bikner-Ahsbahs, Angelika; Rohde, Steffen; Wei?bach, Anna (2020). Digitales Feedback: ein m?chtiger ?Akteur‘ im Lernprozess?. In Hans-Stefan Siller, Wolfgang Weigel & Jan Franz W?rler (Hrsg.), Beitr?ge zum Mathematikunterricht 2020 (S. 133–136). Münster: WTM-Verlag. http://dx.doi.org/10.17877/DE290R-21236
Bikner-Ahsbahs, A., Vallejo-Vargas, E. & Rohde, S. (2020, accepted, presented 2021). The role of feedback when learning with an artifact. Paper accepted for the TSG57 of: The 14th International Congress on Mathematical Education, Shanghai, 12th ?19th July, 2020 (peer-reviewed)
Bini, G., Robutti, O. & Bikner-Ahsbahs, A. (2020). Maths in the time of social media: conceptualizing the Internet phenomenon of mathematical memes. International Journal of Mathematics Education in Technology and Science (online). doi.org/10.1080/0020739X.2020.1807069 (peer-reviewed)
Bach, C. & Bikner-Ahsbahs (2020). Students’ experiences with dynamic geometry software and its mediation on mathematical communication competency. In Ana Donevska-Todorova, Eleonora Faggiano, Jana Trgalova, Zsolt Lavicza, Robert Weinhandl, Alison Clark-Wilson, and Hans-Georg Weigand (Eds.), Proceedings of the ERME Topic Conference: Mathematics Education in the Digital Age (MEDA, Sept. 2020), (pp. 427-434). University of Linz: Austria. file:///C:/Users/bikner/AppData/Local/Temp/MEDA2020_Proceedings.pdf (28.09.2020) (peer-reviewed)
D?ring, T., Bikner-Ahsbahs, A., Reinschlüssel, A., Alexandrovsky, D., & Malaka, R. (2020). Schlussbericht zum BMBF Verbundprojekt ?Multimodal Algebra Lernen“. Teilvorhaben: Interaktionsdesign für physisch-digitales Algebra-Lernen. Beim BMBF eingereicht. https://www.interaktive-technologien.de/projekte/mal
Jan?en, T., Vallejo-Vargas; E., Bikner-Ahsbahs, A. & Reid, D. A. (2020). Design and Investigation of a Touch Gesture for Dividing in a Virtual Manipulative Model for Equation-solving. Digital Experiences in Mathematics Education (online) doi.org/10.1007/s40751-020-00070-8 (peer-reviewed)
2019
Bikner-Ahsbahs, A., & Peters, M. (2019, Hrsg.). Unterrichtsentwicklung macht Schule. Forschung und Innovation im Fachunterricht. Wiesbaden: Springer VS.
Best, M., Bikner-Ahsbahs, A., Lühring, St., Neukirch, J., & Wolff, V. (2019). Formeln funktional betrachten – aber wie? In Bikner-Ahsbahs, A., & Peters, M. (Hrsg.). Unterrichtsentwicklung macht Schule. Forschung und Innovation im Fachunterricht (S. 151-175). Wiesbaden: Springer VS.
Bikner-Ahsbahs, A. (2019). Der ?epistemologische Nebel“. Irritationen als Chance. In Bikner-Ahsbahs, A., & Peters, M. (Hrsg). Unterrichtsentwicklung macht Schule. Forschung und Innovation im Fachunterricht (S. 265-283). Wiesbaden: Springer VS. (peer-reviewed)
Bikner-Ahsbahs, A, & Peters, M. (2019). How does change happen? Ein Modell zur Innovation im Fachunterricht. In Bikner-Ahsbahs, A., & Peters, M. (Hrsg.), Unterrichtsentwicklung macht Schule. Forschung und Innovation im Fachunterricht (S. 309-330). Wiesbaden: Springer VS. (peer-reviewed)
Bikner-Ahsbhs, A. & Peters, M. (2019). Einleitung – Rückblick und Einblick in die Buchbeitr?ge. In Bikner-Ahsbahs, A., & Peters, M. (Hrsg.). In Bikner-Ahsbahs, A., & Peters, M. (Hrsg.). Unterrichtsentwicklung macht Schule. Forschung und Innovation im Fachunterricht (S. 1-7). Wiesbaden: Springer VS.
Bikner-Ahsbahs, A. (2019). Mathematikunterricht inklusiv gestalten. Ein Unterrichtsprinzip mit Beispielen für die Klassen 5 bis 10. Klett Kallmeyer Verlag. ISBN:978-3-7727-1200-5
Bikner-Ahsbahs, A. (2019). Inklusiver Mathematikunterricht: Merkmale, Qualit?t und Gestaltung vom Fach aus betrachtet. In A. Bikner-Ahsbahs (Hrsg.), Mathematikunterricht inklusiv gestalten. Ein Unterrichtsprinzip mit Beispielen für die Klassen 5 bis 10, (S.11-27). Klett Kallmeyer Verlag. ISBN:978-3-7727-1200-5
Bikner-Ahsbahs, A. (2019). Reflexion im Dialog In A. Bikner-Ahsbahs (Hrsg.), Mathematikunterricht inklusiv gestalten. Ein Unterrichtsprinzip mit Beispielen für die Klassen 5 bis 10. (S. 190-191) Klett Kallmeyer Verlag. ISBN:978-3-7727-1200-5
Büssing, J. & Bikner-Ahsbahs, A. (2019). Eine Verschlüsselungsgeschichte. In A. Bikner-Ahsbahs (Hrsg), Mathematikunterricht inklusiv gestalten. Ein Unterrichtsprinzip mit Beispielen für die Klassen 5 bis 10.(S. 42-54). Klett Kallmayer Verlag.
Peter, C. & Bikner-Ahsbahs, A. (2019). Einkaufen auf Helgoland und anderswo. In A. Bikner-Ahsbahs (Hrsg), Mathematikunterricht inklusiv gestalten. Ein Unterrichtsprinzip mit Beispielen für die Klassen 5 bis 10. (S. 131-149). Klett Kallmeyer Verlag
Bikner-Ahsbahs, A. & Vohns, A. (2019). Theories of and in mathematics education. In Hans Niels Jahnke & Lisa Hefendehl-Hebeker (Eds.), Traditions in German-Speaking Mathematics Education Research (S. 171-200). Cham, Switzerland: Springer Open. (peer-reviewed)
Bikner-Ahsbahs, A. (2019). The Research Pentagon: A Diagram with which to Think about Research. In G. Kaiser and N. Presmeg (Eds.), In Compendium for Early Career Researchers in Mathematics Education (pp. 153-180). Wiesbaden: Springer. (peer-reviewed)
Jan?en, T., Reid, D., & Bikner-Ahsbahs, A. (2019). Issues in modelling terms involving subtraction in a manipulative environment for linear equations—and a possible solution. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the 11th Congress of the European Society for Research in Mathematics Education (pp. 2852-2859). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME (peer-reviewed)
Braukmüller, M., Bikner-Ahsbahs, A., & Wenderoth, D. (2019). Towards linking teaching, technology and textbooks. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the 11th Congress of the European Society for Research in Mathematics Education (pp. 2671-2678). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME (peer-reviewed)
Hanke, E., & Bikner-Ahsbahs, A. (2019) Boundary crossing by design(ing): A design principle for linking mathematics and mathematics education in preservice teacher. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the 11th Congress of the European Society for Research in Mathematics Education (pp. 3046-3053). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME (peer-reviewed)
Bikner-Ahsbahs, A., Bakker, A., Johnson, H. L., & Chan, M. C. E. (2019). Introduction to the Thematic Working Group 17 on Theoretical Perspectives and Approaches in Mathematics Education Research of CERME 11. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the 11th Congress of the European Society for Research in Mathematics Education (pp. 3020-3027). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
Bikner-Ahsbahs, A. (2019). Networking of theories reconsidered. In B. Barzel & F. Schacht (Hrsg.), Proceedings of the ICTMT14, Universit?t in Essen-Duisburg vom 22. - 25. Juli, 2019.(invited talk)
Bikner-Ahsbahs, A., Jan?en, T., Bollen, S., Alexandrovsky, D., D?ring, T., Malaka, R. & Reinschlüssel, A. (2019). View on equations. Sequential versus relational. In Anna Shvarts (Ed.), Proceedings of the PME and Yandex Russian Conference. Technology and Psychology on Mathematics Education (p. 246). Moscow, Russia: HSE Publishing House. (peer-reviewed)
2018
Bikner-Ahsbahs, A. & Zelewski, H.-D. (2018). Moderatorenfortbildung zur Unterstützung fachfremd unterrichtender Lehrpersonen in Mathematik (Moffunt). In Rolf Biehler, Thomas Lange, Timo Leuders, Petra Scherer, Bettina R?sken-Winter & Christoph Selter (Hrsg.), Mathematikfortbildungen professionalisieren. Konzepte, Beispiele und Erfahrungen des Deutschen Zentrums für Lehrerbildung Mathematik. Festschrift für Jürg Kramer (S. 363–395). Wiesbaden: Springer.
Bikner-Ahsbahs, A., Hanke, E. & Sch?fer, I. (2018). How to overcome fragmentation in pre-service teacher education in mathematics at university level. In Bergqvist, E., ?sterholm, M., Granberg, C., & Sumpter, L. (Eds.). (2018). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, p. 20). Ume?, Sweden: PME.
Braukmüller, Maike; Bikner-Ahsbahs, Angelika (2018). Von der Praxis lernen: Eine Delphi-Studie zur Integration des MAL-Systems in Schulbuchkonzepte. In Fachgruppe Didaktik der Mathematik der Universit?t Paderborn (Hrsg.), Beitr?ge zum Mathematikunterricht 2018 (S. 349-352). Münster: WTM-Verlag.
Bikner-Ahsbahs, Angelika, Burgarth, Silja, Schansker, Daniela, (2018). Komplement?res Scaffolding: digital und haptisch. In Fachgruppe Didaktik der Mathematik der Universit?t Paderborn (Hrsg.), Beitr?ge zum Mathematikunterricht 2018 (S. 285-288). Münster: WTM-Verlag.
Jan?en, Thomas, Bikner-Ahsbahs, Angelika (2018). ?Intelligente Pl?ttchen" zum Algebra-Lernen – neue Aufgaben für neues Lernmaterial. In Fachgruppe Didaktik der Mathematik der Universit?t Paderborn (Hrsg.), Beitr?ge zum Mathematikunterricht 2018 (S. 871-874). Münster: WTM-Verlag.
Mehlmann, N. & Bikner-Ahsbahs, A. (2018). Spotlights Lehre – Ein Ansatz zur Vernetzung von Fachwissenschaft und Fachdidaktik an der Universit?t Bremen. In I. Glowinski, A. Borowski, J. Gillen, J. von Meien, & S. Schanze (Eds.). Koh?renz in der Lehrerbildung. Vernetzung von Fachwissenschaft, Fachdidaktik und Bildungswissenschaften (S. 77-102). Potsdam: Universit?t Potsdam.
Mehlmann, Nelli, Bikner-Ahsbahs, Angelika (2018). Teilprojekt 4. Spotlights Lehre – Fachwissenschaft und Fachdidaktik vernetzen. Resonanz. Magazin für Lehre und Studium an der Universit?t Bremen. Ausgabe: Schnittstellen gestalten, 64–66.
Reinschlüssel, A., Alexandrovsky, D., D?ring, T., Kraft, A., Braukmüller, M., Jan?en, T., ... Malaka, R. (2018). Multimodal algebra learning: From math manipulatives to tangible user interfaces. i-com. Journal of Interactive Media 17(3), 201–209. (Autoren: 10)
2017
Bikner-Ahsbahs, A. (2017). Design Research – ein Ansatz zum Forschenden Lernen. In S. Doff & R. Komoss (Hg.), Making Change happen. Wandel im Fachunterricht analysieren und gestalten (S. 85-108). Wiesbaden: Springer VS. (Geladen)
Best, M. & Bikner-Ahsbahs, A., 2017). The function concept at the transition to upper secondary school level: tasks for a situation of change. In: Special Issue on Task Design, (Zentralblatt für Mathematikdidaktik) ZDM Mathematics Education, 49(6), 865-880. (Peer-reviewed)
Bikner-Ahsbahs, A. & Sch?fer, I. & Dygas, R. (2017) Lernschwierigkeiten im Umgang mit Dezimalbrüchen. Ein situativer Blick. Journal für Mathematikdidaktik (JMD). DOI 10.1007/s13138-017-0117-9 (peer-reviewed)
Behrens, D. & Bikner-Ahsbahs, A. (2017). The perspective of indexicality: how tool-based actions and gestures contribute to concept building In Dooley, T., & Gueudet, G. (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 -5, 2017) (pp. 2721-2728). Dublin, Ireland: DCU Institute of Education and ERME. http://www.mathematik.uni-dortmund.de/~erme/index.php?slab=proceedings (accessed 31.01.2018) (peer-reviewed)
Jan?en, T., Bikner-Ahsbahs, A., Reid, D., & Vallejo, E. (2017). Using tangible technology to multimodally support algebra learning: The MAL project. In Dooley, T., & Gueudet, G. (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 -5, 2017) (p. 2672, poster abstract). Dublin, Ireland: DCU Institute of Education and ERME. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf (accessed (31.01.2018) (peer-reviewed)
Bikner-Ahsbahs, A., Bakker, A., Haspekian, M. & Maracci, M. (2017). Introduction to the Thematic Working Group 17 on Theoretical Perspectives in Mathematics Education Research. In T. Dooley and G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 -5, 2017) (pp 26-83-2690). Dublin, Ireland: DCU Institute of Education and ERME
Dublin (Ireland): www.mathematik.uni-dortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf
Bikner-Ahsbahs, A. (2017). Entwicklung und Anwendungen von Theoriebausteinen zu interessendichten Situationen. n U. Kortenkamp & A. Kuzle (Hrsg.), Beitr?ge zum Mathematikunterricht 2017 (S. 1089-1092). Münster: WTM-Verlag
Behrens, D. & Bikner-Ahsbahs, A. (2018). Indexikalit?t von Zeichen als Erkl?rungsansatz für epistemische Prozesse mit der digitalen Stellenwerttafel. In U. Kortenkamp & A. Kuzle (Hrsg.), Beitr?ge zum Mathematikunterricht 2017 (S.67-70). Münster: WTM-Verlag
Bikner-Ahsbahs, A., Neukirch, J., Lühring, St., Wolff, V. & Peter, Ch. (2017). Das Zylindermantelproblem im Praxissemester – Entwicklungsforschung in einer Fokusgruppe. In U. Kortenkamp & A. Kuzle (Hrsg.), Beitr?ge zum Mathematikunterricht 2017 (S. 103-106). Münster: WTM-Verlag
Bikner-Ahsbahs, A., Doff, S. & Peters, M. (2017). Uncertainty as (Re-) Source of Instructional Change in Subject Education. Paper presented at ECER 2017 in Cobenhagen. (peer-reviewed)
Lengink, K., Bikner-Ahsbahs, A. & Knipping, Ch. (2017). Aktivit?t und Reflexion in der Entwicklung von Diagnose- und F?rderkompetenz im MINT-Lehramtsstudium (S. 59-81). Münster: Waxmann. (peer-reviewed)
Bikner-Ahsbahs, A., B?nig, D. & Korff, N. (2017). Inklusive Lernumgebungen im Praxissemester: Gemeinsam lernt es sich reflexiver. In Christoph Selter et al. (Hrsg.), Diagnose und F?rderung heterogener Lerngruppen –Theorien, Konzepte und Beispiele aus der MINT-Lehrerbildung (S. 105-126). Münster: Waxmann. (peer-reviewed)
Jahnke, H. N., Biehler, R., Bikner-Ahsbahs, A., Gellert, U., Greefrath, G., Hefendehl-Hebeker, L., Krummheuer, G., Leuders, T. Nührenb?rger, M., Obersteiner, A., Reiss, K., R?sken-Winter, B., Schulz, A., Vohns, A., vom Hofe, R., und Vorh?lter, K. (2017) German-Speaking Traditions in Mathematics Education. In Gabriele Kaiser (Ed), Proceedings of the 13th International Congress on Mathematics Education (pp. 305-3019). CHAM (Switzerland): SpringerOpen.