Kristina Reiss

Latest

• Teaching statistics with positiv orientations but little knowledge? Teachers' professional competence in statistics
• Developing a Simulation to Foster Prospective Mathematics Teachers’ Diagnostic Competencies: the Effects of Scaffolding
• Considering teachers' beliefs, motivation, and emotions regarding teaching mathematics with digital tools: The effect of an in-service teacher training
• Different complex word problems require different combinations of cognitive skills
• Motivational and emotional orientation, engagement, and achievement in mathematics. A case study with one sixth-grade classroom working with an electronic textbook on fractions
• Students' coping with the self-regulatory demand of crisis-driven digitalization in university mathematics instruction: do motivational and emotional orientations make a difference?
• Digital support principles for sustainable mathematics learning in disadvantaged students
• Process data from electronic textbooks indicate students' classroom engagement
• The Role of Spatial, Verbal, Numerical, and General Reasoning in Complex Word Problem Solving for Young Female and Male Adults
• The Interplay Between the Natural Number Bias and Fraction Magnitude Processing in Low-Achieving Students
• The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis
• Learning Fractions with and without Educational Technology: What Matters for High-Achieving and Low-Achieving Students?
• Design and research potential of interactive textbooks: the case of fractions