Prof. Dr. Anke Lindmeier

Chair of Mathematics Education Research

Do cultural norms influence how teacher noticing is studied in different cultural contexts? A focus on expert norms of responding to students’ mathematical thinking (2021) Dreher A, Lindmeier A, Feltes P, Wang TY, Hsieh FJ Journal article Längsschnittliche Messung numerischer Kompetenzen von Kindergartenkindern: Analysen zur Messinvarianz am Beispiel des Tests TEDI-MATH (2021) Geeler SK, Grob U, Heinze A, Leuchter M, Lindmeier A, Vogt F, Opitz EM Journal article From Knowledge to Action: Does the Competence to Prepare and Reflect on Instruction Mediate Between Mathematics Teacher Knowledge and the Competence to Act in the Classroom? A Mediation Analysis Vom Wissen zum Handeln: Vermittelt die Kompetenz zur Unterrichtsreflexion zwischen mathematischem Professionswissen und der Kompetenz zum Handeln im Mathematikunterricht? Eine Mediationsanalyse (2021) Jeschke C, Lindmeier A, Heinze A Journal article Synergy effects in learning? The influence of mathematics as a second subject on teacher students’ physics content knowledge (2021) Neumann I, Sorge S, Hoth J, Lindmeier A, Neumann K, Heinze A Journal article STEM teacher education in Germany: Organization, expectations and challenges from the perspectives of the subjects mathematics and physics (2021) Lindmeier A, Neumann K Authored book EXPERT NORMS FOR DEALING WITH STUDENTS’ MATHEMATICAL THINKING IN DIFFERENT CULTURES (2021) Dreher A, Lindmeier A, Feltes P, Wang TY, Hsieh FJ Conference contribution DOES SUCCESSFUL PREPARING AND REFLECTING ON LESSONS SUPPORT PRE-SERVICE TEACHERS’ ACTIONS? A MEDIATION STUDY (2021) Jeschke C, Lindmeier A, Heinze A Conference contribution Keeping secrets: K-12 students' understanding of cryptography (2020) Lindmeier A, Mühling A Conference contribution Is Academic Content Knowledge Sufficient for the Acquisition of Subject-Specific Professional Knowledge During University Teacher Education? An Investigation of the Trickle Down Hypothesis Ist akademisches Fachwissen hinreichend für den Erwerb eines berufsspezifischen Fachwissens im Lehramtsstudium? Eine Untersuchung der Trickle-down-Annahme (2020) Hoth J, Jeschke C, Dreher A, Lindmeier A, Heinze A Journal article Viel Beweisen, kaum Rechnen? Gestaltungsmerkmale mathematischer Übungsaufgaben im Studium (2020) Weber BJ, Lindmeier A Journal article