Prof. Dr. Katja Maaß

Schriften in englischer Sprache

2020 - 2023

• Sorge, S., Doorman, M., Maass, K. et al. Supporting mathematics and science teachers in implementing intercultural learning. ZDM Mathematics Education (2023). https://doi.org/10.1007/s11858-023-01478-3.
• Maass, K., Zehetmeier, S., Weihberger, A. & Floesser, K. (2022). Analysing mathematical modelling tasks in light of citizenship education using the COVID-19 pandemic as a case study. ZDM Mathematics Education . https://doi.org/10.1007/s11858-022-01440-9
• Maass, K., Artigue, M., Burkhardt, H., Doorman, M., English, L., Geiger, V., Krainer, K., Potari, D. & Schoenfeld, A. (2022). Mathematical Modelling - a key to citizenship education!. In Buchholtz, N., Schwarz, B. & Vorhölter, K. (Hrsg.) Initiationen mathematikdidaktischer Forschung, 31-50, Springer Spektrum.
• Maass, K., Sorge, S., Romero Ariza, M., Hesse, A. & Straser, O. (2021). Promoting Active Citizenship in Mathematics and Science Teaching. International Journal of Science and Mathematics Education. DOI: 10.1007/s10763-021-10182-1.  https://link.springer.com/content/pdf/ 10.1007/s10763-021-10182-1.pdf. 
• Artigue, M., Bosch, M., Doorman, M., Juhász,P., Kvasz, L. and Maass, K.: Inquiry based mathematics education and the development of learning trajectories. Teaching Mathematics and Computer Science, 2020 / 18 / 3 (6). DOI: 10.5485/TMCS.2020.0505 - p. 63-89

2017 - 2019

• Maass, K., Cobb, P., Krainer, K. et al. (2019). Different ways to implement innovative teaching approaches at scale. Educational Studies in Mathematics, 102(3),303-318. DOI 10.1007/s10649-019-09920-8
• Maass, K., Geiger, V., Romero Ariza, M. & Goos, M. (2019). The Role of Mathematics in interdisciplinary STEM education. ZDM Mathematics Education, 51(6), 869-884. DOI 10.1007/s11858-019-01100-5.
• Maass, K., Doorman, M., Jonker, V. & Wijers, M. (2019). Promoting active citizenship in mathematics teaching. ZDM Mathematics Education, 51(6), 991-1003. DOI 10.1007/s11858-019-01048-6.
• Maass, K. & Engeln, K.(2019). Professional development on connections to the world of work in mathematics and science education. ZDM Mathematics Education, 51(6), 967-978. DOI 10.1007/s11858-019-01047-7.
• Maass, K. (2018). Overcoming the theory-practice divide in education. In P. Posch, Das Lernen von Lehrerinnen und Lehrern, Organisationen und Systemen: Festschrift zum 60. Geburtstag von Konrad Krainer. Münster: Waxmann, S. 247-260 ff.
• Maass, K. (2018). Scaling up Innovative Teaching Approaches in Mathematics: Supporting
  Teachers to Take up a New Role as Professional Development Course
  Leaders for Inquiry-Based Learning. Journal of Education and Training Studies, 6 (7), 1-16. DOI: 10.11114/jets.v6i7.3261.
• Maass, K. & Engeln, K. (2018). Effects of Scaled-up Professional Development Courses About Inquiry-Based Learning on Teachers. Journal of Education and Training Studies, 6 (4), 1-16. DOI: 10.11114/jets.v6i4.3083.
• Maass, K. & Engeln, K. (2018). Impact of professional development involving modelling on teachers and their teaching. ZDM, 50(1), 273-285. https://doi.org/10.1007/s11858-018-0911-y
• Maass, K. Swan, M., Aldorf, A.(2017). Mathematics Teachers’ Beliefs about Inquiry-based Learning after a Professional Development Course - An International Study. Journal of Education and Training Studies, 5 (9), 1-17. DOI: 10.11114/jets.v5i9.2556.   

2014 - 2016

• Weihberger, A., Bronner, P. Maass, K., & Reitz-Koncebovski, K. (2016). Inquiry-based learning and the world of work. In: Doorman, M. Jonker, V.  & Wijers, M.: Mathematics and Science in Life: Inquiry-based learning and the world of work (S. 94-97). http://www.mascil-project.eu/images/pdf/Mascil_BOOK_EN_web.pdf
• Maass, K., Wernisch, D., Reitz-Koncebovski, K. & Schäfer, E. (2015). Conference: Educating the educators. In: K. Maaß, G. Törner, D. Wernisch, E. Schäfer & K. Reitz-Koncebovski (Hrsg.): Educating the educators: international approaches to scaling up professional development in mathematics and science education (S. 5-10). Münster: Verlag für wissenschaftliche Texte und Medien .
• Maass, K., Wernisch, D. & Schäfer, E. (2015). Conference outcomes and conclusions. In: K. Maaß, G. Törner, D. Wernisch, E. Schäfer & K. Reitz-Koncebovski (Hrsg.): Educating the educators: international approaches to scaling up professional development in mathematics and science education (S. 11-17). Münster: Verlag für wissenschaftliche Texte und Medien.
• Dorier, J. & Maaß, K. (2014). Inquiry based Mathematics education. Encyclopedia of Mathematics education (S. 300-304). Dordrecht, Heidelberg, London, New York: Springer.

2011 – 2013

• Maaß, K. & Artigue, M. (2013). Implementation of inquiry-based learning in day-to-day teaching: a synthesis. ZDM - The International Journal on Mathematics Education, 45(6), 779–795.
• Maaß, K., & Doorman, M. (2013). A model for a widespread implementation of inquiry-based learning. ZDM - The International Journal on Mathematics Education, 45(6), 887-899.
• Engeln, K., Euler, M., & Maaß, K. (2013). Inquiry-based learning in mathematics and science: a comparative baseline study of teachers’ beliefs and practices across 12 European countries. ZDM – The International Journal onMathematics Education, 45(6), 823–836.
• Mischo, C. & Maaß, K. (2013). Which personal factors affect mathematical modelling? The effect of abilities, domain specific and cross domain-competences and beliefs on performance in mathematical modelling. Journal of Mathematical Modelling and Application, 1(7), 3-19.
• Mischo, C. & Maaß, K. (2013). The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling – An Intervention Study. Journal of Education and Training Studies, 1(1), 19-38.
• Maaß, K., & Mischo, C. (2011). Implementing Modelling into Day-to-Day Teaching Practice - The Project STRATUM and its Framework. Journal für Mathematik-Didaktik, 32(1), 103-131.
• Maaß, K. & Gurlitt, J. (2011). LEMA – Professional development of teachers in relation to mathematics modelling. In: G. Kaiser, W. Blum, R.Borromeo Ferri, G. Stillman: Trends in the teaching and learning of mathematical modelling – Proceedings of ICTMA14 (S. 629 - 639).  New York: Springer.
• Maaß K. (2011) Identifying Drivers for Mathematical Modelling – A Commentary. In: Kaiser G., Blum W., Borromeo Ferri R., Stillman G. (eds) Trends in Teaching and Learning of Mathematical Modelling. International Perspectives on the Teaching and Learning of Mathematical Modelling, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0910-2_36
• Maaß, K. (2011). How can teachers’ beliefs affect their professional development? ZDM 43(4), 573-586.

2008 – 2010

• Maaß, K. (2010).  Classification scheme for modelling tasks. Journal für Mathematik.Didaktik, Jg. 31 (2010), Heft 2, 285-311.
• Garcia, F. J., Maaß, K., & Wake, G. (2010). Theory meets practice - working pragmatically within different cultures and traditions. In R. Lesh, P. Galbraith, C. Haines & A. Hurford (Eds.), Modelling students' mathematics modeling competencies -  ICTMA 13 (S. 445-457). New York: Springer.
• Maaß, K. (2010). Modeling in Class and the Development of Beliefs about the Usefulness of Mathematics. In R. Lesh, P. Galbraith, C. Haines & A. Hurford (Eds.), Modelling students' modelling competencies - ICTMA 13 (S. 409-420). New York: Springer.
• Maaß, K., & Gurlitt, J. (2009). Designing a Teacher Questionnaire to Evaluate Professional Development in Modelling, Proceedings of CERME 6. 
• Maaß, K. (2009). What are teachers’ beliefs about effective mathematics teaching?. In J. Cai, G. Kaiser, B. Perry, & N.-Y. Wong, (Eds.), Effective Mathematics Teaching from Teachers’ Perspectives: National and Cross-National Studies (S.141-162). Rotterdam: Sense Publishers.

2005 – 2007

• Maaß, K. (2007). Modelling tasks for low achieving students – first results of an empirical study. In D. Pitta-Pantazi & G. Philippou, Proceedings of the fifth Congress of the European Society for Research in Mathematics Education CERME 5.
• Maaß, K. (2007). Modelling in class: What do we want students to learn. In: C. Haines, P. Galbraith, W. Blum & S. Khan (Eds.), Mathematical modelling – Education, Engineering and Economics (S. 63-78) Chichester: Horwood limited publishing.
• Maaß, K., & Kaiser, G. (2007). Modelling in Lower Secondary Mathematics Classroom – Problems and Chances. In W. Blum, P. Galbraith, H.-W. Henn & M. Niss (Eds.),  Modelling and applications in mathematics education (S. 99-108). New York: Springer
• Ca,i J., Perry, B.,  Ngai Ying, W., Maaß, K & Kaiser, G. (2006).What is effective mathematics teaching? East meets West. In J. Novotná, H. Moraová, M. Krátká, S. Nad’a (Eds.), Proceedings of the 30th conference of the International Group for the Psychology of  Mathematics, Charles University in Prague, 2006  Education, S. 203 (1)
• Maaß. K. (2006). What do we mean by modelling competencies? In  ZDM, 38(2).
• Maaß, K. (2005) Barriers and Opportunities for the Integration of Modelling in Mathematic Classes –Results of an Empirical Study. TMA (Teaching mathematics and its applications), 2/3, 61-74.

Vor 2005

• Maaß, K. (2001) Trigonometry with reference to land surveying techniques in maths lessons. In W., Matos, J., Blum, W. , Houston, K., Carreira, S., Modelling an mathematics education – ICTMA 9: Applications in Science and Technology (S. 411 -422). Coll House, Westergate, Chichester, West Sussex: Horwood Publishing Limited.