Prof. Dr. Katja Maaß
@ PH Freiburg

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Schriften in englischer Sprache

2017

  • Katja 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. https://doi.org/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 Medienn .

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.
  • Dorier, J. & Maaß, K. (2012). Inquiry based Mathematics education. Encyclopedia of Mathematics education. Heidelberg: Springer.
  • 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). 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.