[
Baumert, J. & Kunter, M. (2013a). The COACTIV model of teachers’ professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers. Results from the COACTIV Project (pp. 25-48). New York, NY: Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-5149-5_2
]Search in Google Scholar
[
Baumert, J. & Kunter, M. (2013b). The effect of content knowledge and pedagogical content knowledge on instructional quality and student achievement. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers. Results from the COACTIV Project (pp. 175-205). New York, NY: Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-5149-5_9
]Search in Google Scholar
[
Blömeke, S. (2011). Teacher Education and Development Study. Learning to Teach (TEDS-LT) – Erfassung von Lehrerkompetenzen in gering strukturierten Domänen TEDS-LT – Assessment of professional competences of teachers in ill-structured domains. In S. Blömeke et al. (Eds.), Kompetenzen von Lehramtsstudierenden in gering strukturierten Domänen. Erste Ergebnisse aus TEDS-LT (pp. 7-24). Münster, Germany: Waxmann. https://doi.org/10.1177/0022487110386798
]Search in Google Scholar
[
Blömeke, S. (2013). Einleitung: Professionelle Kompetenzen im Studienverlauf [Introduction: professional competencies during university studies]. In S. Blömeke et al. (Eds.), Professionelle Kompetenzen im Studienverlauf – Weitere Ergebnisse zur Deutsch-, Englisch- und Mathematiklehrerausbildung aus TEDS-LT (pp. 7-24). Münster, Germany: Waxmann.
]Search in Google Scholar
[
Blömeke, S., Gustafsson, J.-E. & Shavelson, R. J. (2015). Beyond Dichotomies. Competence Viewed as a Continuum. Zeitschrift für Psychologie, 223(1), 3–13. https://doi.org/10.1027/2151-2604/a000194
]Search in Google Scholar
[
Boix Mansilla, V. (2010). Learning to synthesize: the development of interdisciplinary understanding. In R. Frodeman, J. T. Klein, C. Mitcham, & J. B. Holbrook (Eds.), The Oxford Handbook of Interdisciplinarity (pp. 288–306). Oxford: Oxford University Press.
]Search in Google Scholar
[
Defila, R. & Di Giulio, A. (2015). Integrating knowledge. Challenges raised by the “Inventory of Synthesis”. Futures, 65, 123-135.10.1016/j.futures.2014.10.013
]Search in Google Scholar
[
Depaepe, F., Verschaffel, L. & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12-25. http://dx.doi.org/10.1016/j.tate.2013.03.00110.1016/j.tate.2013.03.001
]Search in Google Scholar
[
Döhrmann, M., Kaiser, G., & Blömeke, S. (2010). Messung des mathematischen und mathematikdidaktischen Wissens: Theoretischer Rahmen und Teststruktur [Measurement of content knowledge and pedagogical content knowledge in mathematics: Theoretical framework and test structure]. In S. Blömeke, G. Kaiser, & R. Lehmann (Eds.), TEDS-M 2008. Professionelle Kompetenz und Lerngelegenheiten angehender Mathematiklehrkräfte für die Sekundarstufe I im internationalen Vergleich (pp. 169-196). Münster, Germany: Waxmann.
]Search in Google Scholar
[
Funke, J. (2013). Complex problem solving. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 682-685). Heidelberg: Springer.
]Search in Google Scholar
[
Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28-42). New York: Routledge. https://doi.org/10.4324/9781315735665
]Search in Google Scholar
[
Gruber, H., & Renkl, A. (2000). Die Kluft zwischen Wissen und Handeln: Das Problem des trägen Wissens [The gap between knowing and acting: The problem of inert knowledge]. In G. H. Neuweg (Ed.), Wissen – Können – Reflexion. Ausgewählte Verhältnisbestimmungen (pp. 155-174). Innsbruck, Austria: Studienverlag.
]Search in Google Scholar
[
Gvozdic, K. & Sander, E. (2018). When intuitive conceptions overshadow pedagogical content knowledge: Teachers’ conceptions of students’ arithmetic word problem solving strategies. Educational studies in mathematics, 98, 157-175. https://doi.org/10.1007/s10649-018-9806-7
]Search in Google Scholar
[
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
]Search in Google Scholar
[
Heckhausen, H. (1972). Discipline and interdisciplinarity. In OECD (Ed.), Interdisciplinarity. Problems of teaching and research in universities (pp. 83-89). Paris: OECD, Centre for Educational Research and Innovation.
]Search in Google Scholar
[
Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research & Development, 48(4), 63-85.10.1007/BF02300500
]Search in Google Scholar
[
Kempen, L., & Biehler, R. (2014). The quality of argumentations of first-year pre-service teachers. Proceedings of the joint meeting of PME 38 and PME-NA 35, Vol. 3, 425-432.
]Search in Google Scholar
[
Kempen, L., & Biehler, R. (2019). Fostering first-year pre-service teachers’ proof competencies. ZDM, 51, 731–746. https://doi.org/10.1007/s11858-019-01035-x
]Search in Google Scholar
[
Krauss, S. et al. (2017). Das Forschungsprojekt FALKO – ein einleitender Überblick [The research project FALKO – An introductory overview]. In S. Krauss et al. (Eds.), FALKO: Fachspezifische Lehrerkompetenzen. Konzeption von Professionswissenstests in den Fächern Deutsch, Englisch, Latein, Physik, Musik, Evangelische Religion und Pädagogik (pp. 9-65). Münster, Germany: Waxmann.
]Search in Google Scholar
[
Laschke, C., & Döhrmann, M. (2014). Beispielitems zur Erhebung des mathematischen und mathematikdidaktischen Wissens [Exemplary items for the investigation of content knowledge and pedagogical content knowledge in mathematics]. In C. Laschke, & S. Blömeke (Eds.), Teacher Education and Development Study: Learning to teach Mathematics (TEDS-M 2008). Dokumentation der Erhebungsinstrumente (pp. 347-409). Münster, Germany: Waxmann.
]Search in Google Scholar
[
Lindl, A., & Krauss, S. (2017). Transdisziplinäre Perspektiven auf domänenspezifische Lehrerkompetenzen. Eine Metaanalyse zentraler Resultate des Forschungsprojektes FALKO [Trans-disciplinary perspective of field specific competencies of teachers. A meta-analysis of central results of the research project FALKO]. In S. Krauss et al. (Eds.), FALKO: Fachspezifische Lehrerkompetenzen. Konzeption von Professionswissenstests in den Fächern Deutsch, Englisch, Latein, Physik, Musik, Evangelische Religion und Pädagogik (pp. 381-438). Münster, Germany: Waxmann.
]Search in Google Scholar
[
Mason, J. (1984). Generic examples: Seeing the general in the particular. Educational studies in mathematics, 15, 277-289. https://doi.org/10.1007/BF00312078
]Search in Google Scholar
[
Ricco, R. B. (2015). The development of reasoning. In L. S. Liben & U. Mueller (Eds.), Handbook of child psychology and developmental science: Vol. 2, Cognitive processes (7th ed., pp. 519-570). Hoboken, NJ: Wiley. https://doi.org/10.1002/9781118963418.childpsy213
]Search in Google Scholar
[
Rosenkränzer, F. et al. (2016). Das Fachdidaktische Wissen von Lehramtsstudierenden zur Förderung von systemischem Denken: Konzeptualisierung, Operationalisierung und Erhebungsmethode [PCK of preservice teachers for fostering systemic thinking: Conceptualisation, operationalisation and method of data collection]. Zeitschrift für Didaktik der Naturwissenschaften, 22(1), 109-121. https://doi.org/10.1007/s40573-016-0045-0
]Search in Google Scholar
[
Rothgangel, M., & Vollmer, H. J. (2017). Ausgangspunkte [Starting points]. In H. Bayrhuber et al. (Eds.), Auf dem Weg zu einer Allgemeinen Fachdidaktik: Allgemeine Fachdidaktik, Band 1 (pp. 22-30). Münster, Germany: Waxmann.
]Search in Google Scholar
[
Schoenfeld, A. H. (2010). How we think: A theory of goal-oriented decision making and its educational applications. New York, NY: Routledge.10.4324/9780203843000
]Search in Google Scholar
[
Sherin, M. G., & van Es, E. A. (2009). Effects of a video club participation on teachers’ professional vision. Journal of Teacher Education, 69(1), 20-37. https://doi.org/10.1177/0022487108328155
]Search in Google Scholar
[
Shulman, L. S. (1986). Those who understand. Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
]Search in Google Scholar
[
Shulman, L. S. (1987). Knowledge and teaching. Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.10.17763/haer.57.1.j463w79r56455411
]Search in Google Scholar
[
Shulman, L. S. (2015). PCK: Its genesis and exodus. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.)., Re-examining pedagogical content knowledge in science education (pp. 3-13). New York: Routledge. https://doi.org/10.4324/9781315735665
]Search in Google Scholar
[
Son, J. (2013). How preservice teachers interpret and respond to student errors: ratio and proportion in similar rectangles. Educational studies in mathematics, 84, 49-70. https://doi.org/10.1007/s10649-013-9475-5
]Search in Google Scholar
[
Sturm, A. (2016). Beurteilen und Kommentieren von Texten als fachdidaktisches Wissen [Assessing and commenting on texts as part of PCK]. Leseräume, 3(3), 115-132.
]Search in Google Scholar
[
Tatto, M.T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Policy, practice, and readiness to teach primary and secondary mathematics. Conceptual framework. East Lansing, MI: Teacher Education and Development International Study Center, College of Education, Michigan State University.
]Search in Google Scholar
[
van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10, 571-596.
]Search in Google Scholar
[
Winkler, I. (2010). Lernaufgaben im Literaturunterricht [Learning tasks in literature classes]. In H. Kiper et al. (Eds.), Lernaufgaben und Lernmaterialien im kompetenzorientierten Unterricht (pp. 103-113). Stuttgart, Germany: Kohlhammer.
]Search in Google Scholar
[
Yopp, D., & Ely, R. (2016). When does an argument use a generic example? Educational Studies in Mathematics, 91, 37-53. https://doi.org/10.1007/s10649-015-9633-z
]Search in Google Scholar
[
Zabka, T. (2006). Typische Operationen literarischen Verstehens. Zu Martin Luther, Vom Raben und Fuchs (5./6. Schuljahr) [Typical operations in understanding literature. On Martin Luther’s “On raven and fox” (grade 5/6)]. In C. Kammler (Ed.), Literarische Kompetenzen – Standards im Literaturunterricht. Modelle für die Primarund Sekundarstufe (pp. 80-101). Seelze, Germany: Klett/Kallmeyer.
]Search in Google Scholar