[
Bieber, G., Egyptien, E., Klein, G., Oechslein, K., & Pikowsky, B. (2018). Positionspapier der Lan- desinstitute und Qualitätseinrichtungen der Länder zum Transfer von Forschungswissen. Deutscher Bildungsserver https://www.ls-bw.de/site/pbs-bw-new/get/documents/KUL-TUS.Dachmandant/KULTUS/Dienststellen/ls-bw/Service/Wissenstransfer/Positionspapier_Transfer_31.10.18.pdf
]Search in Google Scholar
[
Burkhardt, H., & Schoenfeld, A. (2003). Improving educational research: Toward a more useful, more influential, and better-funded enterprise. Educational Researcher, 32(9), 3–14. https://doi.org/10.3102/0013189X03200900310.3102/0013189X032009003
]Search in Google Scholar
[
Century, J., & Cassata, A. (2016). Implementation Research: Finding Common Ground on What, How, Why, Where, and Who. Review of Research in Education, 40(1), 169–215. https://doi.org/10.3102/0091732X16665
]Search in Google Scholar
[
Cobb, P. & Jackson, K. (2021). An Empirically Grounded System of Supports for Improving the Quality of Mathematics Teaching on a Large Scale. Implementation and Replication Studies in Mathematics Education, 1(1), 77–110. https://doi.org/10.1163/26670127-0101000410.1163/26670127-01010004
]Search in Google Scholar
[
Cobb, P., Jackson, K., & Dunlap Sharpe, C. (2017). Conducting Design Studies to Investigate and Support Mathematics Students’ and Teachers’ Learning. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 208–233). NCTM.
]Search in Google Scholar
[
Coburn, C. E. (2003). Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change. Educational Researcher, 32(6), 3−12. https://doi.org/10.3102/0013189X03200600310.3102/0013189X032006003
]Search in Google Scholar
[
Coburn, C. E., & Penuel, W. R. (2016). Research– practice partnerships in education: Outcomes, dynamics, and open questions. Educational Researcher, 45(1), 48–54 https://doi.org/10.3102/0013189X1663175010.3102/0013189X16631750
]Search in Google Scholar
[
Cohen, D. K., Raudenbush, S. W., & Ball, D. L. (2003). Resources, Instruction, and Research. Educational Evaluation and Policy Analysis, 25(2), 119–142. https://doi.org/10.3102/0162373702500211910.3102/01623737025002119
]Search in Google Scholar
[
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.10.54300/122.311
]Search in Google Scholar
[
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–200. https://doi.org/10.3102/0013189X0833114010.3102/0013189X08331140
]Search in Google Scholar
[
Farrell, C., Penuel, W. R., Allen, A.-R., Anderson, E. R., Bohannon, A. X., Coburn, C. E., & Brown, S. L. (2022). Learning at the boundaries of research and practice: A framework for understanding research-practice partnerships. Educational Researcher, 1–12. https://doi.org/10.3102/0013189X21106907310.3102/0013189X211069073
]Search in Google Scholar
[
Gaidoschik, M., Moser Opitz, E., Nührenbörger, M., & Rathgeb-Schnierer, E. (2021). Besondere Schwierigkeiten beim Mathematiklernen. Special Issue der Mitteilungen der Gesellschaft für Didaktik der Mathematik, 47(111S). https://ojs.didaktik-der-mathematik.de/index.php/mgdm/issue/view/46
]Search in Google Scholar
[
Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, O., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79(3), 1202–1242. https://doi.org/10.3102/003465430933443110.3102/0034654309334431
]Search in Google Scholar
[
Gräsel, C. (2010). Stichwort: Transfer und Trans- ferforschung im Bildungsbereich. Zeitschrift für Erziehungswissenschaft, 13(1), 7–20. https://doi.org/10.1007/s11618-010-0109-810.1007/s11618-010-0109-8
]Search in Google Scholar
[
Gravemeijer, K., & Cobb, P. (2006). Design research from a learning design perspective. In J. v. d. Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research: The design, development and evaluation of programs, processes and products (pp. 17–51). Routledge.
]Search in Google Scholar
[
Gravemeijer, K., Bruin-Muurling, G., Kraemer, J.- M., & van Stiphout, I. (2016). Shortcomings of Mathematics Education Reform in The Netherlands: A Paradigm Case? Mathematical Thinking and Learning, 18(1), 25–44. https://doi.org/10.1080/10986065.2016.11078 21
]Search in Google Scholar
[
Jaworski, B., Chapman, O., Clark-Wilson, A., Cusi, A., Esteley, C., Goos, M., Isoda, M, Joubert, M., & Robutti, O. (2017). Mathematics Teachers Working and Learning Through Collaboration. In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education (pp. 261-276). Springer.10.1007/978-3-319-62597-3_17
]Search in Google Scholar
[
Karsenty, R. (2010). Nonprofessional mathematics tutoring for low-achieving students in secondary schools: A case study. Educational Studies in Mathematics, 74(1), 1–21. https://doi.org/10.1007/s10649-009-9223-z10.1007/s10649-009-9223-z
]Search in Google Scholar
[
Kieran, C., Krainer, K., & Shaughnessy, J. M. (2013). Linking research to practice: Teachers as key stakeholders in mathematics education research. In M. A. K. Clements, A. J. Bishop, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Third International Handbook of Mathematics Education (pp. 361–392). New York: Springer.
]Search in Google Scholar
[
Leibniz Association (2019). Leibniz Transfer Policy: With project examples showing the transfer of scientific findings to society, the economy and politics. https://www.leibniz-gemein-schaft.de/en/about-us/whats-new/media-centre/publications/leibniz-transfer-policy
]Search in Google Scholar
[
Lipowsky, F., & Rzejak, D. (2019). Was macht Fortbildungen für Lehrkräfte erfolgreich? – Ein Update. In B. Groot-Wilken, & R. Körber (Eds.), Nachhaltige Fortbildungen für Lehrerinnen und Lehrer: Ideen, Entwicklungen, Konzepte (pp. 15–56) Bielefeld: WBV.
]Search in Google Scholar
[
Maaß, K., & Artigue, M. (2013). Implementation of inquiry-based learning in day-to-day teaching: A synthesis. ZDM – Mathematics Education, 45(6), 779–795. https://doi.org/10.1007/s11858-013-0528-010.1007/s11858-013-0528-0
]Search in Google Scholar
[
Maaß, K., Cobb, P., Krainer, K., & Potari, D. (2019). Different ways to implement innovative teaching approaches at scale Educational Studies in Mathematics, 102(3), 303–318. https://doi.org/10.1007/s10649-019-09920-810.1007/s10649-019-09920-8
]Search in Google Scholar
[
Maccini, P., Mulcahy, C. A., & Wilson, M. G. (2007). A follow-up of mathematics interventions for secondary students with learning disabilities. Learning Disabilities Research & Practice, 22(1), 58–74. https://doi.org/10.1111/J.1540-5826.2007.00231.X10.1111/j.1540-5826.2007.00231.x
]Search in Google Scholar
[
Moser Opitz, E. (2007). Rechenschwäche/Dyskalkulie. Theoretische Klärungen und empirische Studien an betroffenen Schülerinnen und Schülern. Bern: Haupt.
]Search in Google Scholar
[
Moser Opitz, E., Freesemann, O., Prediger, S., Grob, U., Matull, I., & Hußmann, S. (2017). Remediation for Students with mathematics difficulties: An intervention study in middle schools. Journal of Learning Disabilities, 50(6), 724–736 https://doi.org/10.1177/002221941666832310.1177/0022219416668323
]Search in Google Scholar
[
Penuel, W. R., & Fishman, B. J. (2012). Large-Scale Science Education Intervention Research We Can Use. Journal of Research in Science Teaching, 49(3), 281–304. https://doi.org/10.1002/tea.2100110.1002/tea.21001
]Search in Google Scholar
[
Pinto, A., & Koichu, B. (2021). Implementation of mathematics education research as crossing the boundary between disciplined inquiry and teacher inquiry. ZDM – Mathematics Education, 53(5), 1085–1096. https://doi.org/10.1007/s11858-021-01286-710.1007/s11858-021-01286-7
]Search in Google Scholar
[
Prediger, S. ( in press). Using and developing content-related theory elements for explaining and promoting teachers’ professional growth in collaborative groups. In H. Borko & D. Potari (Eds.), Teachers of mathematics working and learning in collaborative groups (ICMI Study). Springer.
]Search in Google Scholar
[
Prediger, S. (2023, in press). Implementation von Förderkonzepten zum Aufarbeiten von Verstehensgrundlagen: Strategien und Bedingungen aus Mathe sicher können. Mathematica Didactica, 45(1).
]Search in Google Scholar
[
Prediger, S., & Buró, S. (2021). Selbstberichtete Praktiken von Lehrkräften zu Anforderungssituationen des inklusiven Mathematikunterrichts - Eine Interviewstudie. Journal für Mathematikdi- daktik, 42(1), 187–217. https://doi.org/10.1007/s13138-020-00172-110.1007/s13138-020-00172-1
]Search in Google Scholar
[
Prediger, S., Dröse, J., Stahnke, R., & Ademmer, C. (2022, online first). Teacher expertise for fostering at-risk students’ understanding of basic concepts: Conceptual model and evidence for growth. Journal of Mathematics Teacher Education,111(3), 399 – 422. https://doi.org/10.1007/s10857-022-09538-310.1007/s10857-022-09538-3
]Search in Google Scholar
[
Prediger, S., Fischer, C., Selter, C., & Schöber, C. (2019). Combining material- and community- based implementation strategies for scaling up: The case of supporting low-achieving middle school students. Educational Studies in Mathematics, 102(3), 361–378. https://doi.org/10.1007/s10649-018-9835-210.1007/s10649-018-9835-2
]Search in Google Scholar
[
Roessler, I., & Hachmeister, C.-D. (2021). Wissens- transfer als Bestandteil der Third Mission der Hochschulen. In U. Schmidt & K. Schönheim (Eds.), Transfer von Innovation und Wissen (pp. 195 – 214). Springer. https://doi.org/10.1007/978-3-658-33667-7_1110.1007/978-3-658-33667-7_11
]Search in Google Scholar
[
Rösken-Winter, B., Stahnke, R., Prediger, S., & Gasteiger, H. (2021). Towards a research base for implementation strategies addressing mathematics teachers and facilitators. ZDM – Mathematics Education, 53(5), 1007–1019. https://doi.org/10.1007/s11858-021-01220-x10.1007/s11858-021-01220-x
]Search in Google Scholar
[
Scherer, P., Beswick, K., DeBlois, L., Healy, L., & Moser Opitz, E. (2016). Assistance of students with mathematical learning difficulties: how can research support practice? ZDM – Mathematics Education, 48(5), 633–649. doi.org/10.1007/S11858-016-0800-1
]Search in Google Scholar
[
Selter, C., Prediger, S., Nührenbörger, M., & Hußmann, S. (Eds.). (2014). Mathe sicher können – Natürliche Zahlen. Förderbausteine und Hand- reichungen für ein Förderkonzept zur Sicherung mathematischer Basiskompetenzen. Berlin: Cornelsen. http://mathe-sicher-koennen.dzlm.de/002.
]Search in Google Scholar
[
Slavin, R. E., & Madden, N. A. (1989). What Works for Students at Risk: A Research Synthesis. Educational Leadership, 46(5), 4–13.
]Search in Google Scholar
[
Stacey, K., Steinle, V., Price, B., & Gvozdenko, E. (2018). Specific mathematics assessments that reveal thinking. In T. Leuders, K. Philipp, & J. Leuders (Eds.), Diagnostic Competence of Mathematics Teachers (pp. 241–261). Springer. https://doi.org/10.1007/978-3-319-66327-2_1310.1007/978-3-319-66327-2_13
]Search in Google Scholar
[
Stanat, P., Schipolowski, S., Schneider, R., Karoline A. Sachse, Weirich, S., & Henschel, S. (2022). IQB-Bildungstrend 2021: Kompetenzen in den Fächern Deutsch und Mathematik am Ende der 4. Jahrgangsstufe: Erste Ergebnisse nach über einem Jahr Schulbetrieb unter Pandemiebedingungen. Waxmann. https://doi.org/https://www.iqb.hu-ber-lin.de/bt/BT2021/Bericht/
]Search in Google Scholar
[
Swan, M. (2007). The impact of task-based professional development on teachers’ practices and beliefs: A design research study. Journal of Mathematics Teacher Education, 10(4-6), 217–237. https://doi.org/10.1007/s10857-007-9038-810.1007/s10857-007-9038-8
]Search in Google Scholar
[
Van den Heuvel-Panhuizen, M. (2005). Can scientific research answer the ‘what’ question of mathematics education? Cambridge Journal of Education, 35(1), 35–53. https://doi.org/10.1080/030576404200033248910.1080/0305764042000332489
]Search in Google Scholar
[
Wang, T. Y., Lin, F. L., & Yang, K. L. (2021). Success factors for a national problem-driven program aimed at enhancing affective performance in mathematics learning. ZDM – Mathematics Education, 53(5), 1121–1136. https://doi.org/10.1007/s11858-021-01285-810.1007/s11858-021-01285-8
]Search in Google Scholar
[
Watson, A., & de Geest, E. (2005). Principled teaching for deep progress: Improving mathematical learning beyond methods and materials. Educational Studies in Mathematics, 58(2), 209–234. https://doi.org/10.1007/s10649-005-2756-x10.1007/s10649-005-2756-x
]Search in Google Scholar
[
Wittmann, E. Ch. (1982|2021). Teaching units as the integrating core of mathematics education. In E. C. Wittmann (Ed.), Connecting mathematics and mathematics education: Collected papers on mathematics education as a design science (pp. 25–36). Springer 2021.10.1007/978-3-030-61570-3_2
]Search in Google Scholar
[
https://doi.org/10.1007/978-3-030-61570-2 (Translation of Wittmann, E. Ch. (1982). Unterrichtsbeispiele als integrierender Kern der Mathematikdidaktik. Journal für Mathematik-Didaktik, 3(1), 3–20.10.1007/BF03338657
]Search in Google Scholar
[
https://doi.org/10.1007/BF03338657)
]Search in Google Scholar
