[
Andrzejewska, M., & Stolińska, A. (2016). Comparing the Difficulty of Tasks Using Eye Tracking Combined with Subjective and Behavioural Criteria. Journal of Eye Movement Research, 9(3). https://doi.org/10.16910/jemr.9.3.3
]Search in Google Scholar
[
Artelt, C., & Rausch, T. (2014). Accuracy of teacher judgments: When and for what reasons? In S. Krolak-Schwerdt, S. Glock, & M. Böhmer (Eds.), The future of education research: Volume 03. Teachers’ professional development: Assessment, training, and learning (pp. 27–43). Rotterdam, Boston, Taipei: Sense Publishers.
]Search in Google Scholar
[
Beitlich, J. T., Obersteiner, A., Moll, G., Mora Ruano, J. G., Pan, J., Reinhold, S., & Reiss, K. (2014). The role of pictures in reading mathematical proofs: An eye movement study. In Liljedahl, Peter (ed.) et al. (Ed.), Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education: Vancouver, Canada, July 15-20,2014 (pp. 121–128). Belo Horizonte, Brazil: International Group for the Psychology of Mathematics Education.
]Search in Google Scholar
[
Bromme, R. (1981). Das Denken von Lehrern bei der Unterrichtsvorbereitung: eine empirische Untersuchung zu kognitiven Prozessen von Mathematiklehrern: Beltz.
]Search in Google Scholar
[
Chapman, O. (2014). Overall Commentary: Understanding and Changing Mathematics Teachers. In J.-J. Lo, K. R. Leatham, & L. R. van Zoest (Eds.), Research in Mathematics Education. Research Trends in Mathematics Teacher Education (pp. 295–309). Cham, s.l.: Springer International Publishing. https://doi.org/10.1007/978-3-319-02562-9_16
]Search in Google Scholar
[
Corno, L. (2008). On Teaching Adaptively. Educational Psychologist, 43(3), 161–173. https://doi.org/10.1080/00461520802178466
]Search in Google Scholar
[
Dewolf, T., Van Dooren, W., Hermens, F., & Verschaffel, L. (Eds.) (2013). Do students attend to and profit from representational illustrations of non-standard mathematical word problems?: PME; Kiel, Germany.10.1007/s11251-014-9332-7
]Search in Google Scholar
[
Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87, 215.10.1037/0033-295X.87.3.215
]Search in Google Scholar
[
Hardy, I., Decristan, J., & Klieme, E. (2019). Adaptive teaching in research on learning and instruction. Journal for Educational Research Online, 11, 169–191.
]Search in Google Scholar
[
Hattikudur, S., Prather, R. W., Asquith, P., Alibali, M. W., Knuth, E. J., & Nathan, M. (2012). Constructing graphical representations: Middle schoolers’ intuitions and developing knowledge about slope and y-intercept. School Science and Mathematics, 112, 230–240.10.1111/j.1949-8594.2012.00138.x
]Search in Google Scholar
[
Helmke, A., & Schrader, F.-W. (1987). Interactional effects of instructional quality and teacher judgement accuracy on achievement. Teaching and Teacher Education, 3(2), 91–98. https://doi.org/10.1016/0742-051X(87)90010-2
]Search in Google Scholar
[
Holmqvist, K., Nyström, M., Andersson, R., Dewhurst, R., Jarodzka, H., & van de Weijer, J. (2011). Eye tracking: A comprehensive guide to methods and measures (First edition). Oxford, New York, Auckland: Oxford University Press.
]Search in Google Scholar
[
Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87, 329.10.1037/0033-295X.87.4.329
]Search in Google Scholar
[
Karst, K. (2012). Kompetenzmodellierung des diagnostischen Urteils von Grundschullehrern: Waxmann Verlag.
]Search in Google Scholar
[
Klein, P., Viiri, J., & Kuhn, J. (2019). Visual cues improve students’ understanding of divergence and curl: Evidence from eye movements during reading and problem solving. Physical Review Physics Education Research, 15(1). https://doi.org/10.1103/PhysRevPhysEducRes.15.010126
]Search in Google Scholar
[
Loibl, K., Leuders, T., & Dörfler, T. (2020). A Framework for Explaning Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM). Teaching and Teacher Education.10.1016/j.tate.2020.103059
]Search in Google Scholar
[
Matin, E. (1974). Saccadic suppression: A review and an analysis. Psychological Bulletin, 81(12), 899–917. https://doi.org/10.1037/h0037368
]Search in Google Scholar
[
McElvany, N., Schroeder, S., Hachfeld, A., Baumert, J., Richter, T., Schnotz, W., Ullrich, M. (2009). Diagnostische Fähigkeiten von Lehrkräften. Zeitschrift Für Pädagogische Psychologie, 23, 223–235.10.1024/1010-0652.23.34.223
]Search in Google Scholar
[
Nitsch, R. (2015). Diagnose von Lernschwierigkeiten im Bereich funktionaler Zusammenhänge. Wiesbaden: Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-10157-2
]Search in Google Scholar
[
Ostermann, A., Leuders, T., & Nückles, M. (2017). Improving the judgment of task difficulties: prospective teachers’ diagnostic competence in the area of functions and graphs. Journal of Mathematics Teacher Education, 3(5), 175. https://doi.org/10.1007/s10857-017-9369-z
]Search in Google Scholar
[
Parsons, S., Vaughn, M., Scales, R., Gallagher, M., Parsons, A., Davis, S., Allen, M. (2018). Teachers’ Instructional Adaptations: A Research Synthesis. Review of Educational Research, 88(2), 205–242. https://doi.org/10.3102/0034654317743198
]Search in Google Scholar
[
Philipp, K. (2018). Diagnostic Competence of Mathematics Teachers with a View to Processes and Knowledge Recources. In T. Leuders, K. Philipp, & J. Leuders (Eds.), Mathematics Teacher Education: Vol. 11. Diagnostic Competence of Mathematics Teachers: Unpacking a Complex Construct in Teacher Education and Teacher Practice. Cham: Springer International Publishing.
]Search in Google Scholar
[
Rayner, K., Pollatsek, A., Ashby, J., & Clifton Jr, C. (2012). Psychology of reading: Psychology Press.10.4324/9780203155158
]Search in Google Scholar
[
Reinhold, S. (2018). Revealing and Promoting Pre-service Teachers’ Diagnostic Strategies in Mathematical Interviews with First-Graders. In T. Leuders, K. Philipp, & J. Leuders (Eds.), Mathematics Teacher Education: Vol. 11. Diagnostic Competence of Mathematics Teachers: Unpacking a Complex Construct in Teacher Education and Teacher Practice. Cham: Springer International Publishing.
]Search in Google Scholar
[
Russell, M., O’Dwyer, L. M., & Miranda, H. (2009). Diagnosing students’ misconceptions in algebra: Results from an experimental pilot study. Behavior Research Methods, 41, 414–424.10.3758/BRM.41.2.414
]Search in Google Scholar
[
Schindler, M., & Lilienthal, A. J. (2019a). Students’ Creative Process in Mathematics: Insights from Eye-Tracking-Stimulated Recall Interview on Students’ Work on Multiple Solution Tasks. International Journal of Science and Mathematics Education, 1–22.10.1007/s10763-019-10033-0
]Search in Google Scholar
[
Schindler, M., & Lilienthal, A. J. (2019b). Domain-specific interpretation of eye tracking data: towards a re-fined use of the eye-mind hypothesis for the field of geometry. Educational Studies in Mathematics, 1, 33.10.1007/s10649-019-9878-z
]Search in Google Scholar
[
Schrader, F.-W. (1989). Diagnostische Kompetenzen von Lehrern und ihre Bedeutung für die Gestaltung und Effektivität des Unterrichts: Lang.
]Search in Google Scholar
[
Schreiter, S., Vogel, M., Rehm, M., & Dörfler, T. (accepted). Teachers‘ diagnostic judgment regarding the difficulty of fraction tasks: A reconstruction of perceived and processed task characteristics. RISTAL.
]Search in Google Scholar
[
Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms. American Educational Research Journal, 33(2), 455–488. https://doi.org/10.3102/00028312033002455
]Search in Google Scholar
[
Strohmaier, A. R., MacKay, K. J., Obersteiner, A., & Reiss, K. (2020). Eye tracking methodology in mathematics education research: a systematic literature review. Educational Studies in Mathematics.10.1007/s10649-020-09948-1
]Search in Google Scholar
[
Strohmaier, A. R., Lehner, M. C., Beitlich, J. T., & Reiss, K. M. (2019). Eye Movements During Mathematical Word Problem Solving—Global Measures and Individual Differences. Journal Für Mathematik-Did-aktik.10.1007/s13138-019-00144-0
]Search in Google Scholar
[
Südkamp, A., Kaiser, J., & Möller, J. (2012). Accuracy of teachers’ judgments of students’ academic achievement: A meta-analysis. Journal of Educational Psychology, 104(3), 743–762. https://doi.org/10.1037/a0027627
]Search in Google Scholar
[
Sullivan, P., Clarke, D., & Clarke, B. (2012). Teaching with tasks for effective mathematics learning (Vol. 9): Springer Science & Business Media.
]Search in Google Scholar
[
Unema, P., & Rötting, M. (1990). Differences in Eye Movements and Mental Workload between Experienced and Inexperienced Drivers In: D. Brogan (Ed.), Visual Search: London, Taylor & Francis.
]Search in Google Scholar
[
Waern, Y. (1988). Thoughts on text in context: Applying the think-aloud method to text processing. Text-Interdisciplinary Journal for the Study of Discourse, 8, 327–350.10.1515/text.1.1988.8.4.327
]Search in Google Scholar
[
Wildgans-Lang, A., Scheuerer, S., Obersteiner, A., Fischer, F., & Reiss, K. (2020). Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment. ZDM, 52(2), 241–254. https://doi.org/10.1007/s11858-020-01139-9
]Search in Google Scholar
