[
Abedi, J. (2006). Language issues in item-development. In S. M. Downing & T. M. Haldyna (Eds.), Handbook of test development (pp. 377–398). Mahwah: Erlbaum.
]Search in Google Scholar
[
Abedi, J., & Lord, C. (2001). The language factor in mathematics tests. Applied Measurement in Education, 14(3), 219–234.10.1207/S15324818AME1403_2
]Search in Google Scholar
[
Bailey, A. L. (2007). The language demands of school: Putting academic English to the test. New Haven: Yale.
]Search in Google Scholar
[
Bikner-Ahsbahs, A., Knipping, C., & Presmeg, N. (Eds.). (2016). Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods. Dordrecht: Springer.
]Search in Google Scholar
[
Borromeo Ferri, R. (2006). Theoretical and empirical differentiations of phases in the modelling process. ZDM Mathematics Education, 38(2), 86–95.10.1007/BF02655883
]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), 3–14.10.3102/0013189X032009003
]Search in Google Scholar
[
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design Experiments in Educational Research. Educational Researcher, 32(1), 9–13.10.3102/0013189X032001009
]Search in Google Scholar
[
Duarte, J., Gogolin, I., & Kaiser, G. (2011). Sprachlich bedingte Schwierigkeiten von mehrsprachigen Schülerinnen und Schülern bei Textaufgaben. In S. Prediger & E. Özdil (Eds.), Mathematiklernen unter Bedingungen der Mehrsprachigkeit (pp. 35–53). Münster: Waxmann.
]Search in Google Scholar
[
Dröse, J. & Prediger, S. (in press). Scaffolding für fachbezogene textsortenspezifische Lesestrategien. To appear in B. Ahrenholz, S. Jeuk, B. Lütke, J. Paetsch, & H. Roll (Eds.), Fachunterricht, Sprachbildung und Sprachkompetenzen. Berlin: De Gruyter.
]Search in Google Scholar
[
Erath, K. (2017). Talking about conceptual knowledge. In B. Kaur, W.K. Ho, T.L. Toh, & B.H. Choy (Eds.), Proceedings of PME 41 (Vol. 2, pp. 321–328). Singapore: PME.
]Search in Google Scholar
[
GFD – Gesellschaft für Fachdidaktik (2016). Diskussionspapier der GFD - Formate Fachdidaktischer Forschung. http://www.fachdidaktik.org/Home.html.
]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 (pp. 17–51). London: Routledge.
]Search in Google Scholar
[
Haag, N., Heppt, B., Roppelt, A., & Stanat, P. (2015). Linguistic simplification of mathematics items. European Journal of Psychology of Education, 30(2), 145–167.10.1007/s10212-014-0233-6
]Search in Google Scholar
[
Haag, N., Heppt, B., Stanat, P., Kuhl, P., & Pant, H. A. (2013). Second language learners’ performance in mathematics. Learning and Instruction, 28(0), 24-3410.1016/j.learninstruc.2013.04.001
]Search in Google Scholar
[
Hagena, M., Leiß, D., & Schwippert, K. (2017). Using reading strategy training to foster students’ mathematical modelling competencies. Eurasia Journal of Mathematics Science and Technology Education, 13(7b), 4057–4085.
]Search in Google Scholar
[
Hannafin, M., Land, S., & Oliver, K. (1999). Open Learning Environments. In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models (Vol. 2, pp. 115–140). Mahwah: Lawrence Erlbaum.
]Search in Google Scholar
[
Hellmich, F., & Förster, S. (2015). Transfereffekte eines wortschatzbasierten Lesetrainings auf die Bearbeitungsqualität mathematischer Textaufgaben. In D. Blömer, M. Lichtblau, A.-K. Jüttner, K. Koch, M. Krüger, & R. Werning (Eds.), Perspektiven auf inklusive Bildung (pp. 255–260). Wiesbaden: Springer.
]Search in Google Scholar
[
Huang, J., Normandia, B., & Greer, S. (2005). Communicating Mathematically: Comparison of Knowledge Structures in Teacher and Student Discourse in a Secondary Math Classroom. Communication Education, 54(1), 34–51. doi:10.1080/14613190500077002.
]Open DOISearch in Google Scholar
[
Lajoie, S. (2005). Extending the scaffolding metaphor. Instructional Science, 33(5-6), 541–557.10.1007/s11251-005-1279-2
]Search in Google Scholar
[
Moschkovich, J. (2013). Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners. Journal of Urban Mathematics Education, 6(1), 45–57.
]Search in Google Scholar
[
Nesher, P. & Teubal. E. (1975). Verbal cues as an interfering factor in verbal problem solving. Educational Studies in Mathematics, 6(1), 41–51.10.1007/BF00590023
]Search in Google Scholar
[
Niederhaus, C., Pöhler, B., & Prediger, S. (2016). Relevante Sprachmittel für mathematische Textaufgaben. In E. Tschirner, O. Bärenfänger, & J. Möhring (Eds.). Deutsch als fremde Bildungssprache (pp. 135–162). Stauffenberg: Tübingen.
]Search in Google Scholar
[
OECD. (2007). PISA 2006. Science competencies for tomorrow’s world (Vol. 2). Paris: OECD.10.1787/9789264040014-en
]Search in Google Scholar
[
Paetsch, J., Felbrich, A., & Stanat, P. (2015). Der Zusammenhang von sprachlichen und mathematischen Kompetenzen bei Kindern mit Deutsch als Zweitsprache. Zeitschrift für Pädagogische Psychologie, 29(1), 19–29.10.1024/1010-0652/a000142
]Search in Google Scholar
[
Pöhler, B., & Prediger, S. (2015). Intertwining lexical and conceptual learning trajectories. Eurasia Journal of Mathematics, Science, & Technology Education, 11(6), 1697–1722.
]Search in Google Scholar
[
Pöhler, B., George, A. C., Prediger, S., & Weinert, H. (2017). Are word problems really more difficult for students with low language proficiency?. IEJME – Mathematics Education, 12(7), 667–687.
]Search in Google Scholar
[
Pöhler, B., Prediger, S., & Neugebauer, P. (2017). Content- and language integrated learning: A field experiment for percentages. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of PME 41 (Vol. 4, pp. 73–80). Singapore: PME.
]Search in Google Scholar
[
Prediger, S. (in press). Welche Forschung kann Sprachbildung im Fachunterricht empirisch fundieren? Ein Überblick zu mathematikspezifischen Studien und ihre forschungsstrategische Einordnung. To appear in B. Ahrenholz, S. Jeuk, B. Lütke, J. Paetsch, & H. Roll (Eds.), Fachunterricht, Sprachbildung und Sprachkompetenzen. Berlin: De Gruyter.
]Search in Google Scholar
[
Prediger, S., & Krägeloh, N. (2015a). Low achieving eighth graders learn to crack word problems: a design research project. ZDM Mathematics Education, 47(6), 947–962. doi:10.1007/s11858-015-0702-7.
]Open DOISearch in Google Scholar
[
Prediger, S., & Krägeloh, N. (2015b). The epistemic role of languages while constructing meaning for the variable as generalizers. In A. Halai & P. Clarkson (Eds.). Teaching and Learning Mathematics in Multilingual Classrooms (pp. 89–108). Rotterdam: Sense.
]Search in Google Scholar
[
Prediger, S., & Wessel, L. (2013). Fostering German language learners’ constructions of meanings for fractions. Mathematics Education Research Journal, 25(3), 435–456.10.1007/s13394-013-0079-2
]Search in Google Scholar
[
Prediger, S., & Zindel, C. (2017). School Academic Language Demands for Understanding Functional Relationships: A Design Research Project on the Role of Language in Reading and Learning. EURASIA Journal of Mathematics, Science and Technology Education, 13(7b), 4157–4188. doi: 10.12973/eurasia.2017.00804a.
]Open DOISearch in Google Scholar
[
Prediger, S., Wilhelm, N., Büchter, A., Gürsoy, E. & Benholz, C. (2018). Language proficiency and mathematics achievement–Empirical study of language-induced obstacles in a high stakes test, the central exam ZP10. Translation of the German article Sprachkompetenz und Mathematikleistung – Empirische Untersuchung sprachlich bedingter Hürden in den Zentralen Prüfungen 10, Journal für Mathematik-Didaktik, 36(1) 2015, 77-104. English doi: 10.1007/s13138-018-0126-3.
]Open DOISearch in Google Scholar
[
Reusser K. (1990). From Text to Situation to Equation. In H. Mandl, E. De Corte, N. Bennet, & H.F. Friedrich (Eds.), Learning and Instruction (Vol. II, pp. 477–498). New York: Pergamon.
]Search in Google Scholar
[
Reusser, K. (1994). Tutoring Mathematical Text Problems: From Cognitive Task Analysis to Didactic Tools. In S. Vosniadou, E. de Corte, & H. Mandl (Eds.), Technology-Based Learning Environments (Vol. 137, pp. 174–182). Berlin: Springer.
]Search in Google Scholar
[
Seidel, T., & Shavelson, R. J. (2007). Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results. Review of Educational Research, 77(4), 454–499.10.3102/0034654307310317
]Search in Google Scholar
[
Thürmann, E., Vollmer, H. J., & Pieper, I. (2010). Language(s) of Schooling: Focusing on vulnerable learners (Vol. 2). Straßbourg: Council of Europe.
]Search in Google Scholar
[
Ufer, S., Reiss, K., & Mehringer, V. (2013). Sprachstand, soziale Herkunft und Bilingualität: Effekte auf Facetten mathematischer Kompetenz. In M. Becker-Mrotzek, K. Schramm, E. Thürmann, & H. J. Vollmer (Eds.), Sprache im Fach (pp. 167–184). Münster: Waxmann.
]Search in Google Scholar
[
US Congress (2001). No child left behind act. Washington D.C.
]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), 35–53.10.1080/0305764042000332489
]Search in Google Scholar
[
Verschaffel, L., Greer, B., & De Corte, E. (2000). Making sense of word problems. Lisse: Swets & Zeitlinger.
]Search in Google Scholar
