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Adleff, A.-K., Ross, N., König, J., & Kaiser, G. (2023). Types of mathematical tasks in lower secondary classrooms in Germany - statistical findings from a latent class analysis based on general mathematical competencies. Educational Studies in Mathematics, in print.
Weyers, J., König, J., Rott, B., Greefrath, G., Vorhölter, K., & Kaiser, G. (2023). Mathematics teachers’ professional noticing: Transfer of a video-based competence assessment instrument into teacher education for evaluation purposes. Zeitschrift für Erziehungswissenschaft, 26(3), 627-652. https://doi.org/10.1007/s11618-023-01159-7
Benecke, K. & Kaiser, G. (2023). Teachers’ approaches to handling student errors in mathematics classes. Asian Journal for Mathematics Education, 2(2), 161-182. https://doi.org/10.1177/27527263231184642.
Schukajlow, S., Kaiser, G., & Stillman, G. (2023). Modeling from a cognitive perspective: theoretical considerations and empirical contributions. Mathematical Thinking and Learning, 25(3), 259-269, https://doi.org/10.1080/10986065.2021.2012631.
Cevikbas, M., Bulut, N., & Kaiser, G. (2023). Exploring the benefits and drawbacks of AR and VR technologies for learners of mathematics: recent developments. Systems, 11, 244. https://doi.org/10.3390/systems11050244.
Meyer, D., Doll, J. & Kaiser, G. (2023). Professional identity of pre-service teachers: actual and designated identity profiles and their relationship to teacher education programs. Frontiers in Education, 8, https://doi.org/10.3389/feduc.2023.1134848.
Li, R., Cao, C. Tang, H. & Kaiser, G. (2023). Teachers’ Scaffolding Behavior and Visual Perception During Cooperative Learning. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-023-10379-6.
Bastian, A., Kaiser, G., Meyer, D. König, J. (2023). The Link Between Expertise, the Cognitive Demands of Teacher Noticing and, Experience in Teaching Mathematics in Secondary Schools. International Journal of Science and Mathematics Education, https://doi.org/10.1007/s10763-023-10374-x.
Doll, J., Meyer, D., Jentsch, A., & Kaiser, G. (2023). Analysen der curricularen Validität studentischer Einschätzungen zum Umfang der Behandlung von Studieninhalten in der Lehramtsausbildung. Lehrerbildung auf dem Prüfstand, 16(1), 5-31.
Zhang, Y., Yang, X., Sun, X., & Kaiser, G. (2023). The reciprocal relationship among Chinese senior secondary students’ intrinsic and extrinsic motivation and cognitive engagement in learning mathematics: a three‑wave longitudinal study. ZDM – Mathematics Education, https://doi.org/10.1007/s11858-022-01465-0.
Engelbrecht, J., Borba, M. C. & Kaiser, G. (2023). Will we ever teach mathematics again in the way we used to before the pandemic? ZDM – Mathematics Education, https://doi.org/10.1007/s11858-022-01460-5
Weyers, J., König, J., Santagata, R., Scheiner, T., & Kaiser, G. (2023). Measuring teacher noticing: A scoping review of standardized instruments. Teaching and Teacher Education, 122 (2023), 103970.
Hoth, J., Larrain, M., & Kaiser, G. (2022). Identifying and dealing with student errors in the mathematics classroom: Cognitive and motivational requirements. Frontiers in Psychology, DOI 10.3389/fpsyg.2022.1057730.
Cevikbas, M., & Kaiser, G. (2022). Student Engagement in a Flipped Secondary Mathematics Classroom. International Journal of Science and Mathematics Education, 20, 1455-1480. https://doi.org/10.1007/s10763-021-10213-x.
Tekin-Sitrava, R., Kaiser, G., & Işıksal‑Bostan, M. (2022). Development of Prospective Teachers' Noticing Skills within Initial Teacher Education. International Journal of Science and Mathematics Education, 20, 1611-1634. https://doi.org/10.1007/s10763-021-10211-z.
Yang, X., & Kaiser, G. (2022). The impact of mathematics teachers’ professional competence on instructional quality and students’ learning outcomes. Current Opinion in Behavioral Sciences, 48, 101225. https://doi.org/10.1016/j.cobeha.2022.101225.
Cevikbas, M., & Kaiser, G. (2022). Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study. Sustainability, 14, 11393. https://doi.org/10.3390/su141811393.
Jentsch, A., Hoferichter, F., Blömeke, S., König, J., & Kaiser, G., (2022). Investigating teachers’ job satisfaction, stress and working environment: The roles of self-efficacy and school leadership. Psychology in the Schools.
Benecke, K., & Kaiser, G. (2022). Verhaltensweisen von Lehrkräften im Umgang mit Schülerfehlern – Ergebnisse einer empirischen Studie. mathematica didactica, 45, https://doi.org/10.18716/ojs/md/2022.1423.
König, J., Santagata, R., Scheiner, T., Adleff, A.-K., Yang, X., & Kaiser, G., (2022). Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice. Educational Research Review, 36, 100453.
Cevikbas, M., & Kaiser, G., (2022). Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review. ZDM – Mathematics Education, https://doi.org/10.1007/s11858-022-01388-w.
Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & König, J. (2022). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. Learning and Instruction, 79, 101600.
Larrain, M., & Kaiser, G. (2022). Interpretation of Students’ Errors as Part of the Diagnostic Competence of Pre-Service Primary School Teachers. Journal für Mathematik-Didaktik, 43(1), 39-66.
Greefrath, G., Siller, H.-S., Vorhölter, K., & Kaiser, G. (2022). Mathematical modelling and discrete mathematics: opportunities for modern mathematics teaching. ZDM – Mathematics Education, https://doi.org/10.1007/s11858-022-01339-5.
Zhu, Y., & Kaiser, G. (2022). Impacts of classroom teaching practices on students’ mathematics learning interest, mathematics self‑efficacy and mathematics test achievements: a secondary analysis of Shanghai data from the international video study Global Teaching InSights. ZDM – Mathematics Education, 54(3), 581-593.
Kaiser, G., & Zhu, Y. (2022). Gender differences in mathematics achievement: A secondary analysis of Programme for International Student Assessment data from Shanghai. Asian Journal for Mathematics Education, 1(1), 115-130.
Lu, X., & Kaiser, G. (2022). Creativity in students’ modelling competencies: conceptualisations and measurement. Educational Studies in Mathematics, 109, 287-311.
Cai, J., LaRochelle, R. Hwang, S. & Kaiser, G. (2022). Expert and preservice secondary teachers‘ competencies for noticing student thinking about modelling. Educational Studies in Mathematics, 109, 431-453.
Cevikbas, M., Kaiser, G., & Schukajlow, S. (2022). A systematic literature review of the current discussion on mathematical modelling competencies: state‑of‑the‑art developments in conceptualizing, measuring, and fostering. Educational Studies in Mathematics, 109, 205-236.
Bastian, A., Kaiser, G., Meyer, D., Schwarz, B., & König, J. (2022). Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers,110, 205-232.
Jentsch, A., Doll, J., Stangen, I., Meyer, D., & Kaiser, G. (2021). Die Bedeutung von sprachbezogenen Merkmalen und von in universitären Lerngelegenheiten genutzten Studieninhalten für den Wissenserwerb von Lehramtsstudierenden. Journal for Educational Research Online, 13(2), 5–29.
Lu, X., & Kaiser, G. (2021). Can mathematical modelling work as a creativity‑demanding activity? An empirical study in China. ZDM – Mathematics Education, https://doi.org/10.1007/s11858-021-01316-4
Cevikbas, M., Kaiser, G., & Schukajlow, S. (2021). A systematic literature review of the current discussion on mathematical modelling competencies: state‑of‑the‑art developments in conceptualizing, measuring, and fostering. Educational Studies in Mathematics, https://doi.org/10.1007/s10649-021-10104-6.
Cevikbas, M., Kaiser, G., & Schukajlow, S. (2021). A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering. Educational Studies in Mathematics, https://doi.org/10.1007/s10649-021-10104-6.
Lu, Xiaoli, & Kaiser, Gabriele (2021). Creativity in students’ modelling competencies: conceptualisations and measurement. Educational Studies in Mathematics, https://doi.org/10.1007/s10649-021-10055-y.
Cai, Jinfa, LaRochelle, Raymond, Hwang, Stephen, & Kaiser, Gabriele. (2021). Expert and preservice secondary teachers‘ competencies for noticing student thinking about modelling. Educational Studies in Mathematics, https://doi.org/10.1007/s10649-021-10071-y.
Yang, Xinrong, König, Johannes, & Kaiser, Gabriele (2021). Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences. ZDM – Mathematics Education, 53(1), 29-42.
Santagata, Rossella, König, Johannes, Scheiner, Thorsten, Nguyen, Ha, Adleff, Ann-Kristin, Yang, Xinrong, & Kaiser, Gabriele (2021). Mathematics teacher learning to notice: a systematic review of studies of video-based programs. ZDM – Mathematics Education, 53(1), 119-134.
Jentsch, Armin., Schlesinger, Lena, Heinrichs, Hannah, Kaiser, Gabriele, König, Johannes, & Blömeke, Sigrid (2021). Erfassung der fachspezifischen Qualität von Mathematikunterricht: Faktorenstruktur und Zusammenhänge zur professionellen Kompetenz von Mathematiklehrpersonen. Journal für Mathematik-Didaktik, 42, 97-121.
Yang, Xinrong, Kaiser, Gabriele, König, Johannes, & Blömeke, Sigrid (2021). Relationship between Chinese mathematics teachers‘ knowledge and their professional noticing. International Journal of Science and Mathematics Education, 19, 815-837.
Cevikbas, Mustafa & Kaiser, Gabriele (2021). A systematic review on task design in dynamic and interactive mathematics learning environments (DIMLEs). Mathematics, 9, 399, https://doi.org/10.3390/math9040399
König, Johannes, Blömeke, Sigrid, Jentsch, Armin, Schlesinger, Lena, Felske, Caroline, Musekamp, Frank, & Kaiser, G. (2021). The link between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom. Educational Studies in Mathematics, 107, 189-212.
Lüssenhop, M., & Kaiser, G. (2021). Numeralität im Wandel der Zeiten. Analyse zentraler Konzeptionen zu Numeralität und Implikationen für die Numeralitätsdiskussion in der Erwachsenenbildung. Zeitschrift für Pädagogik, 67, Beiheft 67,36-52
Cevikbas, Mustafa, & Kaiser, Gabriele (2020). Flipped classroom as a reform-oriented approach to teaching mathematics. ZDM Mathematics Education, 52(7), 1291-1305.
Lindorff, Ariel, Jentsch, Armin, Walkington, Candace, Kaiser, Gabriele, & Sammons, Pamela (2020). Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities. Studies in Educational Evaluation, 67, https://doi.org/10.1016/j.stueduc.2020.100919.
Gal, Iddo, Grotlüschen, Anke, Tout, David, & Kaiser, Gabriele. (2020). Numeracy, adult education, and vulnerable adults: a critical review of a neglected field. ZDM Mathematics Education, 52(3), 377-394.
Felske, Caroline, König, Johannes, Kaiser, Gabriele, Klemenz, Stefan, Ross, Natalie, & Blömeke, Sigrid (2020). Pädagogisches Wissen von berufstätigen Mathematiklehrkräften. Diagnostica, 66(2), 110-122.
Yang, Xinrong, Kaiser, Gabriele, König, Johannes, & Blömeke, Sigrid (2020). Relationship between pre-service mathematics teachers‘ knowledge, beliefs and instructional practices in China. ZDM Mathematics Education, 52(2), 281-294.
Larrain, Macarena, & Kaiser, Gabriele (2020). Analysis of students’ mathematical errors as a means to promote future primary school teachers’ diagnostic competence. Uni-pluriversidad, 19(2), 17-39.
Blömeke, Sigrid, Kaiser, Gabriele, König, Johannes, & Jentsch, Armin (2020). Profiles of mathematics teachers‘ competence and their relation to instructional quality. ZDM Mathematics Education, 52(2), 329-342.
Doll, Jörg, Jentsch, Armin, Meyer, Dennis., Kaiser, G., & König, J. (2020). Zur Reflexion über praktische Lerngelegenheiten: Reflexionsbezogene Tätigkeiten angehender Lehrpersonen in universitären und außeruniversitären Praxisphasen, HLZ, 3(1), 1-17.
Nehls, Caroline, König, Johannes, Kaiser, Gabriele & Blömeke, Sigrid. (2020) Profiles of teachers’ general pedagogical knowledge: Nature, causes and effects on beliefs and instructional quality. ZDM Mathematics Education, 52(2), 343-357.
Lüssenhop, Maike & Kaiser, Gabriele (2020). Refugees and numeracy: what can we learn from international large-scale assessments, especially from TIMSS? ZDM Mathematics Education, 52(3), 541-555.
Jentsch, Armin, Casale, Gino, Schlesinger, Lena, Kaiser, Gabriele, König, Johannes & Blömeke, Sigrid. (2020). Variabilität und Generalisierbarkeit von Ratings zur Qualität von Mathematikunterricht zwischen und innerhalb von Unterrichtsstunden. Unterrichtswissenschaft,48(2),179-197.
Lu, Xiaoli, Kaiser, Gabriele, & Leung, Frederick. (2019). Mentoring Early Career Mathematics Teachers From the Mentees’ Perspective – A Case Study From China. International Journal for Science and Mathematics Education, 18, 1355-1374.
Grotlüschen, Anke, Buddeberg, Klaus, & Kaiser, Gabriele. (2019). Numeralität – eine unterschätzte Domäne der Grundbildung? Ausgewählte Forschungsbefunde. Zeitschrift für Weiterbildungsforschung, 42,319-342.
Westaway, Lise, Kaiser, Gabriele & Graven, Mellony. (2019). What does Social Realism have to offer for Research on Teacher Identity in Mathematics Education? International Journal of Science and Mathematics Education, 18, 1229-1247.
Zhu, Yan & Kaiser, Gabriele (2019). Do East Asian Migrant Students Perform Equally Well in Mathematics? International Journal of Science and Mathematics Education, 18(6),1127-1147
Yang, Xinrong, Kaiser, Gabriele, König, Johannes & Blömeke, Sigrid (2019). Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China. International Journal of Science and Mathematics Education, 17(5), 943-963.
Kaiser, Gabriele & König, Johannes (2019). Competence Measurement in (Mathematics) Teacher Education and Beyond: Implications for Policy. Higher Education Policy, 32,597-615.
Pankow, Lena, & Kaiser, Gabriele (2018). Ein zeitbeschränkter Test zur schnellen Erkennung von Schülerfehlern durch Junglehrkräfte – Qualitative Merkmale zur Schwierigkeitsbestimmung von Items. mathematica didactica, 41(2), 147-162.
Doll, Jörg, Jentsch, Armin, Meyer, Dennis, Kaiser, Gabriele, Kaspar, Kai, & König, Johannes (2018). Zur Nutzung schulpraktischer Lerngelegenheiten an zwei deutschen Hochschulen: lernprozessbezogene Tätigkeiten angehender Lehrpersonen in Masterpraktika. Lehrerbildung auf dem Prüfstand, 11 (1), 24-45.
Doll, Jörg, Buchholtz, Nils, Kaiser, Gabriele, König, Johannes & Bremerich-Vos, Albert (2018). Nutzungsverläufe für fachdidaktische Studieninhalte der Fächer Deutsch, Englisch und Mathematik im Lehramtsstudium. Die Bedeutung der Lehrämter und der Zusammenhang mit Lehrinnovationen. Zeitschrift für Pädagogik, 64(4), 511-532.
Zhu, Yan, Kaiser, Gabriele & Cai, Jinfa (2018). Gender equity in mathematical achievement: the case of China. Educational Studies in Mathematics, 99(3), 245-260
Yang, Xinrong, Kaiser, Gabriele, König, Johannes & Blömeke, Sigrid (2018). Measuring Chinese Teacher Professional Competence: Adapting and Validating a German Framework in China. Journal of Curriculum Studies, 50(5), 638-653.
Pankow, Lena, Kaiser, Gabriele, Johannes, König & Blömeke, Sigrid (2018). Perception of student errors under time limitation: are teachers faster than mathematicians or students? ZDM Mathematics Education, 50(4), 631–642.
Schlesinger, Lena, Jentsch, Armin, Kaiser, Gabriele, König, Johannes & Blömeke, Sigrid (2018). Subject-specific characteristics of instructional quality in mathematics education. ZDM Mathematics Education, 50(3), 475–490.
Schukajlow, Stanislaw, Kaiser, Gabriele & Stillman, Gloria (2018). Empirical research on teaching and learning of mathematical modelling: a survey on the current-state-of-the-art. ZDM Mathematics Education, 50(1-2), 5-18.
Blömeke, Sigrid, Hoth, Jessica & Kaiser, Gabriele (2017). Langtidseffekter av skolegang og laererutdanning pa smaskolelaereres kompetanseutvikling. Acta Didactica Norge, 11(3), 1-19.
Buchholtz, N. & Kaiser, G. (2017). Ein Mixed-Methods-Evaluations-Ansatz zur Untersuchung von Makro-Mikro-Interaktionen: Die Entwicklung von lehr- und lernorientierten Überzeugungen von Mathematiklehramtsstudierenden in der Studieneingangsphase. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 69(2), Sonderheft 57, 435-458.
König, Johannes, Doll, Jörg, Buchholtz, Nils, Förster, Sabrina, Kaspar, Kai, Rühl, Anna-Maria, Strauß, Sarah, Bremerich-Vos, Albert, Fladung, Ilka & Kaiser, Gabriele (2018). Pädagogisches Wissen versus fachdidaktisches Wissen? Struktur des professionellen Wissens bei angehenden Deutsch-, Englisch- und Mathematiklehrkräften im Studium. Zeitschrift für Erziehungswissenschaft, 21(3), 1–38.
Kaiser, Gabriele; Blömeke, Sigrid; König, Johannes; Busse, Andreas; Döhrmann, Martina & Hoth, Jessica (2017). Professional competencies of (prospective) mathematics teachers – cognitive versus situated approaches. Educational Studies in Mathematics, 94(2), 161-182, 183-184.
Kramer, Charlotte; König, Johannes; Kaiser, Gabriele, Ligtvoet, Rudy & Blömeke, Sigrid. (2017). Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte. Zeitschrift für Erziehungswissenschaft, 20, Supplement 20, 137-164.
Hoth, Jessica; Kaiser, Gabriele; Busse, Andreas; Döhrmann, Johannes & Blömeke, Sigrid (2017). Professional competencies of teachers for fostering creativity and supporting high-achieving students. ZDM Mathematics Education, 49(1), 107-120.
Buchholtz, Nils; Schwarz, Björn & Kaiser, Gabriele (2016). Eine Analyse der sogenannten Schlussrechnung – Die Relevanz der Ansätze von Arnold Kirsch für aktuelle Lernprozesse in der Lehrerausbildung. Journal für Mathematik-Didaktik, 37, 31-53
Pankow, Lena; Kaiser, Gabriele; Busse, Andreas; König, Johannes; Blömeke, Sigrid; Hoth, Jessica & Döhrmann, Martina (2016). Early career teachers’ ability to focus on typical students errors in relation to the complexity of a mathematical topic. ZDM Mathematics Education, 48(1-2), 55-67.
Hoth, Jessica; Schwarz, Björn; Kaiser, Gabriele; Busse, Andreas; König, Johannes & Blömeke, Sigrid (2016). Uncovering predictors of disagreement: ensuring the quality of expert ratings. ZDM Mathematics Education, 48(1-2), 83-95.
Hoth, Jessica; Döhrmann, Martina; Kaiser, Gabriele; Busse, Andreas; König, Johannes & Blömeke, Sigrid (2016). Diagnostic competence of primary school mathematics teachers during classroom situations. ZDM Mathematics Education, 48(1-2), 41-53.
Blömeke, Sigrid; Busse, Andreas; Kaiser, Gabriele; König, Johannes & Suhl, Ute (2016). The relation between content-specific and general teacher knowledge and skills. Teaching and Teacher Education, 56 (May), 35-46.
Stender, Peter & Kaiser, Gabriele (2015). Scaffolding in complex modelling situations. ZDM Mathematics Education, 47(7), 1255-1267.
Blömeke, Sigrid; Hoth, Jessica; Döhrmann, Martina, Busse; Andreas; Kaiser, Gabriele & König, Johannes (2015). Teacher change during induction: Development of beginning primary teachers’ knowledge, beliefs and performance. International Journal of Science and Mathematics Education, 13(3), 287-308.
König, Johannes; Blömeke, Sigrid & Kaiser, Gabriele (2015). Early career mathematics teachers' general pedagogical knowledge and skills: Do teacher education, teaching experience, and working conditions make a difference? International Journal of Science and Mathematics Education, 13(3), 331-350.
Kaiser, Gabriele; Busse, Andreas; Hoth, Jessica; König, Johannes & Blömeke, Sigrid (2015). About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers‘ Competence. International Journal of Science and Mathematics Education, 13(3), 369-387.
Busse, Andreas & Kaiser, Gabriele (2015). Wissen und Fähigkeiten in Fachdidaktik und Pädagogik: Zur Natur der professionellen Kompetenz von Lehrkräften. Zeitschrift für Pädagogik, 61(3), 328-344.
Kaiser, Gabriele (2015). Erfassung berufsbezogener Kompetenzen von Studierenden. Ein Kommentar. Zeitschrift für Pädagogik, 61. Beiheft, 136-143.
Blömeke, Sigrid; Kaiser, Gabriele & Clarke, David (2015). Preface for the Special Issue on „Video-Based Research on Teacher Expertise“. International Journal of Science and Mathematics Education, 13(3), 257-266.
Blömeke, Sigrid; König, Johannes; Busse, Andreas; Suhl, Ute; Benthien, Jessica; Döhrmann, Martina & Kaiser, Gabriele (2014). Von der Lehrerausbildung in den Beruf: Fachbezogenes Wissen als Voraussetzung für die Wahrnehmung, Analyse und Reaktion im Unterricht. Zeitschrift für Erziehungswissenschaft, 17, 509–542.
Buchholtz, Nils; Kaiser, Gabriele & Blömeke, Sigrid (2014). Die Erhebung mathematikdidaktischen Wissens - Konzeptualisierung einer komplexen Domäne. Journal für Mathematikdidaktik, 35(1), 101-128.
König, Johannes; Blömeke, Sigrid; Klein, Patricia; Suhl, Ute; Busse, Andreas & Kaiser, Gabriele (2014). Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach. Teaching and Teacher Education, 38(1), 76-88.
Leung, Issic; Wong, Ngai-Ying; Schwarz, Björn; Cheung, Ka Luen; Chan Wing Sum & Kaiser, Gabriele (2013). Competency of Prospective Chinese Mathematics Teachers on Mathematical Argumentation and Proof. The Mathematics Educators, 15(1), 81-97
Kaiser, Gabriele & Blömeke, Sigrid (2013). Learning from the Eastern and the Western debate: the case of mathematics teacher education. ZDM - The International Journal on Mathematics Education, 45(1), 7-19.
Buchholtz, N.; Leung, K.S.; Ding, L.; Kaiser, G.; Park, K. & Schwarz, B. (2013). Future mathematics teachers’ professional knowledge of elementary mathematics from an advanced standpoint. ZDM – The International Journal on Mathematics Education, 45(1), 107-120.Buchholtz, Nils & Kaiser, Gabriele (2013). Improving Mathematics Teacher Education in Germany: Empirical Results from a longitudinal Evaluation. International Journal of Science and Mathematics Education, 11(4), 949 - 977.
König, Johannes; Kaiser, Gabriele & Felbrich, Anja (2012). Spiegelt sich pädagogisches Wissen in den Kompetenzselbsteinschätzungen angehender Lehrkräfte? Zeitschrift für Pädagogik, 58(4), 476-491.
Kaiser, Gabriele; Carreira, Susana; Lingefjärd, Thomas & Wake, Geoff (2012). CERME7 Working Group 6: Applications and Modelling. Research in Mathematics Education, 14(2), 195-196.
Felbrich, Anja; Kaiser, Gabriele & Schmotz, Christiane (2012). The cultural dimension of beliefs: an investigation of future primary teachers‘ epistemological beliefs concerning the nature of mathematics in 15 countries. ZDM – The International Journal on Mathematics Education, 44(3), 355-366.
Döhrmann, Martina; Kaiser, Gabriele & Blömeke, Sigrid (2012). The conceptualisation of mathematics competencies in the international teacher education study TEDS-M. ZDM – The International Journal on Mathematics Education, 44, 3, 325-340.
Blömeke, Sigrid & Kaiser, Gabriele (2012). Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education and their relationship to cultural context and outcomes. ZDM – The International Journal on Mathematics Education, 44(3), 249-264.
Blömeke, Sigrid; Suhl, Ute; Kaiser, Gabriele & Döhrmann, Martina (2012). Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries. Teaching and Teacher Education, 28, 44-55.
Blömeke, S.; Kaiser, G. & Döhrmann, M. (2011). Bedingungsfaktoren des fachbezogenen Kompetenzerwerbs von Lehrkräften. Zum Einfluss von Ausbildungs-, Persönlichkeits- und Kompositionsmerkmalen in der Mathematiklehrerausbildung für die Sekundarstufe I. Zeitschrift für Pädagogik, 57. Beiheft, 77-103.
Blömeke, Sigrid; Suhl, Ute & Kaiser, Gabriele (2011). Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers‘ Mathematics and Mathematics Pedagogical Content Knowledge. Journal of Teacher Education, 62(2), 154-171.
Kaiser, Gabriele (2010). Modelling in mathematics education – theoretical perspectives, examples and experiences. Chinese Mathematical Bulletin, 65, 27-38.
Blömeke, Sigrid; Suhl, Ute; Kaiser, Gabriele; Felbrich, Anja; Schmotz, Christiane & Lehmann, Rainer (2010). Lerngelegenheiten und Kompetenzerwerb angehender Mathematiklehrkräfte im internationalen Vergleich. Unterrichtswissenschaft, 38(1), 29-50.
Kaiser, Gabriele & Schwarz, Björn (2010). Authentic modelling problems in mathematics education - examples and experiences. Journal für Mathematik-Didaktik, 31(1-2). 51-76.
Blömeke, Sigrid; Schwarz, Björn; Kaiser, Gabriele; Seeber, Susan & Lehmann, Rainer (2009). Untersuchungen zum mathematischen und mathematikdidaktischen Wissen angehender GHR- und Gymnasiallehrkräfte. Journal für Mathematik-Didaktik, 30(3-4), 232-255.
Corleis, Alexandra; Schwarz, Björn; Kaiser, Gabriele & Leung, Issic K. C. (2008). Content and pedagogical knowledge in argumentation and proof of future teachers: a comparative case study in Germany and Hong Kong. ZDM – The International Journal on Mathematics Education, 40(5), 813-832.
Schwarz, Björn; Leung, Issic K. C.; Buchholtz, Nils; Kaiser, Gabriele; Stillman, Gloria; Brown, Jill & Vale, Colleen (2008). Future teachers’ professional knowledge on argumentation and proof: a case study from universities in three countries. ZDM – The International Journal on Mathematics Education, 40(5), 791-812.
Schwarz, Björn; Wissmach, Björn & Kaiser, Gabriele (2008). „Last curves not quite correct“: diagnostic competences of future teachers with regard to modelling and graphical representations. ZDM – The International Journal on Mathematics Education, 40(5), 777-790.
Blömeke, Sigrid; Felbrich, Anja; Müller, Christiane; Kaiser, Gabriele & Lehmann, Rainer (2008). Effectiveness of teacher education. State of research, measurement issues and consequences for further studies. ZDM – The International Journal on Mathematics Education, 40(5), 719-734.
Kaiser, Gabriele & Vollstedt, Maike (2007). Teachers’ views on effective mathematics teaching: commentaries from a European perspective. ZDM – The International Journal on Mathematics Education, 39(4), 341-348.Kaiser, Gabriele & Björn Schwarz (2006). Mathematical Modelling as Bridge between School and University. ZDM - Zentralblatt für Didaktik der Mathematik, 38(2), 196-208.
Kaiser, Gabriele & Sriraman, Bharath (2006). A Global Survey of International Perspectives on Modelling in Mathematics Education. ZDM - Zentralblatt für Didaktik der Mathematik, 38(3), 302-310.
Kaiser, Gabriele; Blomhøj, Morten & Sriraman, Bharath (2006). Mathematical Modelling in School – Theoretical Reflections and Empirical Research. ZDM - Zentralblatt für Didaktik der Mathematik, 38(2), 82-85.
Sriraman, Bharath & Kaiser, Gabriele (2006). Theory Usage and Theoretical Trends in Europe – A Survey and Preliminary Analysis of CERME4 Research Reports. ZDM - Zentralblatt für Didaktik der Mathematik, 38(1), 22-51.
Kaiser, Gabriele & Willander, Torben (2005). Development of Mathematical Literacy – results of an empirical study. Teaching Mathematics and its Applications, 24(2-3), 48-60.
Barwell, Richard & Kaiser, Gabriele (2005). Mathematics Education in Culturally Diverse Classrooms - Preface. ZDM - Zentralblatt für Didaktik der Mathematik, 37(2), 61-63.
Kaiser, Gabriele & Schwarz, Inga (2003). Mathematische Literalität unter einer kulturell-sprachlichen Perspektive. Zeitschrift für Erziehungswissenschaft, 6(3), 356-376.
Kaiser, Gabriele (2002). Educational Philosophies and Their Influences on Mathematics Education – An Ethnographic Study in English and German Classrooms. ZDM - Zentralblatt für Didaktik der Mathematik, 34(6), 241-256.
Henn, Hans-Wolfgang & Kaiser, Gabriele (2001). Mathematik - ein polarisierendes Schulfach. Zeitschrift für Erziehungswissenschaft, 4(3), 359-380.
Kaiser, Gabriele (2000). Internationale Vergleichsuntersuchungen im Mathematikunterricht – eine Auseinandersetzung mit ihren Möglichkeiten und Grenzen. Journal für Mathematik-Didaktik, 21(3/4), 171-192.
Kaiser, Gabriele & Steisel, Tanja (2000). Results of an Analysis of the TIMS Study from a Gender Perspective. ZDM - Zentralblatt für Didaktik der Mathematik, 32(1), 18-24.
Kaiser, Gabriele; Blum, Werner & Wiegand, Bernd (1998). Ergebnisse einer Langzeitstudie zu den mathematischen Leistungen deutscher und englischer Lernender. mathematica didactica, 21(1), 108-131.
Kaiser, Gabriele (1997). Vergleichende Untersuchungen zum Mathematikunterricht im englischen und deutschen Schulwesen. Journal für Mathematik-Didaktik, 18(2/3), 127-170.
Kaiser, Gabriele & Blum, Werner (1994). Vergleich mathematischer Leistungen deutscher und englischer Lernender in Klasse 8. mathematica didactica, 17(2), 17-52.
Kaiser-Messmer, Gabriele (1994). Frauen und Mathematik - Nachbetrachtungen. ZDM - Zentralblatt für Didaktik der Mathematik, 26(2), 63-65.
Blum, Werner; Burghes, David; Green, Nigel & Kaiser-Messmer, Gabriele (1994). Entwicklung und Erprobung eines Tests zum Vergleich der mathematischen Leistungsfähigkeit deutscher und englischer Lernender in der Sekundarstufe I. Journal für Mathematik-Didaktik, 15(1), 149-168.
Kaiser-Messmer, Gabriele (1993). Results of an Empirical Study into Gender Differences in Attitudes towards Mathematics. Educational Studies in Mathematics, 25, 209-233.
Blum, Werner; Burghes, David; Green, Nigel & Kaiser-Messmer, Gabriele (1993). British/German Comparative Project: Some Preliminary Results. Teaching Mathematics and its Applications, 12(1), 13-21.
Kaiser-Messmer, Gabriele & Blum, Werner (1993). Einige Ergebnisse von vergleichenden empirischen Untersuchungen in England und Deutschland zum Lehren und Lernen von Mathematik in Realitätsbezügen. Journal für Mathematik-Didaktik, 14(3/4), 269-305.
Blum, Werner; Burghes, David; Green, Nigel & Kaiser-Messmer, Gabriele (1992). Teaching and Learning of Mathematics and its Applications: First Results from a Comparative Empirical Study in Germany and England. Teaching Mathematics and its Applications, 11(3), 112-123.
Kaiser-Messmer, Gabriele (1989). Frau und Mathematik - ein verdrängtes Thema der Mathematikdidaktik. ZDM - Zentralblatt für Didaktik der Mathematik, 21(2), 56-66.
Kaiser-Messmer, Gabriele (1989). Aktuelle Richtungen innerhalb der Diskussion um Anwendungen im Mathematikunterricht. Journal für Mathematik-Didaktik, 10(4), 309-347.
Kaiser-Messmer, Gabriele (1986). Literaturbericht zu empirischen Untersuchungen über Anwendungen im Mathematikunterricht. ZDM - Zentralblatt für Didaktik der Mathematik, 18(6), 204-214.
Kaiser, Gabriele (1984). Zur Realisierbarkeit von Zielen eines anwendungsorientierten Mathematikunterrichts. mathematica didactica, 7(2), 71-86.