Universität zu Köln

Journal Article

Schindler, Maike ORCID: 0000-0001-9530-4151 and Bakker, Arthur (2020). Affective field during collaborative problem posing and problem solving: a case study. Educational Studies in Mathematics, 105 (3). pp. 303-324. Springer Science. ISSN 0013-1954

Schindler, Maike ORCID: 0000-0001-9530-4151, Schovenberg, Vanessa and Schabmann, Alfred (2020). Enumeration Processes of Children with Mathematical Difficulties: An Explorative Eye-Tracking Study on Subitizing, Groupitizing, Counting, and Pattern Recognition. Learning Disabilities, A Contemporary Journal, 18 (2). pp. 193-211. ISSN 1937-6928

Seidouvy, Abdel ORCID: 0000-0002-4185-3208, Helenius, Ola and Schindler, Maike ORCID: 0000-0001-9530-4151 (2019). Authority in students’ peer collaboration in statistics : an empirical study based on inferentialism. Nordic Studies in Mathematics Education, 24 (2). pp. 25-48. NOMAD. ISSN 1104-2176

Urton, Karolina ORCID: 0000-0002-5912-8143, Schindler, Maike ORCID: 0000-0001-9530-4151, Karnes, Jennifer ORCID: 0000-0001-9172-6568 and Grünke, Matthias ORCID: 0000-0003-4249-6035 (2019). Editorial to the Special Issue II on “Mathematical Learning Difficulties”. Learning Disabilities -- A Contemporary Journal, 17 (2). pp. 145-148. Learning Disabilities Worldwide. ISSN 1937-6928

Schindler, Maike ORCID: 0000-0001-9530-4151, Karnes, Jennifer, Urton, Karolina ORCID: 0000-0002-5912-8143 and Grünke, Matthias (2019). Mathematical Learning Difficulties: Introduction to a Special Issue. Learning Disabilities -- A Contemporary Journal, 17 (1). pp. 1-3. Learning Disabilities Worldwide. ISSN 1937-6928

Schäfer, Karolin, Doderer, Jan Hennig and Schindler, Maike ORCID: 0000-0001-9530-4151 (2019). Mathematiklernen im Kontext Hörschädigung - eine Untersuchung am Beispiel der negativen Zahlen. Hörgeschädigtenpädagogik (1). pp. 8-18. Median. ISSN 0342-4898

Schindler, Maike ORCID: 0000-0001-9530-4151, Bader, Eveline, Lilienthal, Achim J. ORCID: 0000-0003-0217-9326, Schindler, Florian and Schabmann, Alfred (2019). Quantity Recognition in Structured Whole Number Representations of Students with Mathematical Difficulties: An Eye-Tracking Study. Learning Disabilities, A Contemporary Journal, 17 (1). pp. 5-28. ISSN 1937-6928

Schindler, Maike ORCID: 0000-0001-9530-4151 (2017). Inklusiver Mathematikunterricht am gemeinsamen Gegenstand. Mathematik lehren (201). pp. 6-10. Friedrich. ISSN 0175-2235

Schindler, Maike ORCID: 0000-0001-9530-4151, Hußmann, Stephan, Nilsson, Per and Bakker, Arthur (2017). Sixth-grade students’ reasoning on the order relation of integers as influenced by prior experience: an inferentialist analysis. Mathematics Education Research Journal, 29 (4). pp. 471-492. Springer. ISSN 1033-2170

Schindler, Maike ORCID: 0000-0001-9530-4151 and Rott, Benjamin ORCID: 0000-0002-8113-1584 (2016). Networking Theories on Giftedness—What We Can Learn from Synthesizing Renzulli’s Domain General and Krutetskii’s Mathematics-Specific Theory. Education Sciences, 7 (1). pp. 1-17. Basel: MDPI. ISSN 2227-7102

Book Section, Proceedings Item or annotation in a legal commentary

Schäfer, Karolin, Gohmann, Laura, Westerhoff, Helena and Schindler, Maike ORCID: 0000-0001-9530-4151 (2021). Using Sign Language videos to help deaf students understand and solve word problems in mathematics: results of a school intervention. In: Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, PME Vol. 4, pp. 1-9. Khon Kaen, Thailand: IGPME. ISBN 978-616-93830-3-1

Simon, Anna Lisa and Schindler, Maike ORCID: 0000-0001-9530-4151 (2020). Anordnung von Zahlen am Zahlenstrahl: Ein Vergleich der Erkenntnisse durch Eye Tracking und durch Lautes Denken bei Kindern mit und ohne Rechenschwierigkeiten. In: Beiträge zum Mathematikunterricht 2020, pp. 877-880. WTM. ISBN 978-3-95987-139-6

Schindler, Maike ORCID: 0000-0001-9530-4151, Schaffernicht, Erik Jan ORCID: 0000-0003-4026-7490 and Lilienthal, Achim J. ORCID: 0000-0003-0217-9326 (2020). Identifying student strategies through eye tracking and unsupervised learning: The case of quantity recognition. In: Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, pp. 518-527. Thailand:

Thomaneck, Aylin, Schindler, Maike ORCID: 0000-0001-9530-4151 and Vollstedt, Maike (2020). Kognitive Prozesse bei der Erfassung funktionaler Zusammenhänge: Eine Eye-Tracking Studie. In: Beiträge zum Mathematikunterricht 2020, p. 1487. WTM. ISBN 978-3-95987-139-6

Schindler, Maike ORCID: 0000-0001-9530-4151 and Helmer, Theresa (2020). Vorwissen zu negativen Zahlen in Kontexten: Eine empirische Studie im Förderschwerpunkt Lernen. In: Beiträge zum Mathematikunterricht 2020, pp. 805-808. Würzburg: WTM. ISBN 978-3-95987-139-6

Simon, A.L. and Schindler, Maike ORCID: 0000-0001-9530-4151 (2020). A comparative analysis of eye tracking and thinking aloud in number line estimation tasks: A study on students with and without mathematical difficulties. In: Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, pp. 537-545. Thailand:

Schindler, Maike ORCID: 0000-0001-9530-4151 (2019). Anzahlerfassung am digitalen Rechenrahmen und Hunderterfeld bei Kindern mit und ohne Rechenschwäche: Vergleich von Eye-Tracking und Lautem Denken. In: Beiträge zum Mathematikunterricht 2019, pp. 1247-1250. WTM. ISBN 978-3-95987-123-5

Schindler, Maike ORCID: 0000-0001-9530-4151, Schaffernicht, Erik Jan ORCID: 0000-0003-4026-7490 and Lilienthal, Achim J. ORCID: 0000-0003-0217-9326 (2019). Differences in quantity recognition of students with and without mathematical difficulties: Analysis through eye-tracking and AI. In: Proceedings of 43rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 281-288. PME.

Lilienthal, Achim J. ORCID: 0000-0003-0217-9326 and Schindler, Maike ORCID: 0000-0001-9530-4151 (2019). Eye tracking research in mathematics education: A PME literature review. In: Proceedings of 43rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, p. 62. PME.

Schindler, Maike ORCID: 0000-0001-9530-4151 (2019). Kompetenzen auf- und Kontaktängste abbauen. Zur Ausbildung von Lehramtsstudierenden für die Tätigkeit im inklusiven Mathematikunterricht. In: Herausforderung Kohärenz: Praxisphasen in der universitären Lehrerbildung, pp. 460-470. Kohlhammer. ISBN 9783781557451

Schindler, Maike ORCID: 0000-0001-9530-4151 and Rott, Benjamin ORCID: 0000-0002-8113-1584 (2019). Mathematische Begabung inklusiv(e): Schulische Inklusion mit Blick auf mathematische Begabungen. In: Alle Talente wertschätzen - Grenz- und Beziehungsgebiete der Mathematikdidaktik ausschöpfen, pp. 200-212. WTM. ISBN 978-3-95987-121-1

Jolitschke, Julia, Schindler, Maike ORCID: 0000-0001-9530-4151 and Rott, Benjamin ORCID: 0000-0002-8113-1584 (2019). Notions, definitions, and components of mathematical creativity: An overview. In: Proceedings of 43rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 440-447. PME.

Chadalavada, Ravi Teja, Andreasson, Henrik, Schindler, Maike ORCID: 0000-0001-9530-4151, Palm, Rainer and Lilienthal, Achim J. ORCID: 0000-0003-0217-9326 (2018). Accessing your navigation plans! Human-robot intention transfer using eye-tracking glasses. In: Advances in Manufacturing Technology XXXII. Proceedings of the 16th International Conference on Manufacturing Research, pp. 253-258. IOS Press. ISBN 978-1-61499-901-0

Seidouvy, Abdel ORCID: 0000-0002-4185-3208, Helenius, Ola and Schindler, Maike ORCID: 0000-0001-9530-4151 (2018). Data generation in statistics - both procedural and conceptual. An inferentialist analysis. In: Perspectives on professional development of mathematics teachers. Proceedings of MADIF 11, pp. 191-200. SMDF.

Schindler, Maike ORCID: 0000-0001-9530-4151 and Lilienthal, Achim J. ORCID: 0000-0003-0217-9326 (2018). Eye-tracking for studying mathematical difficulties - also in inclusive settings. In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 115-122. PME.

Schindler, Maike ORCID: 0000-0001-9530-4151, Haataja, Eeva, Lilienthal, Achim J. ORCID: 0000-0003-0217-9326, Garcia Moreno-Esteva, Enrique and Shvarts, Anna (2018). Eye-tracking in mathematics education research: A follow-up on opportunities and challenges. In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 209-210. PME.

Schindler, Maike ORCID: 0000-0001-9530-4151 and Seidouvy, Abdel ORCID: 0000-0002-4185-3208 (2018). Informal Inferential Reasoning and the Social: Understanding Students’ Informal Inferences Through an Inferentialist Epistemology. In: Topics and Trends in Current Statistics Education Research, pp. 153-171. Springer. ISBN 978-3-030-03471-9

Schindler, Maike ORCID: 0000-0001-9530-4151, Joklitschke, Julia and Rott, Benjamin ORCID: 0000-0002-8113-1584 (2018). Mathematical Creativity and Its Subdomain-Specificity. Investigating the Appropriateness of Solutions in Multiple Solution Tasks. In: Mathematical Creativity and Mathematical Giftedness, pp. 115-142. Springer. ISBN 978-3-319-73155-1

Joklitschke, J., Rott, Benjamin ORCID: 0000-0002-8113-1584 and Schindler, Maike ORCID: 0000-0001-9530-4151 (2018). Theories about mathematical creativity in contemporary research: a literature review. In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 171-178. PME.

Schindler, Maike ORCID: 0000-0001-9530-4151, Lilienthal, Achim J. ORCID: 0000-0003-0217-9326, Schindler, Florian and Bader, Eveline (2018). Vorgehensweisen bei der Anzahlerfassung am 100er Feld und 100er Rahmen: Eine Eye-Tracking Studie bei Kindern mit und ohne Rechenschwierigkeiten. In: Beiträge zum Mathematikunterricht 2018, pp. 1591-1594. Münster: WTM. ISBN 978-3-95987-089-4

Nilsson, Per and Schindler, Maike ORCID: 0000-0001-9530-4151 (2018). The nature and use of theories in statistics education-looking back and looking forward. In: Proceedings of the Tenth International Conference on Teaching Statistics. Looking back, looking forward, pp. 1-6.

Schindler, Maike ORCID: 0000-0001-9530-4151, Mackrell, Kate, Pratt, Dave and Bakker, Arthur (2017). Applying Contemporary Philosophy in Mathematics and Statistics Education: The Perspective of Inferentialism. In: Proceedings of the 13th International Congress on Mathematical Education, pp. 685-686. Springer Nature. ISBN 9783319625973

Lilienthal, Achim J. ORCID: 0000-0003-0217-9326 and Schindler, Maike ORCID: 0000-0001-9530-4151 (2017). Conducting dual portable eye-tracking in mathematical creativity research. In: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, PME. ISBN 9781387136087

Schindler, Maike ORCID: 0000-0001-9530-4151 and Lilienthal, Achim J. ORCID: 0000-0003-0217-9326 (2017). Eye-tracking and its domain-specific interpretation. A stimulated recall study on eye movements in geometrical tasks. In: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 153-160. PME.

Schindler, Maike ORCID: 0000-0001-9530-4151 and Lilienthal, Achim J. ORCID: 0000-0003-0217-9326 (2017). Eye-tracking as a tool for investigating mathematical creativity from a process-view. In: Proceedings of the10th International Conference on Mathematical Creativity and Giftedness (MCG 10), pp. 45-50. ISBN 978-9963-700-99-8

Nilsson, Per, Schindler, Maike ORCID: 0000-0001-9530-4151 and Seidouvy, Abdel ORCID: 0000-0002-4185-3208 (2017). Inferentialism—a social pragmatic perspective on conceptual teaching and understanding in mathematics. In: ICT in mathematics education: the future and the realities. Proceedings of MADIF 10, pp. 129-134. Göteborg: SMDF. ISBN 978-91-984024-0-7

Schindler, Maike ORCID: 0000-0001-9530-4151 (2017). Inklusiven Mathematikunterricht gestalten lernen – praxisbezogen und zugleich handlungsentlastet. In: Mit Heterogenität im Mathematikunterricht umgehen lernen, pp. 199-209. Springer Spektrum. ISBN 978-3-658-16902-2

Rott, Benjamin ORCID: 0000-0002-8113-1584 and Schindler, Maike ORCID: 0000-0001-9530-4151 (2017). Mathematische Begabung in den Sekundarstufen erkennen und angemessen aufgreifen. In: Mit Heterogenität im Mathematikunterricht umgehen lernen, pp. 235-245. Springer Spektrum. ISBN 978-3-658-16902-2

Jolitschke, Julia, Rott, Benjamin ORCID: 0000-0002-8113-1584 and Schindler, Maike ORCID: 0000-0001-9530-4151 (2017). Mathematische Begabung in der Sekundarstufe II ‒ die Herausforderung der Identifikation. In: Beiträge zum Mathematikunterricht 2017, pp. 119-133. WTM. ISBN 978-3-95987-071-9

Nilsson, Per, Schindler, Maike ORCID: 0000-0001-9530-4151 and Bakker, Arthur (2017). The Nature and Use of Theories in Statistics Education. In: International Handbook of Research in Statistics Education, pp. 359-386. Springer. ISBN 978-3-319-66193-3

Joklitschke, Julia, Rott, Benjamin ORCID: 0000-0002-8113-1584 and Schindler, Maike ORCID: 0000-0001-9530-4151 (2017). Zu Konzeptualisierungen mathematischer Kreativität sowie möglichen Studiendesigns. In: Mathematische Problemlösekompetenzen fördern, pp. 119-134. WTM. ISBN 978-3-95987-061-0

Jolitschke, Julia, Rott, Benjamin ORCID: 0000-0002-8113-1584 and Schindler, Maike ORCID: 0000-0001-9530-4151 (2017). The challenges of identifying giftedness in upper secondary classes. In: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, PME.

Conference or Workshop Item

Schindler, Maike ORCID: 0000-0001-9530-4151 (2018). Epistemological considerations inspired by inferentialism with respect to learning difficulties. In: EARLI SIG17 and SIG25 Conference "Dialogue between ontology and epistemology", 27.-28. August 2018, Cambridge. Paper.

Schindler, Maike ORCID: 0000-0001-9530-4151 and Lilienthal, Achim J. ORCID: 0000-0003-0217-9326 (2018). Method and theory in their interplay: Using eye-tracking for investigating mathematical learning. In: EARLI SIG17 and SIG25 Conference "Dialogue between ontology and epistemology", 27.-28. August 2018, Cambridge. Paper.