English Publications on Research in Mathematics Education (* marks SSCI journals)

In press or online first

• *Hankeln, C., Kroehne, U., Voss, L., Groß, S., & Prediger, S. (2025, online first). Developing digital formative assessment for deep conceptual learning goals: Which topic-specific research gaps need to be closed? Educational Technology Research and Development. https://doi.org/10.1007/s11423-025-10486-x (Open Access)

• *Gross, S., & Prediger, S. (2025, online first). How to best support teachers’ adaptive lesson planning practices by formative assessment reports? An experiment. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-025-10561-y (Open Access)

• *Dröse, J., Ahlemeyer, L. & Prediger, S. (2025, online first). How curriculum materials can contribute to implementing instructional innovations: the case of enactment of strategy instruction. ZDM – Mathematics Education, 57(5). https://doi.org/10.1007/s11858-025-01662-7 (Open Access)

2025

Reviewed papers in peer reviewed journals

• *Abraham, M. & Prediger, S. (2025). Scaffolding fifth graders’ learning with a digital multi-representation tool: Design research on focusing multiplicative structures with dynamic dot arrays. Digital Experiences in Mathematics Education, 11(2), 219–246. https://doi.org/10.1007/s40751-024-00156-7 (Open Access)

• *Gross, S., Hankeln, C., Rösike, K.-A. & Prediger, S. (2025). How do expert and novice teachers monitor and enhance student understanding? Qualitative comparisons informing the design of a digital formative assessment platform. Technology, Knowledge and Learning, 30(2), 991–1020. https://doi.org/10.1007/s10758-024-09755-0 (Open Access)

• *Hankeln, C., & Prediger, S. (2025). Language is essential for avoiding surface translations: Associations of students’ spontaneous use of meaning-related phrases for explicating structures with conceptual understanding of multiplication. Educational Studies in Mathematics, 120(1), 57–79. https://doi.org/10.1007/s10649-025-10414-z (Open Access)

• *Prediger, S., Rösike, K.-A., & Wischgoll, A. (2025). Beyond basic skills: An effective foundation intervention for low-achieving fifth graders’ understanding of basic concepts. Studies in Educational Evaluation, 85: 101452, 1–17. https://doi.org/10.1016/j.stueduc.2025.101452 (Open Access)

• *Peters, N., Prediger, S., & Weiß, J. (2025). Fostering students’ measurement estimation skills in a digital teaching-learning environment: A class-wise randomized controlled trial in Grade 5. Education Sciences, 15(2), 238, 1–26. https://doi.org/10.3390/educsci15020238 (Open Access)

• Prediger, S., Kuhl, J., Schulze, S., Pulz, I., Wittich, C., Ademmer, C., & Büscher, C. (2025). How to enable teachers to enhance all students’ understanding of percentages? A quasi-experimental field trial. International Electronic Journal of Mathematics Education, 20(2), em0816, 1–14. https://doi.org/10.29333/iejme/15899 (Open Access)

• *Shure, V., Lehmann, M., Friesen, M., Roesken-Winter, B., & Prediger, S. (2025). Professional development research on promoting productive practices for teachers’ handling of typical tasks of mathematics teaching: A systematic review. ZDM – Mathematics Education, , 57(4), 795–813., 57(4), 795–813. https://doi.org/10.1007/s11858-025-01659-2 (Open Access)

• *Stahnke, R., Sahin-Gür, D., Hankeln, C., & Prediger, S. (2025). Implementing educational innovations through facilitators: Cascade model works, yet school contexts matter. Studies in Educational Evaluation, 85: 101456, 1–11. https://doi.org/10.1016/j.stueduc.2025.101456 (Open Access)

Papers in peer reviewed proceedings and books

• Uribe, Á., & Prediger, S. (2025). Establishing practices of unpacking meanings of mathematical concepts in multiple languages. In C. Cornejo, P. Felmer, D. M. Gómez, P. Dartnell, P. Araya, A. Peri, & V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 347–354). PME. (Open Access)

• Bielinski, S., & Prediger, S. (2025). Explain why "times 1000" from kilogram to gram: Controlled trial on learning to explain in two digital environments with different topic focus. In C. Cornejo, P. Felmer, D. M. Gómez, P. Dartnell, P. Araya, A. Peri, & V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 115–122). PME. (Open Access)

• Prediger, S. (2025). Unlocking minds by conceptually focused, student-centred explicit mathematics teaching and quantitative evidence for effectiveness. In S. M. Patahuddin, L. Gaunt, D. Harris, & K. Tripet (Eds.), Unlocking minds in mathematics education: Proceedings of the 47th Annual Conference of the Mathematics Education Research Group of Australasia, 6–10 July 2025, Canberra (pp. 13–21). MERGA. (Lightly reviewed plenary paper) (Open Access)

2024

Papers in peer reviewed journals and a handbook

• Uribe, Á., & Prediger, S. (2025). Establishing practices of unpacking meanings of mathematical concepts in multiple languages. In C. Cornejo, P. Felmer, D. M. Gómez, P. Dartnell, P. Araya, A. Peri, & V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 347–354). PME. Bielinski, S., & Prediger, S. (2025). Explain why "times 1000" from kilogram to gram: Controlled trial on learning to explain in two digital environments with different topic focus. In C. Cornejo, P. Felmer, D. M. Gómez, P. Dartnell, P. Araya, A. Peri, & V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 115–122). PME. Prediger, S. (2025). Unlocking minds by conceptually focused, student-centred explicit mathematics teaching and quantitative evidence for effectiveness. In S. M. Patahuddin, L. Gaunt, D. Harris, & K. Tripet (Eds.), Unlocking minds in mathematics education: Proceedings of the 47th Annual Conference of the Mathematics Education Research Group of Australasia, 6–10 July 2025, Canberra (pp. 13–21). MERGA.
• Prediger, S., Jackson, K., & Koichu, B. (2024). When theory should guide action, what kind of theorizing do we need? In M. A. Clements, B. Kaur, T. Lowrie, V. Mesa, & J. Prytz (Eds.), Fourth International Handbook of Mathematics Education (pp. 341–364). Springer. https://doi.org/10.1007/978-3-031-51474-6_14

• * Quabeck, K., Erath, K., & Prediger, S. (2024). Differential instructional qualities despite equal tasks: Relevance of school contexts for subdomains of cognitive demands. ZDM – Mathematics Education, 56(5), 937–952. https://doi.org/10.1007/s11858-024-01552-4 (Open Access) 

• Prediger, S., & Selter, C. (2024). Establish shared visions and support productive adaptations on all levels: Aims, strategies, and architecture of a nationwide implementation program. Implementation and Replication Studies in Mathematics Education, 4(1), 15–49. doi.org/10.1163/26670127-bja10020 (Open Access)

• Hein, K., & Prediger, S. (2024). Scaffolds for seeing, using, and articulating logical structures in proofs: Design research study with high school students. Journal of Mathematical Behaviour, 74(101123), 1–23. doi.org/10.1007/10.1016/j.jmathb.2023.101123 (Open Access)

• *Büscher, C., & Prediger, S. (2024). Teachers’ practices of integrating challenging demands of inclusive mathematics education in a professional development program. Journal of Mathematics Teacher Education, 27(2), 209–233. doi.org/10.1007/s10857-022-09560-5 (Open Access)

• Post, M., & Prediger, S. (2024). Teaching practices for unfolding information and connecting multiple representations: The case of conditional probability information. Mathematics Education Research Journal, 36(1), 97-129. doi.org/10.1007/s13394-022-00431-z (Open Access)

• Prediger, S. (2024). Conjecturing is not all: Theorizing in PD design research by refining and connecting categorial, descriptive, explanatory, and normative theory elements. EDeR – Educational Design Research, 8(1), 1–30. https://doi.org/10.15460/eder.8.1.2120 (Open Access)

• *Prediger, S., Erath, K., Quabeck, K., & Stahnke, R. (2024). Effects of interaction qualities beyond task quality: Disentangling instructional support and cognitive demands. International Journal of Science and Mathematics Education, 22(4), 885–909. doi.org/ 10.1007/s10763-023-10389-4 (Open Access)

• *Prediger, S., & Buró, R. (2024). Fifty ways to work with students’ diverse abilities? A video study on inclusive teaching practices in secondary mathematics classrooms. International Journal of Inclusive Education, 28(2), 124–143. doi.org/10.1080/13603116.2021.1925361 (Open Access)

• Zentgraf, K., & Prediger, S. (2024). Demands and scaffolds for explaining the connection of multiple representations: Revisiting the bottle-filling task. Journal of Mathematical Behavior, 73:101118, 1–21. https://doi.org/10.1016/j.jmathb.2023.101118 (Open Access) 

• Zorrilla, C., Roos, A.-K., Fernández, C., Llinares, S., & Prediger, S. (2024). Connecting operation-choice problems by the variation principle: Sixth graders’ operational or deeper relational pathways. Journal of Mathematical Behavior, 73(101104), 1–20. https://doi.org/10.1016/j.jmathb.2023.101104 (Open Access)

• Wischgoll, A., & Prediger, S. (2024). Studying efficacy of particular design elements in online teacher professional development courses: The case of systematizing videos for enhancing teachers’ pedagogical content knowledge. Zeitschrift für Erziehungswissenschaft, 27(3), 715–737. https://doi.org/10.1007/s11618-024-01245-4 (Open Access)

Papers in peer reviewed proceedings and books

• *Prediger, S. (2024). 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. The 25th ICMI Study (pp. 277–300). Springer. https://doi.org/10.1007/978-3-031-56488-8_6 (Open Access)

• Prediger, S. (2024). Specifying mathematical language demands: Theoretical framework of the language specification grid. In J. Wang (Ed.), Proceedings of the 14th International Congress on Mathematical Education 2021: Volume II: Invited Lectures (pp. 505–519). World Scientific. https://doi.org/10.1142/9789811287183_0034 (Open Access)

• Gross, S., & Prediger, S. (2024). Beyond immediate error repair – How to support teachers’ decision making for enhancing understanding: an experimental study. In T. Evans, O. Marmur, J. Hunter, & G. Leach (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (pp. 264–271). PME. (Open Access)

• Bielinski, S., & Prediger, S. (2024). Students’ explanations for unit conversions: specifying underlying structures to be addressed. In T. Evans, O. Marmur, J. Hunter, & G. Leach (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (pp. 88–95). PME. (Open Access)

• Hankeln, C., Groß, S., Kroehne, U., Voß, L., & Prediger, S. (2024). Making use of Log-Data in the digital formative assessment tool Mastering Math Online-Check. 8-page paper presented at ICME TSG 3.14, Sydney. (Open Access)

• Dröse, J., Ahlemeyer, L., & Prediger, S. (2024). Open or explicit learning opportunities? How textbooks can support strategy learning. 8-page paper presented at ICME TSG 3.12, Sydney. (Open Access)

• Prediger, S., Quabeck, K., & Erath, K. (2024). Engaging students in conceptual, discursive, and lexical practices: measurable effects for learning outcomes. 8-page paper presented at ICME TSG 3.10, Sydney. (Open Access)

• Revina, S., Ferrari, E., Lekaus S., Uribe, A., Schüler-Meyer, A., Meaney, T., & Prediger, S. (2024). Harnessing the epistemic potential of multiple languages: lesson from a classroom implementation. 4-page paper presented at ICME TSG 2.4, Sydney. (Open Access)

• Sahin-Gür, D., Prediger, S., & Stahnke, R. (2024). Changes in teachers’ diagnostic categories for noticing students’ written explanations in a PD program. 4-page paper presented at ICME TSG 4.4, Sydney. (Open Access)

• Shure, V., Roesken-Winter, B., Laschke, C., & Prediger, S. (2024). Using a script-writing activity to unpack teachers’ discussion-leading practices in terms of their underlying orientations for enhancing learners’ conceptual understanding. 8-page paper presented at ICME TSG 4.5, Sydney. (Open Access)
  

2023

Papers in peer reviewed journals

• *Prediger, S., Dröse, J., Stahnke, R., & Ademmer, C. (2023). Teacher expertise for fostering at-risk students’ understanding of basic concepts: Conceptual model and evidence for growth. Journal of Mathematics Teacher Education, 26(4), 481–508. doi.org/10.1007/s10857-022-09538-3 (Open Access)

• *Karsenty, R., Pöhler, B., Schwarts, G., Prediger, S., & Arcavi, A. (2023). Processes of decision-making by mathematics PD facilitators: the role of resources, orientations, goals, and identities. Journal of Mathematics Teacher Education, 26(1), 27–51. doi.org/10.1007/s10857-021-09518-z (Green Access to preliminary version)

• *Prediger, S., & Neugebauer, P. (2023). Can students with different language backgrounds equally profit from a language-responsive instructional approach for percentages? Differential effectiveness in a field trial. Mathematical Thinking and Learning, 25(1), 2–22. doi.org/ 10.1080/10986065.2021.1919817 (Open Access).

• *Neugebauer, P., & Prediger, S. (2023). Quality of teaching practices for all students: Multilevel analysis of language-responsive teaching for robust understanding. International Journal of Science and Mathematics Education, 21(3), 811–834. doi.org/10.1007/s10763-022-10274-6 (Open Access)

• Quabeck, K., Erath, K., & Prediger, S. (2023). Measuring interaction quality in mathematics instruction: How differences in operationalizations matter methodologically. Journal of Mathematical Behavior, 70(101054), 1–17. doi.org/10.1016/j.jmathb.2023.101054 (Open Access)

• *Schwarts, G., Elbaum-Cohen, A., Pöhler, B., Prediger, S., Arcavi, A., & Karsenty, R. (2023). The servants of two discourses: How novice facilitators draw on their mathematics teaching experience. Educational Studies in Mathematics, 112(2), 247–266. doi.org/10.1007/s10649-022-10182-0 (Green Access to preliminary version)

• *Dröse, J., & Prediger, S. (2023). Prospective teachers’ diagnostic thinking on students’ understanding of multi-digit multiplication: A content-related analysis on unpacking knowledge elements. Journal für Mathematik-Didaktik, 44(1), 1–28. doi.org/10.1007/s13138-022-00214-w (Open Access)

Papers in reviewed proceedings and books

• Bardy, T., Gorrengourt, S., Holzäpfel, L., Barzel, B. & Prediger, S. (2023). Learning to integrate reflections on the classroom level and teacher professional development level: A step in novice facilitators’ growth.In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Hrsg.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (S. 4750–4757). Budapest: ERME / HAL. https://hal.science/hal-04420699 (Open Access)

• Beer, B., & Prediger, S. (2023). Initiating meta-cognitive communication in students’ discussions about process steps when solving real-world problems. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Hrsg.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (S. 1143–1150). Budapest: ERME / HAL. https://hal.science/hal-04413816 (Open Access)

• Goldschmidt, A., & Prediger, S. (2023). How can the double number line promote students with mathematical learning difficulties to conduct and explain proportional reasoning? In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Hrsg.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (S. 4558–4565). Budapest: ERME / HAL. https://hal.science/hal-04409253 (Open Access)

• Prediger, S. (2023). From task completion to learning progress: Shifting mathematics teachers’ conceptualisations of success as a key challenge in professional growth. In A. Twohill & S. Quirke (Hrsg.), Proceedings of the Ninth Conference on Research in Mathematics Education in Ireland (MEI 9) (S. 7–27). Dublin: Dublin City University. (Open Access)

• Prediger, S., Pöhler-Friedrich, B. & Sahin-Gür, D. (2023). Beyond vocabulary: Enabling mathematics teachers to focus on rich discourse practices for language-responsive mathematics teaching. In A. Schüler-Meyer, J. Ingram & K. Erath (Eds.), Proceedings of the Twelfth ERME Topic Conference on Language in the Mathematics Classroom (pp. 86–93). Budapest: ERME / HAL. https://hal.science/hal-03992500 (Open Access)

• Prediger, S. & Roos, A.-K. (2023). Deeper learning mathematics: The case of algebraic equations. In D. Coyle, O. Meyer & S. Staschen-Dielmann (Hrsg.), Beyond CLIL: Pluriliteracies Teaching for Deeper Learning (S. 262–287). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781009043755 (Open Access)

• Prediger, S. & Wischgoll, A. (2023). Unit structures rarely articulated: Teachers’ explanations of meanings of multiplication. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Hrsg.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, S. 59–66). Haifa: PME. (Open Access)

• Sahin-Gür, D. & Prediger, S. (2023). Facilitators’ planning practices for PD activities and their alignment to chosen PD goals: A case study on relevance of unpacking PD goals. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi & E. Kónya (Hrsg.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (S. 4818–4825). Budapest: ERME / HAL. https://hal.science/hal-04420737 (Open Access)

• Schüler-Meyer, A., Meaney, T., Uribe, Á., & Prediger, S. (2023). Design heuristic for generating conceptual learning opportunities through multiple languages: Exemplified for algebra. In A. Schüler-Meyer, J. Ingram, & K. Erath (Eds.), Proceedings of the Twelfth ERME Topic Conference on Language in the Mathematics Classroom (pp. 102–110). Oxford: ERME / HAL. https://hal.science/hal-03992500 (Open Access)

• Zentgraf, K., & Prediger, S. (2023). What meaning-related phrases do language learners need to develop functional understanding? Analysis for the bottle-filling activity. In A. Schüler-Meyer, J. Ingram, & K. Erath (Eds.), Proceedings of the Twelfth ERME Topic Conference on Language in the Mathematics Classroom (pp. 143–150). Oxford: ERME / HAL. https://hal.science/hal-03992500 (Open Access)

2022

• *Prediger, S., Erath, K., Weinert, H., & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-01 (Free Access to preliminary version)

• *Tondorf, A. & Prediger, S. (2022). Connecting characterizations of equivalence of expressions: Design research in Grade 5 by bridging graphical and symbolic representations. Educational Studies in Mathematics, 111(3), 399–422. doi.org/10.1007/s10649-022-10158-0 (Open Access)

• *Prediger, S., Roesken-Winter, B., Stahnke, R., & Pöhler, B. (2022). Conceptualizing content-related PD facilitator expertise. Journal of Mathematics Teacher Education, 25(4), 403–428. doi.org/10.1007/s10857-021-09497-1 (Open Access)

• Prediger, S. (2022). Implementation research as a task for subject-matter education disciplines: Co-constructive, content-related, and research-based. RISTAL Research in Subject-matter Teaching and Learning, 5(1), 4–23. doi.org/10.2478/ristal-2022-0103 (Open Access)

• *Prediger, S., Götze, D., Holzäpfel, L., Rösken-Winter, B., & Selter, C. (2022). Five principles for high-quality mathematics teaching: Combining normative, epistemological, empirical, and pragmatic perspectives for specifying the content of professional development. Frontiers in Education, 7:969212, 1–15. doi.org/10.3389/feduc.2022.969212 (Open Access) 

• Quasthoff, U., Heller, V., Prediger, S. & Erath, K. (2022). Learning in and through classroom interaction: Towards the convergence of linguistic and content learning opportunities in monolingual subject teaching. European Journal of Applied Linguistics, 10(1), 57–85. doi.org/10.1515/eujal-2020-0015

• Krause, A., Wagner, J., Redder, A. & Prediger, S. (2022). New migrants, new challenges? Activating multi-lingual resources for understanding mathematics: institutional and interactional factors. European Journal for Applied Linguistics, 10(1), 1–30. doi.org/10.1515/eujal-2020-0017

• Prediger, S., Quabeck, K., & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. doi.org/10.22342/jme.v13i1.pp1-30 (Open Access)

• *Prediger, S. (2022). Leveraging and connecting conceptions of amount and change: A content-specific approach to adaptive teaching practices. The Journal of Mathematical Behavior, 66(6):100970, 1–16. doi.org/10.1016/j.jmathb.2022.100970 (Free Access to preliminary version)

• Prediger, S. (2022). Enhancing language for developing conceptual understanding: A research journey connecting different research approaches. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 8–33). University of Bolzano / ERME. https://hal.archives-ouvertes.fr/hal-03756062/ (Open Access) (Plenary Paper)

• Korntreff, S. & Prediger, S. (2022). Students’ ideas about variables as generalizers and unknowns: Design Research calling for more explicit comparisons of purposes. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 529–536). University of Bolzano / ERME. https://hal.archives-ouvertes.fr/hal-03745135 (Open Access)

• Post, M. & Prediger, S. (2022). Connecting representations for understanding probabilities requires unfolding concepts in meaning-related language. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 4336–4343). University of Bolzano / ERME. https://hal.archives-ouvertes.fr/hal-03765548 (Open Access)

• Tondorf, A. & Prediger, S. (2022). A dynamic early algebra approach for transitions from describing figures to transforming expressions. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 679–686). University of Bolzano / ERME. https://hal.archives-ouvertes.fr/hal-03745445 (Open Access)

2021

• *Schwarts, G., Pöhler, B., Elbaum-Cohen, A., Karsenty, R., Arcavi, A., & Prediger, S. (2021). Novice facilitators’ changes in practices: From launching to managing discussions about mathematics teaching. The Journal of Mathematical Behavior, 64(100901), 1–17.doi.org/10.1016/j.jmathb.2021.100901

• *Prediger, S., Barzel, B., Hußmann, S., & Leuders, T. (2021). Towards a research base for textbooks as teacher support: the case of engaging students in active knowledge organization in the KOSIMA project. ZDM – Mathematics Education, 53(6), 1233–1248. doi.org/10.1007/s11858-021-01245-2 (Open Access)

• *Prediger, S. & Neugebauer, P. (2021). Capturing teaching practices in language-responsive mathematics classrooms - Extending the TRU framework “teaching for robust understanding” to L-TRU. ZDM – Mathematics Education, 53(2), 289–304. doi.org/10.1007/s11858-020-01187-1 (Open Access)

• *Roesken-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. doi.org/10.1007/s11858-021-01220-x (Open Access).

• *Erath, K., Ingram, J., Moschkovich, J., & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning – A review of the state of development and research. ZDM – Mathematics Education, 53(2), 245–262. doi.org/10.1007/s11858-020-01213-2 (Open Access)

• *Dröse, J. & Prediger, S. (2021). Identifying obstacles is not enough for everybody – Differential efficacy of an intervention fostering fifth graders’ comprehension for word problems. Studies in Educational Evaluation, 68(100953), 1–15. doi.org/10.1016/j.stueduc.2020.100953 (Share-it link for open access)

• Uribe, Á. & Prediger, S. (2021). Students’ multilingual repertoires-in-use for meaning-making: Contrasting case studies in three multilingual constellations. Journal of Mathematical Behavior, 62(100820), 1–23. doi.org/10.1016/j.jmathb.2020.100820 (Free Access to preliminary version)

• Prediger, S. & Uribe, Á. (2021). Exploiting the epistemic role of multilingual resources in superdiverse mathematics classrooms: Design principles and insights into students’ learning processes. In A. Fritz, E. Gürsoy, & M. Herzog (Eds.), Diversity Dimensions in Mathematics and Language Learning: Perspectives on Culture, Education and Multilingualism (pp. 80–97). Berlin: De Gruyter/Mouton. doi.org/10.1515/9783110661941-005 (Open Access)

• Prediger, S., Schnell, S., & Rösike, K.-A. (2021). Promoting and investigating teachers’ professionalization processes towards noticing and fostering students’ potentials: A case of Content-Specific Design Research for Teachers. In S. Zehetmeier, D. Potari & M. Ribeiro (Eds.), Professional development and knowledge of mathematics teachers (pp. 145–162). London: Routledge.

• Erath, K. & Prediger, S. (2021). Quality dimensions for activation and participation in language-responsive mathematics classrooms. In N. Planas, M. Schütte, & C. Morgan (Eds.), Classroom research on mathematics and language - seeing learners and teachers differently (pp. 167–183). London: Routledge. doi.org/10.4324/9780429260889-12 (Free access to preliminary version here)

• Dröse, J., Prediger, S., Neugebauer, P., Danhier, R. D., & Mertins, B. (2021). Investigating students’ processes of noticing and interpreting syntactic language features in word problem solving through eye-tracking. International Electronic Journal of Mathematics Education, 16(1), em0625, 1–17. doi.org/10.29333/iejme/9674n (Open Access)

2020

• Prediger, S., & Sahin-Gür, D. (2020). Eleventh graders’ increasingly elaborate language use for disentangling amount and change – A case study on the epistemic role of syntactical language complexity. Journal für Mathematikdidaktik, 41(1), 43–79. doi.org/10.1007/s13138-019-00155-x (Open Access)

• Dröse, J., & Prediger, S. (2020). Enhancing Fifth Graders’ Awareness of Syntactic Features in Mathematical Word Problems: A Design Research Study on the Variation Principle. Journal für Mathematik-Didaktik, 41(2), 391–422. doi.org/10.1007/s13138-019-00153-z (here Share-It-Link with open access non printable version)

• Prediger, S. (2020). Content-specific theory elements for explaining and enhancing teachers’ professional growth in collaborative groups. In H. Borko & D. Potari (Eds.), ICMI Study 25 Conference Proceedings. Teachers of mathematics working and learning in collaborative groups (pp. 2–14). Lisbon: ICMI.

• Wagner, D., Bakker, A., Meaney, T., Mesa, V., Prediger, S. & van Dooren, W. (2020). What can we do against racism in mathematics education research? Editorial. Educational Studies in Mathematics, 104(3), 299–311. doi.org/10.1007/s10649-020-09969-w

• Dohle, A., & Prediger, S. (2020). Disentangling discourse practices and language means for developing conceptual understanding: The case of pre-algebraic equivalence. In J. Ingram, K. Erath, F. Rønning, & A. Schüler-Meyer (Eds.), Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom (pp. 89–96). Montpellier: ERME / HAL-Archive.

• Post, M., & Prediger, S. (2020). Decoding and discussing part-whole relationships in probability area models: The role of meaning-related language. In J. Ingram, K. Erath, F. Rønning, & A. Schüler-Meyer (Eds.), Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom (pp. 105–113). Montpellier: ERME / HAL-Archive.

2019

• 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. doi.org/10.1007/s10649-018-9835-2 (here Share-It-Link with open access non printable version)

• Büscher, C., & Prediger, S. (2019). Students’ reflective concepts when reflecting on statistical measures – A Design Research study. Journal für Mathematikdidaktik, 40(2), 197–225. doi.org/10.1007/s13138-019-00142-2 (here Share-It-Link with open access non printable version)

• Prediger, S. (2019). Investigating and promoting teachers’ expertise for language-responsive mathematics teaching.  Mathematics Education Research Journal, 31(4), 367–392. doi.org/10.1007/s13394-019-00258-1 (Open Access)

• Prediger, S. (2019). Theorizing in Design Research: Methodological reflections on developing and connecting theory elements for language-responsive mathematics classrooms. Avances de Investigación en Educación Matemática, 15, 5–27. doi.org/10.35763/aiem.v0i15.265 (Open Access)

• Prediger, S., Sahin-Gür, D., & Zindel, C. (2019). What language demands count in subject-matter classrooms? A study on mathematics teachers’ language-related orientations and diagnostic categories for students’ explanations. RISTAL – Journal for Research in Subject-matter Teaching and Learning, 2(1), 102–117. doi.org/10.23770/rt1827 (Open Access)

• Leufer, N., Prediger, S., Mahns, P., & Kortenkamp, U. (2019). Facilitators’ adaptation practices of curriculum material resources for professional development courses. International Journal of STEM Education, 6:24, 1–18. doi.org/10.1186/s40594-019-0177-0 (Open Access).

• Prediger, S., Kuzu, T., Schüler-Meyer, A., & Wagner, J. (2019). One mind, two languages – separate conceptualisations? A case study of students’ bilingual modes for dealing with language-related conceptualisations of fractions. Research in Mathematics Education, 21(2), 188–207. doi:10.1080/14794802.2019.1602561 (Open Access).

• Prediger, S., Roesken-Winter, B., & Leuders, T. (2019). Which research can support PD facilitators? Research strategies in the Three-Tetrahedron Model for content-related PD research. Journal of Mathematics Teacher Education, 22(4), 407–425. doi.org/10.1007/s10857-019-09434-3 (Open Access).

• Prediger, S., Erath, K., & Moser Opitz, E. (2019). The language dimension of mathematical difficulties. In A. Fritz, V. Haase, P. Räsänen (Eds.), International Handbook of math learning difficulties: From the laboratory to the classroom (pp. 437–455). Cham: Springer. (Green Access to a preliminary version here)

• Schüler-Meyer, A., Prediger, S., Kuzu, T., Wessel, L., & Redder, A. (2019). Is Formal language proficiency in the home language required to profit from a bilingual teaching intervention in Mathematics? A mixed methods study on fostering multilingual students’ conceptual understanding. International Journal of Science and Mathematics Education, 17(2), 317–339. doi.org/10.1007/s10763-017-9857-8. (Open Access)

• Nührenbörger, M., Rösken-Winter, B., Link, M., Prediger, S., & Steinweg, A. S. (2019). Design Science and Design Research: The Significance of a Subject-Specific Research Approach. In H. N. Jahnke & L. Hefendehl-Hebeker (Eds.), Traditions in German-Speaking Mathematics Education Research (pp. 61–89). Cham: Springer. doi.org/10.1007/978-3-030-11069-7 (Open Access)

• Gravemeijer, K., & Prediger, S. (2019). Topic-specific Design Research: An Introduction. In G. Kaiser & N. Presmeg (Eds.), Compendium for early career researchers in mathematics education (pp. 33–57). Cham: Springer. doi.org/ 10.1007/978-3-030-15636-7 (Open Access)

• Prediger, S., & Pöhler, B. (2019). Conducting PD discussions on language repertoires: a case study on facilitators’ practices. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 241–248). Pretoria: PME.

• Barwell, R., Bose, A., Moschkovich, J., Phakeng, M., Planas, N., & Prediger, S. (2019). Researching mathematics education and language diversity: The theories we use and develop, and what they enable us to see, say or do. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 85–105). Pretoria: PME.

• Schüler-Meyer, A., Prediger, S., & Weinert, H. (2019). Which factors coincide with mathematical learning gains in bilingual classrooms? German language proficiency and mixed language use. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 1786–1793). Utrecht: Freudenthal Group & ERME.

• Prediger, S., Uribe, Á., & Kuzu, T. (2019). Disentangling students’ personal repertoires for meaning-making: The case of newly arrived emergent multilingual students. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 1746–1753). Utrecht: Freudenthal Group & ERME.

• Buró, S., & Prediger, S. (2019). Low entrance or reaching the goals? Mathematics teachers’ categories for differentiating with open-ended tasks in inclusive classrooms. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 4636–4643). Utrecht: Freudenthal Group & ERME.

• Pöhler, B. & Prediger, S. (2019). Facilitators’ practices and situative goals in conducting PD courses on language-responsive mathematics teaching. In A. Frank, S. Krauss & K. Binder (Eds.), Beiträge zum Mathematikunterricht (pp. 945–948). Münster: WTM.

2018

• Erath, K., Prediger, S., Quasthoff, U., & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. doi.org/10.1007/s10649-018-9830-7

• Dreyfus, T., Artigue, M., Potari, D., Prediger, S. & Ruthven, K. (Eds.) (2018). Developing Research in Mathematics Education - Twenty Years of Communication, Cooperation and Collaboration in Europe. Oxon: Routledge.  (Link for open access without print)

• Prediger S. (2018). Multilingual issues in Nordic mathematics education – What is achieved and where to go next? NOMAD - Nordisk Matematikkdidaktikk, 23(3-4), 247–258.

• Prediger, S. (2018). Comparing and combining research approaches to empirically inform the design of subject-matter interventions: The case of fostering language learners’ strategies for word problems. RISTAL – Journal for Research in Subject-matter Teaching and Learning, 1(1), 4–18.

• 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. Journal für Mathematik-Didaktik, 39(1 Suppl.), 1–26. (Authorized English translation of Sprachkompetenz und Mathematikleistung – Empirische Untersuchung sprachlich bedingter Hürden in den Zentralen Prüfungen 10).doi.org/10.1007/s13138-018-0126-3. Share-It-Link http://rdcu.be/GS6V (druckbare Vorfassung hier)

• Sahin-Gür, D. & Prediger, S. (2018). “Growth goes down, but of what?” A case study on language demands in qualitative calculus. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 99–106). Umeå: PME.

• Prediger, S., Sahin-Gür, D. & Zindel, C. (2018). Are Teachers’ language views connected to their diagnostic judgments on students’ explanations? In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 11–18). Umeå: PME.

• Erath, Kirstin & Prediger, Susanne (2018). What characterizes quality of mathematics classroom interaction for supporting language learners? Disentangling a complex phenomenon. In N. Planas & M. Schütte (Eds.), Proceedings of ETC4 - Fourth ERME Topic Conference ‘Classroom-Based Research on Mathematics and Language’ (pp. 49–56). Dresden: ERME / HAL.

• Barwell, R., Ingram, J., Prediger, S. & Planas, N. (2018). Opportunities and challenges of classroom-based research on mathematics and language. In N. Planas & M. Schütte (Eds.), Proceedings of ETC4 - Fourth ERME Topic Conference ‘Classroom-Based Research on Mathematics and Language’ (pp. 17–26). Dresden: ERME / HAL.

• Vogler, A.-M., Prediger, S., Quasthoff, U. & Heller, V. (2018). Students’ and teachers’ focus of attention in classroom interaction – subtle sources for the reproduction of social disparities. Mathematics Education Research Journal, 30(3), 299–323. Share-It-Link http://rdcu.be/FWEO. The final authenticated version is available online at doi.org/10.1007/s13394-017-0234-2.

2017

• Glade, M. & Prediger, S. (2017). Students’ individual schematization pathways - empirical reconstructions for the case of part-of-part determination for fractions. Educational Studies in Mathematics, 94(2), 185–203. (Original version available at www-springerlink.com here and here is a link to the downloadable preliminary version)

• Hein, K. & Prediger, S. (2017). Fostering and investigating students’ pathways to formal reasoning: A design research project on structural scaffolding for 9th graders. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10) (pp. 163–170). Dublin, Ireland: DCU / ERME.

• Kuzu, T. & Prediger, S. (2017). Two languages – separate conceptualizations? Multilingual students’ processes of combining conceptualizations of the part-whole concept. In B. Kaur, W.K. Ho, T.L. Toh & B.H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 121–128). Singapore: PME.

• 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 School. Journal of Learning Disabilities, 50(6), 724–736.

• Pöhler, B., George, A. C., Prediger, S., & Weinert, H. (2017). Are word problems really more difficult for students with low language proficiency? Investigating percent items in different formats and types. IEJME – International Electronic Journal of Mathematics Education, 12(3), 667–687.

• 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 the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 73–80). Singapore: PME.

• Prediger, S. & Hein, K. (2017). Learning to meet language demands in multi-step mathematical argumentations: Design Research on a subject-specific genre. European Journal of Applied Linguistics, 5(2), 309–335. (here is a link to the downloadable preliminary version)

• Prediger, S. & Schüler-Meyer, A. (2017). Fostering the Mathematics Learning of Language Learners: Introduction to Trends and Issues in Research and Professional Development. Eurasia Journal of Mathematics Science and Technology Education, 13(7b), 4049–4056.

• 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.

• Prediger, S. & Zindel, C. (2017). Deepening prospective mathematics teachers’ diagnostic judgments: Interplay of videos, focus questions and didactic categories. European Journal of Science and Mathematics Education, 5(3), 222–242.

• Schnell, S. & Prediger, S. (2017). Mathematics Enrichment for All – Noticing and enhancing mathematical potentials of underprivileged students as an issue of equity. Eurasia Journal of Mathematics Science and Technology Education, 13(1), 143–165.

• Vogler, A.-M. & Prediger, S. (2017). Including students’ diverse perspectives on classroom interactions into video-based professional development for teachers. Journal of Mathematics Teacher Education, 20(5), 497–513. doi.org/10.1007/s10857-017-9382-2. (here is a link to a full-text view-only version at SPRINGERlink and here is a link to the downloadable preliminary version)

2016

• Hußmann, S. & Prediger, S. (2016). Specifying and structuring mathematical topics – a four-level approach for combining formal, semantic, concrete, and empirical levels exemplified for exponential growth. Journal für Mathematik-Didaktik, 37(Suppl. 1), 33–67.

• Prediger, S., Schnell, S., & Rösike, K.-A. (2016). Design Research with a focus on content-specific professionalization processes: The case of noticing students’ potentials. In S. Zehetmeier, B. Rösken-Winter, D. Potari, & M. Ribeiro (Eds.), Proceedings of the Third ERME Topic Conference on Mathematics Teaching, Resources and Teacher Professional Development (pp. 96–105). Berlin: Humboldt-Universität zu Berlin / HAL.

• Wessel, L., Prediger, S., Meyer, A., & Kuzu, T. (2016). Is Grade 7 too late to start with bilingual Mathematics courses? An intervention study. Paper presented in TSG 32 at ICME 13, Hamburg. Available online under this link (Invited Paper).

• Meyer, M., Prediger, S., César, M. & Norén, E. (2016). Making use of multiple (non-shared) first languages: state of and need for research and development in the European language context. In R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Setati-Phakeng, P. Valero, & M. Villavicencio (Eds.), Mathematics education and language diversity: The 21st ICMI Study (pp. 47–66). Cham / Heidelberg: Springer. (Here is the open access version of the article)

• Prediger, S., Clarkson, P. & Bose, A. (2016). Purposefully Relating Multilingual Registers: Building Theory and Teaching Strategies for Bilingual Learners Based on an Integration of Three Traditions. In R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Setati-Phakeng, P. Valero, & M. Villavicencio (Hrsg.). Mathematics education and language diversity: The 21st ICMI Study (pp. 193–215). Cham / Heidelberg: Springer. (Here is the open access version of the article)

• Prediger, S. & Krägeloh, N. (2016). “x-arbitrary means any number, but you do not know which one” - 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: Issues for Policy, Practice and Teacher Education (pp. 89–108). Rotterdam: Sense. Here is the original at Springerlink: doi.org/10.1007/978-94-6300-229-5_7

• Altieri, M. & Prediger, S. (2016). Unpacking procedural knowledge in mathematics exams for first-year engineering students. In R. Göller, R. Biehler, R. Hochmuth, H.-G. Rück (Eds.), Didactics of Mathematics in Higher Education as a Scientific Discipline Conference Proceedings (pp. 143–147). khdm-Report 16-05. Kassel / Lüneburg: khdm.

2015

• Prediger, S., Wilhelm, N., Büchter, A., Gürsoy, E. & Benholz, C. (2015). Language proficiency and mathematics achievement– Empirical study of language-induced obstacles in a high stakes test, the central exam ZP10. Official English translation of the German article Sprachkompetenz und Mathematikleistung – Empirische Untersuchung sprachlich bedingter Hürden in den Zentralen Prüfungen 10, Journal für Mathematik-Didaktik, 36(1), 77–104. (printable Open Access version here). English version doi.org/10.1007/s13138-018-0126-3. (Open Acess to view only version here)

• Prediger, S., Gravemeijer, K. & Confrey, J. (2015). Design research with a focus on learning processes – an overview on achievements and challenges. ZDM – Mathematics Education,  47(6), 877–891. (Here is the original at Springer link).

• Jaworski, B., Bartolini Bussi, M.G., Prediger, S. & Nowinska, E. (2015). Cultural contexts for European research and design practices in Mathematics Education. In K. Krainer & N. Vondrová (Eds.), CERME9. Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 7–33). Prague: Charles University / ERME.

• Pöhler, B., Prediger, S. & Weinert, H. (2015). Cracking percent problems in different formats: The role of texts and visual models for students with low and high language proficiency. In K. Krainer & N. Vondrová (Eds.), CERME9. Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 331–338). Prague: Charles University / ERME.

• Erath, K. & Prediger, S. (2015). Diverse epistemic participation profiles in socially established explaining practices. In K. Krainer & N. Vondrová (Eds.), CERME9. Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 1374–1381). Prague: Charles University / ERME.

• Prediger, S. & Pöhler, B. (2015). The interplay of micro- and macro-scaffolding: An empirical reconstruction for the case of an intervention on percentages. ZDM – Mathematics Education, 47(7), 1179–1194. (Here is the original at Springer link)

• Prediger, S. & Krägeloh, N. (2015). Low achieving eighth graders learn to crack word problems: a design research project for aligning a strategic scaffolding tool to students’ mental processes. ZDM – Mathematics Education, 47(6), 947–962. (Here is the original at Springer link)

• Pöhler, B. & Prediger, S. (2015). Intertwining lexical and conceptual learning trajectories - A design research study on dual macro-scaffolding towards percentages. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1697–1722. (here is the link to the preliminary version).

• Prediger, S., Quasthoff, U., Vogler, A.-M. & Heller, V. (2015). How to elaborate what teachers should learn? Five steps for content specification of professional development programs, exemplified by “moves supporting participation in classroom discussions”. Journal für Mathematik-Didaktik, 36(2), 233–257. (Original version available at www-springerlink.com here).

2014

• Bikner-Ahsbahs, A., Prediger, S. and the Networking Theories Group (2014). Networking of Theories as a Research Practice in Mathematics Education. Series Advances in Mathematics Education. Heidelberg et al.: Springer. (here are preliminary versions of Chapter 08 and Chapter 14)

• Prediger, S. & Erath, K. (2014). Content or Interaction, or both? Synthesizing two German traditions in a video study on learning to explain in mathematics classroom microcultures. Eurasia Journal of Mathematics, Science, & Technology Education, 10(4), 313–327.

• Prediger, S. & Schnell, S. (2014). Investigating the Dynamics of Stochastic Learning Processes: A Didactical Research Perspective, Its Methodological and Theoretical Framework. Illustrated for the Case of the Short Term–Long Term Distinction. In Chernoff, Egan J. & Sriraman, Bharath (Eds.), Probabilistic Thinking: Presenting Plural Perspectives. Dordrecht: Springer, 533–558. (Originalversion für Abonnenten zugänglich unter www-springerlink.com)

• Erath, K. & Prediger, S. (2014). Mathematical practices as under-determined learning goals: the case of explaining diagrams in different classroom microcultures. In S. Oesterle, P. Liljedahl, C. Nicol, & D. Allan (Eds.), Proceedings of the Joint Meeting 3 - 17 of PME 38 and PME-NA 36 (Vol. 3, pp. 17–24). Vancouver: PME.

• Schnell, S. & Prediger, S. (2014). Multiple representations as tools for discovering pattern and variability – Insights into the dynamics of learning processes. In T. Wassong, D. Frischemeier, P.R. Fischer, R. Hochmuth, P. Bender (Eds.), Mit Werkzeugen Mathematik und Stochastik lernen - Using Tools for Learning Mathematics and Statistics. Festschrift zum 60. Geburtstag von Rolf Biehler. Wiesbaden: Springer Spektrum, 179–192. (Original version available at www-springerlink.com here, open access web version here)

• Prediger, S. (2014). Fundamental Ideas of Didactics – Reactions to the suggested meta-theoretical construct for reflecting and connecting theories. In A. Peter-Koop, S. Rezat, & M. Hattermann (Eds.), Transformation in Mathematics Education: A New Approach (pp. 387–395). New York: Springer.

2013

• Prediger, S. & Wessel, L. (2013). Fostering German language learners' constructions of meanings for fractions - Design and effects of a language- and mathematics-integrated intervention. Mathematics Education Research Journal, 25(3), 435–456. doi.org/10.1007/s13394-013-0079-2 (Open Access)

• Prediger, S. & Zwetzschler, L. (2013). Topic-specific design research with a focus on learning processes: The case of understanding algebraic equivalence in grade 8. In T. Plomp & N. Nieveen (Hrsg.), Educational Design Research: Illustrative Cases. Enschede: SLO, Netherlands Institute for Curriculum Development, 407–424.

• Barzel, B., Leuders, T., Prediger, S., & Hußmann, S. (2013). Designing Tasks for Engaging Students in Active Knowledge Organization. In A. Watson, M. Ohtani, J. Ainley, J. Bolite Frant, M. Doorman, C. Kieran, A. Leung, C. Margolinas, P. Sullivan, D. Thompson, & Y. Yang (Eds.), ICMI Study 22 on Task Design – Proceedings of Study Conference (pp. 285–294). Oxford.

• Zwetzschler, L. & Prediger, S. (2013). Conceptual challenges for understanding the equivalence of expressions – A case study. In B. Ubuz, C. Haser, & M.A. Mariotti (Eds.), Proceedings of the 8th Congress of the European Society for Research in Mathematics Education (CERME 8 in Antalya 2013) (pp. 558–567). Ankara: METU University.

• Prediger, S. (2013). Focussing structural relations in the bar board – a design research study for fostering all students’ conceptual understanding of fractions. In B. Ubuz, C. Haser, & M.A. Mariotti (Eds.), Proceedings of the 8th Congress of the European Society for Research in Mathematics Education (CERME 8 in Antalya 2013) (pp. 343–352). Ankara: METU University.

• Prediger, S., Renk, N., Büchter, A., Gürsoy, E., Benholz, C. (2013). Family background or language disadvantages? Factors for underachievement in high stakes tests. In A. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 49–56). Kiel: PME.

2010-2012

• Schnell, S. & Prediger, S. (2012). From “everything changes” to “for high numbers, it changes just a bit” – Theoretical notions for a microanalysis of conceptual change processes in stochastic contexts. ZDM – Mathematics Education, 44(7), 825–840. (Original version available at www-springerlink.com here)

• Prediger, S. (2012). Discontinuities of mental models. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (Part 4, pp. 995–997). New York: Springer.

• Selter, C., Prediger, S., Nührenbörger, M., & Hußmann, S. (2012). Taking away and determining the difference – A longitudinal perspective on two models of subtraction and the inverse relation to addition. Educational Studies in Mathematics, 79(3), 389–408. (Originalversion on www-springerlink.com)

• Prediger, S., Clarkson, P., & Bose, A. (2012). A way forward for teaching in multilingual contexts: purposefully relating multi lingual registers. In ICME-12: Preconference Proceedings of the 12th International Congress on Mathematical Education. TSG 30: Mathematics education in a multilingual and multicultural environment (pp. 6213–6222). Seoul: ICMI.

• Prediger, S., Wessel, L., & Tschierschky, K. (2012). Enabling teachers for analysing and fostering learning processes of second language learners: Design and research in a preservice teacher education course. In ICME-12: Preconference Proceedings of 12th International Congress on Mathematical Education. TSG 30: Mathematics education in a multilingual and multicultural environment (pp. 6205-6212). Seoul: ICMI.

• Prediger, S. & Schnell, S. (2011). Individual pathways in the development of students' conceptions of patters of chance. In M. Pytlak, T. Rowland & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 885–895). Rzeszow: University of Rzeszow / ERME.

• Meyer, M. & Prediger, S. (2011). The use of first language Turkish as a resource - A German case study on chances and limits for building conceptual understanding. In M. Setati, T. Nkambule, & L. Goosen (Eds.), Proceedings of the ICMI Study 21 - Mathematics and Language Diversity (pp. 225–234). Sao Paulo, Brazil.

• Prediger, S. & Wessel, L. (2011). Relating registers for fractions - Multilingual learners on their way to conceptual understanding. In M. Setati, T. Nkambule, & L. Goosen (Eds.), Proceedings of the ICMI Study 21 - Mathematics and Language Diversity (pp. 324–333). Sao Paulo, Brazil.

• Prediger, S. (2011). Why Johnny can’t apply multiplication: Revisiting the choice of operations with fractions. International Electronic Journal of Mathematics Education, 6(2), 65–88. (Here is the link to the journal)

• Prediger, S., Stehlikova, N., Torbeyns, J., & van den Heuvel-Panhuizen, M. (2011). Teaching and Learning of Number Systems and Arithmetic. Introduction to the Papers of Working Group 2. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 283–286). Rzeszow: University of Rzeszow / ERME.

• Bikner-Ahsbahs, A. & Prediger, S. (2010). Networking of theories – an approach for exploiting the diversity of theoretical approaches. In B. Sriraman & L. English (Eds.), Theories of mathematics education: Seeking New Frontiers, Series Advances in Mathematics Education (pp. 483–506). New York: Springer. (Link to preliminary version here)

• Prediger, S., Bosch, M., Kidron, I., Monaghan, J., & Sensevy, G. (2010). Different theoretical perspectives and approaches in mathematics education research - strategies and difficulties when connecting theories. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of CERME 6 - Sixth Congress of the European Society for Research in Mathematics Education (pp. 1529–1534). Lyon: ERME / Institut National de Recherché Pédagogique.

• Prediger, S. (2010). How to develop mathematics for teaching and for understanding. The case of meanings of the equal sign. Journal of Mathematics Teacher Education, 13(1), 73–93. (free link to preliminary version here)

2007-2009

• Prediger, S. (2009). "... because 'of' is always minus..." - Students explaining their choice of operations in multiplicative word problems with fractions. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 401–408). Thessaloniki: PME.

• Prediger, S. & Schink, A. (2009). "Three eights of which whole? - Dealing with changing referent wholes as a key to the part-of-part-model for the multiplication of fractions. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 409–416). Thessaloniki: PME.

• Prediger, S. & Rolka, K. (2009). Using betting games for initiating conceptual change - A case study in probability classroom. Asian Journal of Educational Research and Synergy, 1(1), 57–67.

• Prediger, S. (2008). Do you want me to do it with probability or with my normal thinking? Horizontal and vertical views on the formation of stochastic conceptions. International Electronic Journal of Mathematics Education, 3(3), 126–154.

• Prediger, S., Trouche, L., Camarena Gallardo, P., Traglova, J., & Ulep, S. (2008). Discussion Group 13: Challenges and possibilities posed by different theoretical approaches in mathematics education research. ICMI (Ed.), Materials from ICME-11 Mexico. Online Source  (here the original source and here the stable link).

• Prediger, S. & Rolka, S. (2008). Betting as a pathway to the law of large numbers – Self-construction of strategies for initiating conceptual change. In M. Borovcnik & Dave Pratt (Eds.), Proceedings of ICME 11 Topic Study Group 13: Research and development in the teaching and learning of probability, Mexico 2008.

• Prediger, S., Viggiani-Bicudo, M., & Ernest, P. (2008). Philosophy of Mathematics Education - Strands and Issues. In M. Niss & E. Emborg (Eds.), Proceedings of the 10th International Congress on Mathematical Education, Kopenhagen 2004, Roskilde: Roskilde University, 438–442.

• Prediger, S. (2008). Discontinuities for mental models - A source for difficulties with the multiplication of fractions. In D. De Bock, B.D. Søndergaard, B.A. Gómez, C.C.L. Cheng (Eds.), Proceedings of ICME-11 – Topic Study Group 10, Research and Development of Number Systems and Arithmetic, Mexico, Monterrey, 29–37.

• Prediger, S., Arzarello, F., Bosch, M., & Lenfant, A. (2008) (Eds.), Comparing, Combining, Coordinating - Networking strategies for connecting theoretical approaches, Thematic Issue of ZDM – Mathematics Education, 40 (2), 163–327. (Editorial here)

• Prediger, S., Bikner-Ahsbahs, A., & Arzarello, F. (2008). Networking strategies and methods for connecting theoretical approaches – First steps towards a conceptual framework. ZDM – Mathematics Education, 40 (2), 165–178. (Green access to preliminary version here, the original publication is available at www.springerlink.com)

• Prediger, S. (2008). How are theoretical approaches expressed in research practices? A report on an experience in comparing theoretical approaches with respect to the construction of research problems. ZDM – Mathematics Education, 40 (2), 277–286. (Green access to preliminary version here, the original publication is available at www.springerlink.com)

• Prediger, S. (2008). The relevance of didactical categories for analysing obstacles in conceptual change - Revisiting the case of multiplication of fractions. Learning and Instruction, 18(1), 3–17. (Green access to preliminary version here)

• Arzarello, F., Bosch, M., Lenfant, A., & Prediger, S. (2007). Different Theoretical Perspectives in Research. In D. Pitta-Pantazi & G. Phillipou (Eds.), Proceedings of the 5th Congress of the European Society for Research in Mathematics Education (CERME 5) Cyprus 2007, ERME, 1618–1627.

• Prediger, S. & Ruthven, K. (2007). From teaching problems to research problems. Proposing a way of comparing theoretical approaches. In D. Pitta-Pantazi & G. Phillipou (Eds.), Proceedings of the 5th Congress of the European Society for Research in Mathematics Education (CERME 5) Cyprus 2007, ERME, 1745–1771.

• Prediger, S. (2007). Philosophical Reflections in Mathematics Classrooms - Chances and Reasons. In K. François & J.P. van Bendegem (Eds.), Philosophical Dimensions in Mathematics Education. New York: Springer, 43–58.

Until 2006

• Bikner-Ahsbahs, A. & Prediger, S. (2006). Diversity of Theories in Mathematics Education – How can we deal with it?. Zentralblatt für Didaktik der Mathematik, 38(1), 52–57.

• Artigue, M., Dreyfus, T., Bartolini-Bussi, M.G., Gray, E., & Prediger, S. (2006). Different theoretical perspectives and approaches in research in mathematics education. In M. Bosch et al. (Eds.), Proceedings of the 4th CERME, Sant Feliu de Guixols  2005, published at Fundemi IQS – Universitat 2006, 1239–1244. (ISBN 84-611-3282-3)

• Prediger, S. (2005). Developing reflectiveness in mathematics classrooms – An aim to be reached in several ways. Zentralblatt für Didaktik der Mathematik, 37(3), 250–257.  (pdf)

• Prediger, S. (2004). Intercultural Perspectives on Mathematics Learning – Developing a Theoretical Framework. International Journal of Science and Mathematics Education, 2(3), 377–406.

• Prediger, S. (2004). Perspectives interculturelles sur l’apprentissage des mathématiques. Les cahiers du Laboratoire Leibniz-IMAG, No. 104, Grenoble, 28 S.  ISSN: 1298-020X

• Lengnink, K. & Prediger, S. (2003).Development of the personal constructs about mathematical tasks - A qualitative study using repretory grid methodology, In Proceedings of the 27th Annual Meeting of the International Group for the Psychology of Mathematics Education (PME), Hawaii. (Extended version here)

English Publications in Philosophy of Mathematics

• Prediger, S. (2006). Mathematics - cultural product or epistemic exception?. In B. Löwe, V. Peckhaus, & T. Räsch (Eds.), The History of the Concept of the Formal Sciences, Studies in Logic 3 (pp. 217–232). London: King’s College.

• Prediger, S. (2002). Consensus and coherence in mathematics - How can they be explained in a culturalistic view?. Philosophy of Mathematics Education Journal, 16.