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Dreher, Anika

Anika Dreher

Dr. phil.

Contact

dpt. Mathematics Education
phone +49-(0)431-880-5881
address Olshausenstraße 62, D-24118 Kiel

Education

2011 - 2015 PhD studies in mathematics education on „Dealing with multiple representations in the mathematics classroom – Teachers‘ views, knowledge and their noticing” at Ludwigsburg University of Education
2009 - 2011 Master studies in mathematics (application subject: chemistry) at University of Osnabrück, degree: Master of Science
2008 - 2009 Graduate studies at Queen’s University in Kingston, Canada as a „Visiting Research Student“ in the department of mathematics
2005 - 2008 Bachelor studies in mathematics (major subject) and chemistry (minor subject) with education as an area of professionalization at University of Osnabrück, degree: Bachelor of Science

Professional Activity

Since 2015 Research associate at IPN Kiel, department of mathematics education
2011 - 2015 Research associate at Ludwigsburg University of Education, department of mathematics and computer science
2014 Substitute teacher for mathematics at Mörike-Gymnasium Ludwigsburg (academic-track secondary school)

Research Interests

Modelling and measuring mathematics teachers‘ professional knowledge, views, and their noticing
Dealing with multiple representations in the mathematics classroom

Current Projects

KeiLa Kompetenzentwicklung in mathematischen und naturwissenschaftlichen Lehramtsstudiengängen

Selected Publications

Dreher, A., Kuntze, S., & Lerman, S. (2015). Why use multiple representations in the mathematics classroom? Views of English and German pre-service teachers. International Journal of Science and Mathematics Education. Advance online publication. doi: 10.1007/s10763-015-9633-6.
Dreher, A., & Kuntze S. (2015). Teachers' professional knowledge and noticing: The case of multiple representations in the mathematics classroom. Educational Studies in Mathematics, 88(1), 89-114.
Dreher, A., & Kuntze, S. (2014). Teachers facing the dilemma of multiple representations being aid and obstacle for learning: Evaluations of tasks and theme-specific noticing. Journal für Mathematik-Didaktik. Advance online publication. doi: 10.1007/s13138-014-0068-3.
Dreher, A., Kuntze, S., & Winkel, K. (2014). Empirical study of a competence structure model regarding conversions of representations - The case of fractions. In: Nicol, C., Liljedahl, P., Oesterle, S., & Allan, D. (Eds.). (2014). Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 2, pp. 425-432 Vancouver, Canada: PME.
Kuntze, S. & Dreher, A. (2014). PCK and the awareness of affective aspects reflected in teachers' views about learning opportunities - a conflict? In B. Pepin & B. Rösken-Winter (Eds.), From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions (Advances in Mathematics Education series, pp. 295-318). NY: Springer.
Dreher, A., Nowinska, E. & Kuntze, S. (2013). Awareness of dealing with multiple representations in the mathematics classroom – a study with teachers in Poland and Germany. In: A. Lindmeier, A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 249-256. Kiel, Germany: PME.
Dreher, A., Kuntze, S., & Lerman, S. (2012). Pre-service teachers’ views on using multiple representations in mathematics classrooms – an inter-cultural study. In Tso,T. Y. (Ed.). Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 211-218). Taipei, Taiwan: PME.