Andreas Obersteiner
Andreas Obersteiner
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The natural number bias and magnitude representation in fraction comparison by expert mathematicians
A Obersteiner, W Van Dooren, J Van Hoof, L Verschaffel
Learning and Instruction 28, 64-72, 2013
How training on exact or approximate mental representations of number can enhance first-grade students’ basic number processing and arithmetic skills
A Obersteiner, K Reiss, S Ufer
Learning and Instruction 23, 125-135, 2013
Measuring fraction comparison strategies with eye-tracking
A Obersteiner, C Tumpek
ZDM 48 (3), 255-266, 2016
Arithmetic tasks in different formats and their influence on behavior and brain oxygenation as assessed with near-infrared spectroscopy (NIRS): a study involving primary and …
T Dresler, A Obersteiner, M Schecklmann, ACM Vogel, AC Ehlis, ...
Journal of neural transmission 116 (12), 1689-1700, 2009
Who can escape the natural number bias in rational number tasks? A study involving students and experts
A Obersteiner, JV Hoof, L Verschaffel, WV Dooren
British Journal of Psychology 107 (3), 537-555, 2016
Facilitating Diagnostic Competences in Simulations: A Conceptual Framework and a Research Agenda for Medical and Teacher Education.
N Heitzman, T Seidel, A Opitz, A Hetmanek, C Wecker, M Fischer, S Ufer, ...
Frontline Learning Research 7 (4), 1-24, 2019
Mathematikunterricht in Deutschland: Befunde aus PISA 2012
A Schiepe-Tiska, K Reiss, A Obersteiner, JH Heine, T Seidel, M Prenzel
Pisa, 123-154, 2012
Forging a new path for Educational Neuroscience: An international young-researcher perspective on combining neuroscience and educational practices
HL Pincham, AA Matejko, A Obersteiner, C Killikelly, KP Abrahao, ...
Trends in Neuroscience and Education 3 (1), 28-31, 2014
Bringing brain imaging to the school to assess arithmetic problem solving: chances and limitations in combining educational and neuroscientific research
A Obersteiner, T Dresler, K Reiss, ACM Vogel, R Pekrun, AJ Fallgatter
Zdm 42 (6), 541-554, 2010
Systematizing professional knowledge of medical doctors and teachers: Development of an interdisciplinary framework in the context of diagnostic competences
C Förtsch, D Sommerhoff, F Fischer, MR Fischer, R Girwidz, A Obersteiner, ...
Education Sciences 8 (4), 207, 2018
Do first graders make efficient use of external number representations? The case of the twenty-frame
A Obersteiner, K Reiss, S Ufer, K Luwel, L Verschaffel
Cognition and Instruction 32 (4), 353-373, 2014
Expert Mathematicians' Strategies for Comparing the Numerical Values of Fractions--Evidence from Eye Movements.
A Obersteiner, G Moll, JT Beitlich, C Cui, M Schmidt, T Khmelivska, ...
North American Chapter of the International Group for the Psychology of …, 2014
Primary school children’s strategies in solving contingency table problems: the role of intuition and inhibition
A Obersteiner, M Bernhard, K Reiss
ZDM 47 (5), 825-836, 2015
Understanding fractions: Integrating results from mathematics education, cognitive psychology, and neuroscience
A Obersteiner, T Dresler, SM Bieck, K Moeller
Constructing number, 135-162, 2019
Formal and informal learning environments: Using games to support early numeracy
H Gasteiger, A Obersteiner, K Reiss
Describing and studying domain-specific serious games, 231-250, 2015
How do secondary school students make use of different representation formats in heuristic worked examples? An analysis of eye movements
JT Beitlich, A Obersteiner, K Reiss
Proceedings of the 39th Conference of the International Group for the …, 2015
The use of eye-tracking technology in mathematics education research
P Barmby, C Andrà, D Gomez, A Obersteiner, A Shvarts
Proceedings of the Joint Meeting of PME 38, 253, 2014
Mentale Repräsentationen von Zahlen und der Erwerb arithmetischer Fähigkeiten: Konzeptionierung einer F_rderung mit psychologisch-didaktischer Grundlegung und Evaluation im …
AS Obersteiner
Waxmann Verlag, 2012
Eye-tracking methodology in mathematics education research: A systematic literature review
AR Strohmaier, KJ MacKay, A Obersteiner, KM Reiss
Educational Studies in Mathematics 104, 147-200, 2020
Whole number thinking, learning and development: Neuro-cognitive, cognitive and developmental approaches
J Mulligan, L Verschaffel, A Baccaglini-Frank, A Coles, P Gould, S He, ...
Building the Foundation: Whole numbers in the primary grades, 137-167, 2018
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