Which Task Characteristics Do Students Rely on When They Evaluate Their Abilities to Solve Linear Function Tasks? – A Task-Specific Assessment of Self-Efficacy by Katharina Siefer, Timo Leuders, Andreas Obersteiner, Andreas Obersteiner

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Do We Have a Sense for Irrational Numbers? by Andreas Obersteiner, Veronika Hofreiter

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How the Eyes Add Fractions: Adult Eye Movement Patterns During Fraction Addition Problems by Andreas Obersteiner, Isabella Staudinger

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Comparing Fraction Magnitudes: Adults’ Verbal Reports Reveal Strategy Flexibility and Adaptivity, but Also Bias by Andreas Obersteiner, Martha Wagner Alibali, Vijay Marupudi

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The Interplay Between the Natural Number Bias and Fraction Magnitude Processing in Low-Achieving Students by Frank Reinhold, Andreas Obersteiner, Stefan Hoch, Sarah Isabelle Hofer, Kristina Reiss, Kristina Reiss

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Cross-Disciplinary Research on Learning and Instruction – Coming to Terms by Nicole Heitzmann, Ansgar Opitz, Matthias Stadler, Daniel Sommerhoff, Maximilian C. Fink, Andreas Obersteiner, Ralf Schmidmaier, Ralf Schmidmaier, Birgit J. Neuhaus, Stefan Ufer, Tina Seidel, Martin R. Fischer, Frank Fischer

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Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences by Christian Förtsch, Daniel Sommerhoff, Frank Fischer, Martin R. Fischer, Raimund Girwidz, Andreas Obersteiner, Kristina Reiss, Kathleen Stürmer, Matthias Siebeck, Ralf Schmidmaier, Tina Seidel, Stefan Ufer, Christof Wecker, Birgit J. Neuhaus

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Facilitating Diagnostic Competences in Simulations in Higher Education by Nicole Heitzmann, Tina Seidel, Ansgar Opitz, Andreas Hetmanek, Christof Wecker, Martin R Fischer, Stefan Ufer, Ralf Schmidmaier, Birgit Neuhaus, Matthias Siebeck, Kathleen Stürmer, Andreas Obersteiner, Kristina Reiss, Raimund Girwidz, Frank Fischer

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