Susanne Prediger

Technische Universität Dortmund

Germany

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Articles (19)

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2025

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2022

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2022

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2022

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2021

Collaborators (4)

Jan Kuhl

Technische Universität Dortmund

GERMANY

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Kirstin Erath

Martin Luther University Halle-Wittenberg

GERMANY

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Rebekka Stahnke

Leibniz Institute for Science and Mathematics Education

GERMANY

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Dilan Şahin-Gür

Technische Universität Dortmund

GERMANY

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Susanne Prediger

Research Interests

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Articles (19)

How Can Ideas Be Connected Afterwards? Decomposing Teachers’ Facilitation Practices for Conceptual Learning in a Case of Formal Volume Calculation

How curriculum materials can contribute to implementing instructional innovations: the case of enactment of strategy instruction

Beyond basic skills: An effective foundation intervention for low-achieving fifth graders’ understanding of basic concepts

How do Expert and Novice Teachers Monitor and Enhance Student Understanding? Qualitative Comparisons Informing the Design of a Digital Formative Assessment Platform

Implementing educational innovations through facilitators: Cascade model works, yet school contexts matter

How to enable teachers to enhance all students’ understanding of percentages? A quasi-experimental field trial

How to Best Support Teachers’ Adaptive Task-Selection Practices by Formative Assessment Reports? An Experiment

Fostering Students’ Measurement Estimation Skills in a Digital Teaching-Learning Environment: A Class-Wise Randomized Controlled Trial in Grade 5

Erkenntnistransfer und Transferforschung als Aufgabe von Fachdidaktiken – Blick über den Zaun

Measuring interaction quality in mathematics instruction: How differences in operationalizations matter methodologically

Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth

Effects of Interaction Qualities Beyond Task Quality: Disentangling Instructional Support and Cognitive Demands

Quality of Teaching Practices for All Students: Multilevel Analysis of Language-Responsive Teaching for Robust Understanding

Connecting characterizations of equivalence of expressions: design research in Grade 5 by bridging graphical and symbolic representations

Verstehensangebote von YouTube-Erklärvideos – Konzeptualisierung und Analyse am Beispiel algebraischer Konzepte

Mehrsprachige Ressourcen im Unterricht nutzen – worin bestehen die „Ressourcen“?

Teaching practices for unfolding information and connecting multiple representations: the case of conditional probability information

Inklusiver Mathematikunterricht in der Sekundarstufe – Eine Pilotstudie zur Prozentrechnung

Conceptualizing content-related PD facilitator expertise

Collaborators (4)

Jan Kuhl

Kirstin Erath

Rebekka Stahnke

Dilan Şahin-Gür

Make your next move.

Susanne Prediger

Research Interests

Explore related searches

Contact this professor

Articles (19)

How Can Ideas Be Connected Afterwards? Decomposing Teachers’ Facilitation Practices for Conceptual Learning in a Case of Formal Volume Calculation

How curriculum materials can contribute to implementing instructional innovations: the case of enactment of strategy instruction

Beyond basic skills: An effective foundation intervention for low-achieving fifth graders’ understanding of basic concepts

How do Expert and Novice Teachers Monitor and Enhance Student Understanding? Qualitative Comparisons Informing the Design of a Digital Formative Assessment Platform

Implementing educational innovations through facilitators: Cascade model works, yet school contexts matter

How to enable teachers to enhance all students’ understanding of percentages? A quasi-experimental field trial

How to Best Support Teachers’ Adaptive Task-Selection Practices by Formative Assessment Reports? An Experiment

Fostering Students’ Measurement Estimation Skills in a Digital Teaching-Learning Environment: A Class-Wise Randomized Controlled Trial in Grade 5

Erkenntnistransfer und Transferforschung als Aufgabe von Fachdidaktiken – Blick über den Zaun

Measuring interaction quality in mathematics instruction: How differences in operationalizations matter methodologically

Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth﻿

Effects of Interaction Qualities Beyond Task Quality: Disentangling Instructional Support and Cognitive Demands

Q﻿uality of Teaching Practices for All Students: Multilevel Analysis of Language-Responsive Teaching for Robust Understanding

Connecting characterizations of equivalence of expressions: design research in Grade 5 by bridging graphical and symbolic representations

Verstehensangebote von YouTube-Erklärvideos – Konzeptualisierung und Analyse am Beispiel algebraischer Konzepte

Mehrsprachige Ressourcen im Unterricht nutzen – worin bestehen die „Ressourcen“?

Teaching practices for unfolding information and connecting multiple representations: the case of conditional probability information

Inklusiver Mathematikunterricht in der Sekundarstufe – Eine Pilotstudie zur Prozentrechnung

Conceptualizing content-related PD facilitator expertise

Collaborators (4)

Jan Kuhl

Kirstin Erath

Rebekka Stahnke

Dilan Şahin-Gür

Make your next move.

Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth

Quality of Teaching Practices for All Students: Multilevel Analysis of Language-Responsive Teaching for Robust Understanding