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Journal of Experimental Child Psychology|January 24, 2025
Is counting a bad idea? Complex relations among children's fraction knowledge, eye movements, and performance in visual fraction comparisonsSabrina Schwarzmeier, Andreas ObersteinerFrontiers in Psychology|March 29, 2021
Which Task Characteristics Do Students Rely on When They Evaluate Their Abilities to Solve Linear Function Tasks? - A Task-Specific Assessment of Self-EfficacyKatharina Siefer, Timo Leuders, Andreas ObersteinerThe British Journal of Educational Psychology|May 11, 2026
Discriminant validity and interrelations of conceptual and procedural knowledge in fractions and algebra: Evidence from confirmatory factor analysisMichael D'Erchie, Claire L Forsmann, Michael Schneider, et al.Journal of Experimental Child Psychology|December 17, 2025
Early algebra knowledge predicts later fraction understanding and improves with fraction instructionMichael D'Erchie, Claire L Forsmann, Michael Schneider, et al.Journal Fur Mathematik-Didaktik|March 15, 2023
Developing a Simulation to Foster Prospective Mathematics Teachers' Diagnostic Competencies: the Effects of ScaffoldingChristian Schons, Andreas Obersteiner, Frank Reinhold, et al.British Journal of Psychology (London, England : 1953)|November 15, 2015
Who can escape the natural number bias in rational number tasks? A study involving students and expertsAndreas Obersteiner, Jo Van Hoof, Lieven Verschaffel, et al.Journal of Neural Transmission (Vienna, Austria : 1996)|September 17, 2009
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 secondary school childrenThomas Dresler, Andreas Obersteiner, Martin Schecklmann, et al.Pageof 1