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Dr. Fiene Bredow
Mathematics Education for Secondary Level
Research areas,
- mathematical argumentation and proof,
- role of the teacher in mathematical argumentations,
- the process-product duality of algebraic expressions,
- empirical classroom research.
Dr. Fiene Bredow works as a Post-Doc at the University of Bremen. Her research interests are the role of the teacher and teachers’ practices in mathematical argumentation processes. She is also interested in the use of algebraic expressions by students.
Office: MZH 5140
Tel: +49 421 218 63722
e-Mail: bredow@uni-bremen.de
Monograph
Bredow, F. (2023). Mathematisches Argumentieren im Übergang von der Arithmetik zur Algebra. Eine qualitative Studie von Lehrkrafthandlungen im Mathematikunterricht. Springer Spektrum. https://doi.org/10.1007/978-3-658-42462-6
Contributions in journals and edited books
Bredow, F. & Knipping, C. (in press). Zusammenspiel von Lehrkrafthandlungen und mathematischen Argumentationen im Unterricht. In L. Kempen & M. Meyer (Eds.), Arbeitskreis Argumentieren, Begründen und Beweisen. Beiträge der Herbsttagung 2023. WTM-Verlag.
Bredow, F. & Knipping, C. (2025). Teacher actions that shape mathematical argumentation in the classroom. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-025-09728-9
Conference papers
Hakamata, R., Bredow, F., Knipping, C., Miyakawa, T. & Shinno, Y. (in press). How proof-related words are used in German and Japanese mathematics textbooks. Paper presented at the 5th International Conference on Mathematics Textbook Research and Development. NTNU, Trondheim, Norway.
Knipping, C., Bredow, F., Miyakawa, T., Otani, H. & Shinno, Y. (2025). Analytic and narrative perspectives on proof and proving in mathematics classrooms - a cultural comparative approach. In Proceedings of the Fourteenth Congress of European Research in Mathematics Education (CERME14). Free University of Bozen-Bolzano & ERME. Available https://hal.science/hal-05161014/
Bredow, F. (2024). Wiederkehrende Handlungsmuster von Lehrkräften beim mathematischen Argumentieren im Unterricht. In P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht & P. Scherer (Eds.), Beiträge zum Mathematikunterricht 2024 (pp. 473-476). WTM-Verlag. http://dx.doi.org/10.17877/DE290R-25100
Shinno, Y., Bredow, F., Knipping, K., Hakamata, R., Miyakawa, T., Otani, H. & Reid, D. (2024). A preliminary analysis of two proof lessons from an international comparative perspective: A case study on German and Japanese grade 8 classrooms. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 97–104). PME.
Bredow, F. & Knipping, C. (2023). Teacher actions framing argumentation in the mathematics class. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of European Research in Mathematics Education (CERME13) (pp. 80-87). Alfréd Rényi Institute of Mathematics, Budapest, Hungary and ERME. Available https://hal.science/hal-04408283/document
Bredow, F. & Knipping, C. (2023). Die Prozess-Produkt Dualität von mathematischen Objekten beim Argumentieren im Mathematikunterricht. In IDMI-Primar Goethe-Universität Frankfurt (Eds.), Beiträge zum Mathematikunterricht 2022 (pp. 241-244). WTM-Verlag. http://dx.doi.org/10.17877/DE290R-23325
Hakamata, R., Bredow, F., Knipping, C., Miyakawa, T. & Shinno, Y. (2022). Comparing the usage of proof-related words in German and Japanese mathematics textbooks. In Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 221). PME. Available https://rua.ua.es/dspace/bitstream/10045/126778/1/proceedings-pme45-vol4-077.pdf
Bredow, F. & Knipping, C. (2022). How teachers address process-product dualities in mathematical argumentation processes. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti. (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME 12) (pp. 117-124). Free University of Bozen-Bolzano and ERME. Available https://hal.science/hal-03740312/document
Bredow, F. (2020). Unterstützungen von Lehrkräften bei kollektiven Argumentationen im Übergang zur Algebra. In H.-S. Siller, W. Weigel & J.F. Wörler (Eds.), Beiträge zum Mathematikunterricht 2020 (pp. 169-172). WTM-Verlag. http://dx.doi.org/10.17877/DE290R-21255
Bredow, F. (2019). Was Lehrkräfte unter mathematischem Argumentieren verstehen. In A. Frank, S. Krauss & K. Binder (Eds.), Beiträge zum Mathematikunterricht 2019 (pp. 165-168). WTM-Verlag. http://dx.doi.org/10.17877/DE290R-20766
Bredow, F. (2019). The role of the teacher in the development of structure-based argumentations. In U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
(pp. 145-146). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. Available https://hal.science/hal-02398039/document