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.

Contact
Publications

Office: MZH 5140
Tel: +49 421 218 63722
e-Mail: bredow@uni-bremen.de

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

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

Updated by: Thomas Janßen

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