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Andrà, C., Erens, R., Hatisaru, V., & Rott, B. (2023). The growing recognition of affect in mathematics education. International Journal of Mathematical Education in Science and Technology, 54(8), 1373-1379. doi.org/10.1080/0020739X.2023.2231322

Eichler, A., Erens, R. & Törner, G. (2023) Measuring changes in mathematics teachers' belief systems, International Journal of Mathematical Education in Science and Technology, DOI: 10.1080/0020739X.2023.2170835

Kuntze, S., Erens, R., Friesen, M., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). “Helping learners” – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychol-ogy of Mathematics Education (Vol. 3, pp. 91-98). PME. Available at: web.ua.es/de/pme45/documents/proceedings-pme-45-vol3.pdf

Friesen, M., Knox, A., Erens, R., Llinares, S., Fernández, C., Ivars, P., Healy, L., Kuntze, S., Krummenauer, J., Skilling, K. & Samková, L. (2022). Learning to analyse students’ problem-solving strategies with cartoon vignettes. In C. Fernández, S. Llinares, A. Gutiér-rez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 350). PME. Available at: web.ua.es/de/pme45/documents/proceedings-pme45-vol4.pdf

Fernández, C., Buforn, A., Ivars, P., Samková, L., Kuntze, S., Friesen, M., & Erens, R. (2022). Eliciting mathematical knowledge in pre-service primary school teachers: A concept cartoon on divisibility. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 346). PME. Available at: web.ua.es/de/pme45/documents/proceedings-pme45-vol4.pdf

Andrá, Ch., Liljedahl, P., Erens, R., Rouleau, A. (2021). Tensions within teachers' beliefs: Implications for teacher professional development. In: In Inprasitha, M., Changsri, N., Boonsena (Eds.). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 10-18. Khon Kaen, Thailand: PME.

Erens, R. (2020). Why not knots - in mathematics classrooms? The Scottish Mathematical Council Journal 50 (pp. 61-66). SMC, Glasgow.

Erens, R., & Eichler, A. (2019). Belief Changes in the Transition from University Studies to School Practice. In: Hannula, M. S., Leder, G. C., Morselli, F., Vollstedt, M., & Zhang, Q. (Eds). Affect and Mathematics Education Fresh Perspectives on Motivation, Engagement, and Identity (pp. 345-373). Springer, Cham.

Erens, R., & Eichler, A. (2018). Role of Technology in Calculus Teaching: Beliefs of Novice Secondary Teachers. In Rott, B., Törner, G., Peters-Dasdemir, J., & Möller, A. (Eds). Views and Beliefs in Mathematics Education (pp. 221-231). Springer, Cham.

Leuders, T., Schmaltz, C., & Erens, R. (2018). Entwicklung einer Fortbildung zu allgemeindidaktischen und fachdidaktischen Aspekten des Differenzierens. In Biehler, R., Lange, T., Rösken-Winter, B., Scherer, P. & Selter, C. (Hrsg). Mathematikfortbildungen professionalisieren (pp. 281-297). Springer Spektrum, Wiesbaden.

Erens, R. (2015c). Überzeugungen von Lehrkräften zum Technologie-Einsatz im Analysisunterricht F. Caluori, H. Linneweber-Lammerskitten & C. Streit (Hrsg.), Beiträge zum Mathematikunterricht 2015. Münster: WTM-Verlag, S. 272-275.

Bernack-Schüler, C., Erens, R., Eichler, A., & Leuders, T. (Ed.). (2015). Views and beliefs in mathematics education. Wiesbaden, Germany: Springer. Erens, R.(2015b). The use of technology in calculus classrooms – beliefs of high school teachers. In: Bernack-Schüler, C., Erens, R., Eichler, A., Leuders, T. (Ed.). Views and beliefs in mathematics education, Springer Spektrum, S.133-145.

Eichler, A. & Erens, R. (2015a). Domain-specific belief systems of secondary mathematics teachers. In B. Pepin & B. Rösken –Winter (Ed.). From belief to dynamic affect systems in mathematics education. NY: Springer, S.179-200.

Erens, R. & Eichler, A.(2014b). On the structure of secondary high-school teachers´ belief systems on calculus, In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.). (2014). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 3, pp. 25-33). Vancouver, Canada: PME.

Eichler, A. & Erens, R. (2014a). Teachers’ beliefs towards teaching calculus. In ZDM, The International Journal on Mathematics Education, Springer. (2014) 46:647–659. Erens, R. (2013c). Rekonstruktion von curricularen Überzeugungen zum Analysisunterricht. In Greefrath, G., Käpnick, F. und Stein, M. (Hrsg.), Beiträge zum Mathematikunterricht, WTM Verlag Münster, S. 296-299.

Erens, R. & Eichler, A.(2013b). Belief systems’ change - from preservice to trainee high school teachers on calculus. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 281-288. Kiel, Germany: PME.

Erens, R. & Eichler, A. (2013a). Reconstructing teachers´ beliefs on calculus. In B. Ubuz, C. Haser, M. A. Mariotti (Eds.) Proceedings of the 8th Conference on the European Society for Research in Mathematics Education (CERME), (pp. 1329-1339) Ankara, Turkey: Middle East Technical University.

Erens, R. & Eichler, A. (2012b). Teachers´ curricular beliefs referring to calculus. Proceedings of the 12th International Congress on Mathematical Education (ICME), Seoul, Korea.

Erens, R. (2012a). Curriculare Überzeugungen von Lehrkräften zum Analysis-unterricht. In Ludwig, M. und Kleine, M. (Hrsg.) Beiträge zum Mathematikunterricht, WTM Verlag Münster, S. 229-232.

Eichler, A., Erens, R., Girnat, B. (2011). Maths ≠ Maths – teachers’ beliefs referring to different mathematical domains. In Ubuz, B.(Ed.) Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, METU, Ankara, Vol.1, S. 289f.

Mitglied des Coordination Committee der MAVI (Mathematical Views Conference)

Mitglied des Kuratoriums des Freiburg-Seminars für Mathematik und Naturwissenschaften

Mitglied in wissenschaftlichen Organisationen:

• Gesellschaft für Didaktik der Mathematik (GDM)

• International Group for the Psychology of Mathematics Education (PME)

• Arbeitskreis Lehr-Lern-Labore der GDM

• Verband zur Förderung des MINT Unterrichts (MNU)

• Deutsche Mathematiker Vereinigung (DMV)

Gutachtertätigkeiten (Auswahl)

• Journal of Mathematics Teacher Education

• Psychology of Mathematics Education (PME)

• International Journal of Science and Mathematics Education

• Mathematik- Jury im Projekt “Jugend forscht“