Im Druck

Prediger, S., Erath, K., & Moser Opitz, E. (im Druck). The language dimension of mathematical difficulties. In A. Fritz-Stratmann, V. Haase & P. Räsänen (Hrsg.), International Handbook of math learning difficulties. From the laboratory to the classroom. Brazil: Springer.


Erath, K. (2018). Creating space and supporting vulnerable learners. Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Rotterdam: Sense Publishers.

Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Cham: Springer.

Erath, K. (2018). Students’ unexpected ways of enlarging figures. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Hrsg.), Proceedings of the 42nd conference of the International Group for the Psychology of Mathematics Education (Vol. 5, S. 231). Umea, Schweden: PME.

Erath, K. & Prediger, S. (2018). What characterizes quality of mathematics classroom interaction for supporting language learners? Disentangling a complex phenomenon. In N. Planas & M. Schütte (Hrsg.), Proceedings of ETC4 - Fourth ERME Topic Conference ‘Classroom-Based Research on Mathematics and Language’ (S. 49–56). Dresden: ERME / HAL.

Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms. The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179.

Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064.


Erath, K. (2017). Mathematisch diskursive Praktiken des Erklärens. Rekonstruktion von Unterrichts­gesprächen in unterschiedlichen Mikrokulturen. Wiesbaden: Springer.

Erath, K. (2017). Talking about conceptual knowledge. Case study on challenges for students with low language proficiency. In B. Kaur, W.K. Ho, T.L. Toh, & B.H. Choy (Hrsg.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Band 2, S. 321–328). Singapore: PME.

Erath, K. (2017). Implicit and explicit processes of establishing explaining practices. Ambivalent learning opportunities in calssroom discourse. In T. Dooley & G. Gueudet (Hrsg.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (S.1260–1267). Dublin, Ireland: DCU Institute of Education and ERME.


Erath, K. (2016). How can teachers provide learning opportunities for oral explanations? Paper presented in TSG 31 at ICME 13, Hamburg 2016. (Invited paper)

Prediger, S., Erath, K., Quasthoff, U., Heller, V. & Vogler, A.-M. (2016). Befähigung zur Teilhabe an Unterrichtsdiskursen. Die Rolle von Diskurskompetenz. In J. Menthe, D. Höttecke, T. Zabka, M. Hammann & M. Rothgangel (Hrsg.), Befähigung zu gesellschaftlicher Teilhabe. Beiträge der fachdidaktischen Forschung (S. 285–300). Münster: Waxmann.


Erath, K. & Prediger, S. (2015). Diverse epistemic participation profiles in socially established explaining practices. In K. Krainer & N. Vondrová (Hrsg.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (S. 1374–1381). Prague: Charles University/ERME.

Erath, K. & Prediger, S. (2015). Lernende beim „Navigieren“ auf Erklärpfaden mitnehmen. PM - Praxis der Mathematik in der Schule, 57(64), 33–37.


Erath, K. & Prediger, S. (2014). Mathematical practices as underdetermined learning goals. The case of explaining diagrams in different classroom microcultures. In S. Oesterle, P. Liljedahl, C. Nicol & D. Allan (Hrsg.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Band 3, S. 17–24). Vancouver: PME.

Erath, K. & Prediger, S. (2014). Was wird zum Erklären gelernt? Konstitution eines Lerngegenstands in der Klasseninteraktion. In J. Roth & J. Ames (Hrsg.), Beiträge zum Mathematikunterricht 2014 (S. 345–348). Münster: WTM Verlag.

Erath, K., Vogler, A.-M., Prediger, S., Heller, V. & Quasthoff, U. (2014). Interaktive Verfahren der Enkulturation von Lernenden in fachspezifische Praktiken im Mathematik- und Deutschunterricht. In J. Roth & J. Ames (Hrsg.), Beiträge zum Mathematikunterricht 2014 (S. 1349–1350). Münster: WTM Verlag.

Prediger, S. & Erath, K. (2014). Content or Interaction, or both? Synthesizing two German traditions in a video study on learning to explain in mathematics classroom microcultures. Eurasia Journal of Mathematics, Science & Technology Education, 10(4), 313–327.