Beitr��ge in wissenschaftlichen Zeitschriften (Peer-reviewed)

• Meuleners., J. S., Lindermayer, C., Traub, D., Aufleger, M., Rutkowski, A., Kosiol, T., Reith, S., Arvaneh, B., Bannert, M., Ufer, S. & Neuhaus, B. J. (online first). Are Digital Tools More Often Implemented in High-Quality Lessons?—Profiles of In-structional Quality and the Use of Digital Tools in Biology and Mathematics Lessons. International Journal of Science and Mathematics Education. doi: 10.1007/s10763-024-10510-1
• Kosiol, T. & & Ufer, S. (2024). Teachers’ self-reported and actual content-related TPACK—New results on their rela-tion and gender differences. Computers and Education Open 7, Art. 100205. doi: 10.1016/j.caeo.2024.100205
• Lindermayer, C., Kosiol, T. & Ufer, S. (2024). Classroom profiles of instructional quality: contribution of level and variability of students’ perception. ZDM - Mathematics Education 56, 845-858. doi: 10.1007/s11858-024-01583-x
• Stegmann, K., Kastorff, T., Poluektova, I., Berger, S.,��Kosiol, T., Reith, S., F��rtsch, C., Rutkowski, A., Mohr, M., Lindermayer, C., Aufleger, M., Traub, D., Haldenwang, V., Ufer, S., Neuhaus, B. J., Bannert, M., Oechslein, K., Lindner, M., Nerdel, C., Fischer, F. & Gr��sel, C. (2022). Digitaler Wandel des Schulunterrichts durch professionelle Lerngemeinschaften: Der Einsatz von Multiplikatoren zur Etablierung von Lerngemeinschaften.��MedienP��dagogik: Zeitschrift f��r Theorie und Praxis der Medienbildung, 49��(Schulentwicklung), 250-270.��doi: 10.21240/mpaed/49/2022.07.01.X.
• Rach, S., Ufer, S.,��Kosiol, T.��(2021). Die Rolle des Selbstkonzepts im Mathematikstudium - Wie fit f��hlen sich Studierende in Mathematik?��Zeitschrift f��r Erziehungswissenschaft 24(6), 1549-1571.��doi: 10.1007/s11618-021-01058-9.
• Kosiol, T., Rach, S., Ufer, S. (2019). (Which) Mathematics Interest is Important for a Successful Transition to a University Study Program?��International Journal of Science and Mathematics Education 17��(7), 1359-1380.
• Ufer, S., Rach, S.,��Kosiol, T.��(2017). Interest in mathematics = Interest in mathematics? What general measures of interest reflect when the object of interest changes.��ZDM - Mathematics Education 49(3), 397-409.

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Monographie

• Kosiol, T. (2024). Secondary Mathematics Teachers’ Technology-Related Knowledge. Conceptualiza-tion, Measurement, and Relation to Technology Use. [Dissertation, Ludwig-Maximilians-Universit��t M��nchen].

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Beitr��ge in Tagungsb��nden (Peer-reviewed)

• Kosiol, T. & Ufer, S. (akzeptiert). Recent technology-oriented approaches on teachers’ professional development. In: Kaiser, G. & Yang, X. Research Forum: New directions in the discourse on mathematics teacher profes-sional development auf der PME-Tagung in Santiagio, Chile.
• Kosiol, T. & Ufer, S. (2024). TPACK of Secondary Mathematics Teachers: Profiles of Actual and Self-Reported Knowledge. In J. Cohen & G. Solano (Hrsg.), Proceedings of Society for Information Technology & Teacher Education International Conference (S. 2421-2431). AACE.
• Rach, S., Kosiol, T. & Ufer, S. (2024). Self-efficacy expectations of mathematics university students. In T. Evans, O. Marmur, J. Hunter, G. Leach & J. Jhagroo (Hrsg.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4 (S. 33-40). PME.
• Kosiol, T. & Ufer, S. (2023). Teaching Mathematics with technologies: Profiles of teacher characteristics. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel & M. Tabach (Hrsg.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3 (S. 195-202). PME.
• Lindermayer, C., Kosiol, T. & Ufer, S. (2023). Classroom profiles of level and heterogeneity in student-reported instructional quality. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel & M. Tabach (Hrsg.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (S. 390). PME.
• Lindermayer, C., Kosiol, T., Mohr, M., & Ufer, S. (2023). Nutzung digitaler und nicht-digitaler Materialien im Mathematikunterricht – Abh��ngigkeit von Schulart und affektiv-motivationalen Lehrkraftmerkmalen. In: F. Dilling, D. Thurm, & I. Witzke (Hrsg.). Digitaler Mathematikunterricht in Forschung und Praxis. Tagungsband zur Vernetzungstagung 2022 (S. 125-134). WTM-Verlag. doi: 10.37626/GA9783959872041.0.13a>
• Rach, S., Ufer, S., Kosiol, T. (2019). Self-concept in university mathematics courses. Jankvist, U. T., Van den Heuvel-Panhuizen, M., Veldhuis, M. (Hrsg.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME 11) (S. 1509-1516). Utrecht, the Netherlands: ERME.
• Kosiol, T. & Ufer, S. (2022). Mathematics learning & technology - a structural topic modelling. In C. Fern��ndez, S. Llinares, A. Guti��rrez & N. Planas (Hrsg.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4 (S. 366). PME.
• Rach, S., Ufer, S. & Kosiol, T. (2018). Situational interest in university mathematics courses: similar for real-world problems, calculations, and proofs? In V. Durand-Guerrier, R. Hochmuth, S. Goodchild & N. M. Hogstad (Hrsg.), Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018) (S. 356-365). Kristiansand, Norway: University of Agder and INDRUM.
• Rach, S., Kosiol, T. & Ufer, S. (2017). Interest and self-concept concerning two characters of mathematics: All the same, or different effects? In R. G��ller, R. Biehler, R. Hochmuth & H.-G. R��ck (Hrsg.), Didactics of Mathematics in Higher Education as a Scientific Discipline – Conference Proceedings (S. 295-299). Kassel, Germany: Universit��tsbibliothek Kassel.