| Do students value modelling problems, and are they confident they can solve such problems? Value and self-efficacy for modelling, word, and intra-mathematical problems J Krawitz, S Schukajlow Zdm 50, 143-157, 2018 | 68 | 2018 |
| The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan J Krawitz, YP Chang, KL Yang, S Schukajlow Educational Studies in Mathematics 109 (2), 337-359, 2022 | 56 | 2022 |
| Create your own problem! When given descriptions of real-world situations, do students pose and solve modelling problems? LM Hartmann, J Krawitz, S Schukajlow ZDM–Mathematics Education 53 (4), 919-935, 2021 | 48 | 2021 |
| Unrealistic responses to realistic problems with missing information: What are important barriers? J Krawitz, S Schukajlow, W Van Dooren Educational Psychology 38 (10), 1221-1238, 2018 | 44 | 2018 |
| Comparing German and Taiwanese secondary school students’ knowledge in solving mathematical modelling tasks requiring their assumptions YP Chang, J Krawitz, S Schukajlow, KL Yang ZDM 52 (1), 59-72, 2020 | 35 | 2020 |
| When can making a drawing hinder problem solving? Effect of the drawing strategy on linear overgeneralizations and problem solving J Krawitz, S Schukajlow Frontiers in psychology 11, 506, 2020 | 14 | 2020 |
| Activation and monitoring of prior mathematical knowledge in modelling processes J Krawitz, S Schukajlow Proceedings of the 42nd conference of the international group for the …, 2018 | 10 | 2018 |
| Reading comprehension, enjoyment, and performance in solving modelling problems: How important is a deeper situation model J Krawitz, S Schukajlow, Y Chang, K Yang Proceedings of the 41st Conference of the International Group for the …, 2017 | 9 | 2017 |
| Open modelling problems: Cognitive barriers and instructional prompts S Schukajlow, J Krawitz, J Kanefke, W Blum, K Rakoczy Educational Studies in Mathematics 114 (3), 417-438, 2023 | 8 | 2023 |
| Making realistic assumptions in mathematical modelling J Krawitz, J Kanefke, S Schukajlow, K Rakoczy PME, 2022 | 8 | 2022 |
| Vorwissen als nötige Voraussetzung und potentieller Störfaktor beim mathematischen Modellieren J Krawitz Springer Fachmedien Wiesbaden, 2020 | 7 | 2020 |
| Posing and solving modelling problems—extending the modelling process from a problem posing perspective LM Hartmann, J Krawitz, S Schukajlow Journal für Mathematik-Didaktik 44 (2), 533-561, 2023 | 6 | 2023 |
| Effects of short-term practicing on realisitic responses to missing data problems J Krawitz, S Schukajlow, W Van Dooren Proceedings of the 40th Conference of the International Group for the …, 2016 | 6 | 2016 |
| Interest and performance in solving open modelling problems and closed real-world problems S Schukajlow, J Krawitz, J Kanefke, K Rakoczy PME, 2022 | 4 | 2022 |
| Ist Lösungsvielfalt lernförderlich? Multiple Lösungen beim Mathematischen Modellieren S Schukajlow, J Krawitz MNU Journal 73, 182-187, 2020 | 4 | 2020 |
| Qualifizierung von Lehrkräften zum konstruktiven Umgang mit zentralen Lernstandserhebungen–Ergebnisse aus dem Projekt VELM-8 S Vogel, W Blum, K Achmetli, J Krawitz Journal für Mathematik-Didaktik 37 (2), 319-348, 2016 | 4 | 2016 |
| Verbesserte Lehre für Grundschullehramtsstudierende-Ergebnisse aus dem KLIMAGS-Projekt J Krawitz, K Achmetli, J Kolter, W Blum, P Bender, R Biehler, J Haase, ... Universitätsbibliothek Dortmund, 2014 | 4 | 2014 |
| The process of modelling-related problem posing–A case study with preservice teachers LM Hartmann, J Krawitz, S Schukajlow PME, 2022 | 3 | 2022 |
| Report on the relative strengths and weaknesses of the United States in PISA 2012 mathematics J Krawitz, K Achmetli, W Blum, S Vogel, M Besser OECD, 2016 | 3 | 2016 |
| Wie können die Lernstandserhebungen in Klasse 8 effektiv genutzt werden?-Evaluation des Projekts VELM-8 S Vogel, K Achmetli, J Krawitz, W Blum Universitätsbibliothek Dortmund, 2014 | 3 | 2014 |
