1. Alwast, A., & Vorhölter, K. (2019). Enhancing future teachers’ situation-specific modelling competencies by using staged videos. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), CERME-11: Proceedings of the eleventh congress of the European society for research in mathematics education (pp. 1120–1127). Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and ERME.
2. Alwast, A., & Vorhölter, K. (2021). Measuring pre-service teachers’ noticing competencies within a mathematical modelling context—An analysis of an instrument. Educational Studies in Mathematics, 109, 263–285. https://doi.org/10.1007/s10649-021-10102-8
3. Ball, D. L. (2011). Foreword. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. xx–xxiv). Routledge.
4. Blömeke, S., Gustafsson, J.-E., & Shavelson, R. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift Für Psychologie, 223(1), 3–13. https://doi.org/10.1027/2151-2604/a000194
5. Blum, W. (2015). Quality teaching of mathematical modeling: What do we know, what can we do? In S. J. Cho (Ed.), The proceedings of the 12th international congress on mathematical education: Intellectual and attitudinal challenges (pp. 73–96). Springer.