Schoenherr, J., & Schukajlow, S. (2023). Does drawing help or hinder creativity when solving a mathematical modelling problem? Findings from an eye-tracking study. Rivista di Matematica della Università di Parma, 14(2) Preprint

Schukajlow, S., Kaiser, G., & Stillman, G. (2023). Modeling from a cognitive perspective: theoretical considerations and empirical contributions. Mathematical Thinking and Learning, 25(3), 259-269. https://doi.org/10.1080/10986065.2021.2012631

Schukajlow, S., Krawitz, J., Kanefke, J., Blum, W., & Rakoczy, K. (2023). Open modelling problems: Cognitive barriers and instructional prompts. Educational Studies in Mathematics, 114(3), 417-438. https://doi.org/10.1007/s10649-023-10265-6

Schukajlow, S., Rakoczy, K., & Pekrun, R. (2023). Emotions and motivation in mathematics education: Where we are today and where we need to go. ZDM - Mathematics Education, 55, 249-267. https://doi.org/10.1007/s11858-022-01463-2

Rellensmann, J., Schukajlow, S., Blomberg, J., & Leopold, C. (2022). Effects of drawing instructions and strategic knowledge on mathematical modeling performance: Mediated by the use of the drawing strategy. Applied Cognitive Psychology, 36(2), 402-417. https://doi.org/10.1002/acp.3930

Cevikbas, M., Kaiser, G., & Schukajlow, S. (2022). A systematic literature review of the current discussion on mathematical modelling competencies: State-of-the-art developments in conceptualizing, measuring, and fostering. Educational Studies in Mathematics, 109, 205-236. https://doi.org/10.1007/s10649-021-10104-6

Krawitz, J., Chang, Y.-P., Yang, K.-L., & Schukajlow, S. (2022). The role of reading comprehension in mathematical modelling: Improving the construction of a real model and interest in Germany and Taiwan. Educational Studies in Mathematics, 109, 337-359. https://doi.org/10.1007/s10649-021-10058-9

Schukajlow, S., Blomberg, J., Rellensmann, J., & Leopold, C. (2021). The role of strategy-based motivation in mathematical problem solving: the case of learner-generated drawings. Learning and Instruction, Article 101561. https://doi.org/10.1016/j.learninstruc.2021.101561

Schukajlow, S., Blomberg, J., Rellensmann, J., & Leopold, C. (2021). Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance. Contemporary Educational Psychology, 65, 101967. https://doi.org/10.1016/j.cedpsych.2021.101967

Bräuer, V., Leiss, D., & Schukajlow, S. (2021). Skizzen zeichnen zu Modellierungsaufgaben - Eine Analyse themenspezifischer Differenzen einer Visualisierungsstrategie beim mathematischen Modellieren. [Making drawings for solving modelling problems - Analysis of topic-specific differences of visualizing strategy for mathematical modelling.] Journal für Mathematikdidaktik, 42, 491-523

Hartmann, L.-M., Krawitz, J., & Schukajlow, S. (2021). Create your own problem! When given descriptions of real-world situations, do students pose and solve modelling problems? ZDM - Mathematics Education, 53, 919-935. doi:10.1007/s11858-021-01224-7

Schulze Elfringhoff, M., & Schukajlow, S. (2021). What makes a modelling problem interesting? Sources of situational interest in modelling problems. Quadrante – Revista de Investigação em Educação Matemática, 8-30. https://doi.org/10.48489/quadrante.23861

Wijnker, W., Bakker, A., Schukajlow, S., & Drijvers, P. (2021). Modeling the mechanisms of interest raising videos in education. Human Behavior and Emerging Technologies, 1-9. https://doi.org/10.1002/hbe2.314

Chang, Y.-P., Krawitz, J., Schukajlow, S., & Yang, K.-L. (2020). Comparing German and Taiwanese secondary school students' knowledge in solving mathematical modelling tasks requiring their assumptions. ZDM Mathematics Education, 52, 59-72

Krawitz, J., & Schukajlow, S. (2020). When can making a drawing hinder problem solving? Effect of the drawing strategy on linear overgeneralizations and problem solving. Frontiers in Psychology, 11(506)

Krug, A., & Schukajlow, S. (2020). Entwicklung prozeduraler Metakognition und Selbstregulation durch den Einsatz multipler Lösungen zu Modellierungsaufgaben. [Effects of Prompting Multiple Solutions for Modelling Problems on Metacognition and Self-Regulation] Journal für Mathematik-Didaktik, 41, 423-458

Liebendörfer, M., & Schukajlow, S. (2020). Quality matters: How reflecting on the utility value of mathematics affects future teachers' interest. Educational Studies in Mathematics, 105, 199-218

Rellensmann, J., Schukajlow, S., & Leopold, C. (2020). Measuring and investigating strategic knowledge about drawing to solve geometry modelling problems. ZDM Mathematics Education, 52, 97-110

Verschaffel, L., Schukajlow, S., Star, J., & Van Dooren, W. (2020). Word problems in mathematics education: a survey. ZDM Mathematics Education, 52, 1-16

Schukajlow, S., Achmetli, K., & Rakoczy, K. (2019). Does constructing multiple solutions for real-world problems affect self-efficacy? Educational Studies in Mathematics, 100, 43-60

Achmetli, K., Schukajlow, S., & Rakoczy, K. (2019). Multiple solutions to solve real-world problems and students' procedural and conceptual knowledge. International Journal of Science and Mathematics Education, 17, 1605-1625

Schukajlow, S., Kaiser, G., & Stillman, G. (2018). Empirical research on teaching and learning of mathematical modelling: a survey on the current state-of-the-art. ZDM Mathematics Education, 50, 5-18

Krawitz, J., Schukajlow, S., & Van Dooren, W. (2018). Unrealistic responses to realistic problems with missing information: What are important barriers? Educational Psychology, 38, 1221-1238

Krawitz, J., & Schukajlow, S. (2018). 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. ZDM Mathematics Education, 50, 143-157

Rellensmann, J., & Schukajlow, S. (2018). Do students enjoy computing a triangle's side? Enjoyment and boredom while solving problems with and without a connection to reality from studentsü and pre-service teachersü perspectives. Journal für Mathematikdidaktik, 39, 171-196

Schukajlow, S., Rakoczy, K., & Pekrun, R. (2017). Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions. ZDM Mathematics Education, 49(3), 307-322

Liebendörfer, M., & Schukajlow, S. (2017). Interest development during the first year at university: do mathematical beliefs predict interest in mathematics? ZDM Mathematics Education, 49(3), 355-366

Rellensmann, J., Schukajlow, S., & Leopold, C. (2017). Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on studentss' mathematical modelling performance. Educational Studies in Mathematics, 95, 53-78

Rellensmann, J., & Schukajlow, S. (2017). Does studentss' interest in a mathematical problem depend on the problems's connection to reality? An analysis of studentss' interest and pre-service teacherss' judgments of studentss' interest in problems with and without a connection to reality. ZDM Mathematics Education, 49(3), 367-378

Schukajlow, S., & Rakoczy, K. (2016). The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics? Learning and Instruction, 44, 117-127

Schukajlow, S., Kolter, J., & Blum, W. (2015). Scaffolding mathematical modelling with a solution plan. ZDM Mathematics Education, 47(7), 1241-1254

Schukajlow, S., Krug, A., & Rakoczy, K. (2015). Effects of prompting multiple solutions for modelling problems on students’ performance. Educational Studies in Mathematics, 89(3), 393-417

Schukajlow, S., & Krug, A. (2014). Do multiple solutions matter? Prompting multiple solutions, interest, competence, and autonomy. Journal for Research in Mathematics Education, 45(4), 497-533

Schukajlow, S., Leiss, D., Pekrun, R., Blum, W., Müller, M. & Messner, R. (2012). Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations. Educational Studies in Mathematics 79(2), 215-237

Krämer, J., Schukajlow, S., & Blum, W. (2012). Bearbeitungsmuster von Schülern bei der Lösung von Modellierungsaufgaben zum Inhaltsbereich Lineare Funktionen. Mathematica Didactica, 35, 50-72

Schukajlow, S, & Blum, W. (2011). Zum Einfluss der Klassengröße auf Modellierungskompetenz, Selbst- und Unterrichtswahrnehmungen von Schülern in selbständigkeitsorientierten Lehr-Lernformen [On the Effect of Class Size on Modelling Competency and Self-reported Perceptions of Students in Self-regulated Learning Environments]. Journal für Mathematikdidaktik, 32(2), 133-151

Schukajlow, S., & Leiss, D. (2011). Selbstberichtete Strategienutzung und mathematische Modellierungskompetenz [Self-reported use of strategies and mathematical modelling]. Journal für Mathematikdidaktik, 32(1), 53-77

Leiss, D., Schukajlow, S., Blum, W., Messner, R., & Pekrun, R. (2010). The role of the situation model in mathematical modelling – task analyses, student competencies, and teacher interventions. Journal für Mathematikdidaktik, 31(1), 119-141

Schukajlow, S., Blum, W., Messner, R., Pekrun, R., Leiss, D., Müller, M. (2009). Unterrichtsformen, erlebte Selbständigkeit, Emotionen und Anstrengung als Prädiktoren von Schülerleistungen bei anspruchsvollen mathematischen Modellierungsaufgaben [Teaching methods, perceived self-regulation, emotions, and effort as predictors for students' performance while solving mathematical modelling tasks]. Unterrichtswissenschaft, 37 (2), 164-186

Book Chapters and Conference Proceedings (peer-reviewed)

Schukajlow, S., Krawitz, J., Wiehe, K., & Rakoczy, K. (2024). Effects of teaching students to solve open modelling problems on utility, intrinsic, and attaiment values. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 81-88). PME

Wiehe, K., Schukajlow, S., Krawitz, J., & Rakoczy, K. (2024). The OModA project: Designing a teaching method to help students dealing with openness in modelling problems. In H.-S. Siller, G. Kaiser, & V. Geiger (Eds.), Researching Mathematical Modelling Education in Disruptive Times. (pp. 377-386). Springer. https://doi.org/10.1007/978-3-031-53322-8_30

Krawitz, J., Schukajlow, S., Wiehe, K., & Rakoczy, K. (2023). Experiences of competence and autonomy during a teaching intervention on mathematical modelling. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 1458-1465). Alfréd Rényi Institute of Mathematics and ERME.

Schoenherr, J., & Schukajlow, S. (2023). Characterizing external visualisization interventions: a systematic literature review. In M. Aylon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 163-170). PME 46. (Vol. 3, pp. 19-26). PME 46.

Hartmann, L.-M., Schukajlow, S., Niss, M., & Jankvist, U. T. (2023). The roles preservice teachers adopt in modelling-related problem posing. In M. Aylon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 19-26). PME 46.

Schukajlow, S., & Blum, W. (2023). Methods for teaching modelling problems. In G. Greefrath, S. Carreira, & G. A. Stillman (Eds.), International perspectives on the teaching and learning of mathematical modelling. Advancing and consolidating mathematical modelling: Research from ICME-14 (pp. 327-339). Springer.

Stillman, G. A., Ikeda, T., Schukajlow, S., de Loiola Araújo, J., & Ärlebäck, J. B. (2023). Survey of interdisciplinary aspects of the teaching and learning of mathematical modelling in mathematics education. In G. Greefrath, S. Carreira, & G. A. Stillman (Eds.), Advancing and Consolidating Mathematical Modelling: Research from ICME-14 (pp. 21-41). Springer.

Böswald, V., & Schukajlow, S. (2022). Reading comprehension and modelling problems: Does it matter where the question is placed? In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). Free University of Bozen-Bolzano and ERME.

Brand, S., Schukajlow, S., & Leopold, C. (2022). Effekte der Aufforderung zum Erstellen einer Visualisierung auf die Skizzenqualität und Modellierungsleistung: eine Replikationsstudie [Effects of drawing instruction on drawing accuracy, and modelling performance: A replication study]. In N. Buchholtz, B. Schwarz, & K. Vorhölter (Eds.), Initiationen mathematikdidaktischer Forschung: Festschrift zum 70. Geburtstag von Gabriele Kaiser (pp. 75-91). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-36766-4_4

Hartmann, L.-M., Krawitz, J., & Schukajlow, S. (2022). The process of modelling-related problem posing - a case study with preservice teachers. In C. Fernandez, S. Llinares, A. Gutierrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 355-362). PME

Hartmann, L.-M., Krawitz, J., & Schukajlow, S. (2022). Modelling while problem posing -A case study of preservice teachers. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). Free University of Bozen-Bolzano and ERME.

Kanefke, J., & Schukajlow, S. (2022). Students' processing of modelling problems with missing data. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). Free University of Bozen-Bolzano and ERME.

Krawitz, J., Schukajlow, S., Kanefke, J., & Rakoczy, K. (2022). Making realistic assumptions in mathematical modelling. In C. Fernandez, S. Llinares, A. Gutierrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 59-66). PME

Rellensmann, J., Schukajlow, S., & Leopold, C. (2022). Drawing instructions, strategic knowledge, strategy-based motivation, and students' use of drawings. In C. Fernandez, S. Llinares, A. Gutierrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 347-354). PME

Schukajlow, S., Andrá, C., Gómez-Chacón, I. M., Haser, C., Liljedahl, P., & Viitala, H. (2022). Introduction to the work of TWG08: Affect and the teaching and learning of mathematics In J. Holden, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 1299-1302). Free University of Bozen-Bolzano and ERME 2022.

Schukajlow, S., Krawitz, J., Kanefke, J., & Rakoczy, K. (2022). Interest and performance in solving open modelling problems and closed real-world problems. In C. Fernandez, S. Llinares, A. Gutierrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 403-410). PME

Schukajlow, S., & Rellensmann, J. (2022). Strategy-based motivation to use the drawing strategy. The relationships between self-efficacy, value, cost, and gender. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). Free University of Bozen-Bolzano.

Hartmann, L.-M., & Schukajlow, S. (2021). Interest and emotions while solving real-world problems inside and outside the classroom. In F. K. S. Leung, G. Kaiser, G. Stillman, & K. L. Wong (Eds.), Mathematical Modelling Education in East and West (pp. 153-163) Springer Preprint

Hochmuth, R., Biehler, R., Blum, W., Achmetli, K., Rode, J., Krawitz, J., & Schukajlow, S. (2021). Fachwissen zur Arithmetik bei Grundschullehramtsstudierenden - Entwicklung im ersten Semester und Veränderungen durch eine Lehrinnovation. In R. Biehler, A. Eichler, R. Hochmuth, S. Rach, & N. Schaper (Eds.), Lehrinnovationen in der Hochschulmathematik. Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik (pp. 611-644). Springer Spektrum

Schmitz, M., & Schukajlow, S. (2021). Pictures in modelling problems. Does numerical information make a difference? In F. K. S. Leung, G. Kaiser, G. Stillman, & K. L. Wong (Eds.), Mathematical Modelling Education in East and West (pp. 189-199). Springer Preprint

Böckmann, M., & Schukajlow, S. (2020). Bewertung der Teilkompetenzen Verstehen und Vereinfachen/ Strukturieren und ihre Relevanz für das mathematische Modellieren. [Sub-competencies Understanding/Structuring and their importance for mathematical modelling]. In G. Greefrath, & K. Maaß (Eds.), Modellierungskompetenzen – Beurteilung und Bewertung (pp. 113-131). Wiesbaden u. a.: Springer

Blomberg, J., Schukajlow, S., & Rellensmann, J. (2020). "Why don't you make a drawing?" Motivation and strategy use in mathematical modelling. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (pp. 46-54). Khon Kaen, Thailand: PME

Krawitz, J., & Schukajlow, S. (2020). A negative effect of the drawing strategy on problem solving: A question of quality? In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (pp. 304-312). Khon Kaen, Thailand: PME

Liebendörfer, M., Hochmuth, R., Rode, J., & Schukajlow, S. (2020). The mathematical beliefs and interest development of pre-service primary teachers. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (pp. 342-349). Khon Kaen, Thailand: PME

Schukajlow, S., Blomberg, J., & Rellensmann, J. (2019). I enjoy making drawings! Enjoyment, knowledge about drawings, use of drawings, and students' performance. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of the 43th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 297-304). Pretoria, South Africa: PME

Schukajlow, S., Blomberg, J., & Rellensmann, J. (2019). I am scared to make a drawing. Students' anxiety and its relation to the use of drawings, modelling, and gender. In U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

Achmetli, K., & Schukajlow, S. (2019). Multiple solution, the experience of competence and interest. In M. Hannula, G. Leder, F. Morselli, M. Vollstedt, & Q. Zhang (Eds.), Affect in mathematics education (pp. 39-65). Cham: Springer

Krawitz, J., Schukajlow, S., Böckmann, M., & Schmelzer, M. (2019). Textverstehen und mathematisches Modellieren. Konzeption und Evaluation des Praxisprojekts Mathematik [Reading comprehension and mathematical modelling]. In M. Bönnighausen (Ed.), Praxisprojekte in Kooperationsschulen. Fachdidaktische Modellierung von Lehrkonzepten zur Förderung strategiebasierten Textverstehens in den Fächern Deutsch, Geographie, Geschichte und Mathematik (pp. 223-249). Münster: WTM-Verlag

Vorhölter, K., Greefrath, G., Borromeo Ferri, R., Leiß, D., & Schukajlow, S. (2019). Mathematical Modelling. In H. Jahnke & L. Hefendehl-Hebeker (Eds.), Traditions in German-Speaking Mathematics Education Research. ICME-13 Monographs (pp. 91-114). Cham: Springer.

Schukajlow, S., & Blum, W. (2018). Lernumgebungen: von der Forschung in die Praxis. In S. Schukajlow & W. Blum (Eds.), Evaluierte Lernumgebungen zum Modellieren (pp. 1-10). Wiesbaden: Springer Spektrum

Blum, W., & Schukajlow, S. (2018). Selbständiges Lernen mit Modellierungsaufgaben – Untersuchung von Lernumgebungen zum Modellieren im Projekt DISUM. In S. Schukajlow & W. Blum (Eds.), Evaluierte Lernumgebungen zum Modellieren (pp. 51-72). Wiesbaden: Springer Spektrum

Böckmann, M., & Schukajlow, S. (2018). Value of pictures in modelling problems from students' perspective. In E. Bergqvist, M. Österholm, M. Granberg, & L. Sumpter (Eds.), Proceedings of the 42th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 263-170). UmeÅ, Sweden: PME

Haase, J., Hochmuth, R., Bender, P., Biehler, R., Blum, W., Kolter, J., & Schukajlow, S. (2018). Tutorenschulung als Basis für ein kompetenzorientiertes Feedback in fachmathematischen Anfängervorlesungen. In R. Möller & R. Vogel (Eds.), Innovative Konzepte für die Grundschullehrerausbildung im Fach Mathematik. Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik (pp. 235-253). Wiesbaden: Springer Spektrum

Haberzettl, N., Klett, S., & Schukajlow, S. (2018). Mathematik rund um die Schule – Modellieren mit Fermi–Aufgaben. In K. Eilerts & K. Skutella (Eds.), Neue Materialien für einen realitätsbezogenen Mathematikunterricht 5. Ein ISTRON-Band für die Grundschule (pp. 31-41). Wiesbaden: Springer Spectrum

Krawitz, J., & Schukajlow, S. (2018). Activation and monitoring of prior mathematical knowledge in modelling processes. In E. Bergqvist, M. Österholm, M. Granberg, & L. Sumpter (Eds.), Proceedings of the 42th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 243-250). UmeÅ, Sweden: PME

Kolter, J., Blum, W., Bender, P., Biehler, R., Haase, J., Hochmuth, R., & Schukajlow, S. (2018). Zum Erwerb, zur Messung und zur Förderung studentischen (Fach-)Wissens in der Vorlesung "Arithmetik für die Grundschule" – Ergebnisse aus dem KLIMAGS-Projekt. In R. Möller & R. Vogel (Eds.), Innovative Konzepte für die Grundschullehrerausbildung im Fach Mathematik. Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik (pp. 95-121). Wiesbaden: Springer Spektrum

Krug, A., & Schukajlow, S. (2018). Multiple Lösungen beim mathematischen Modellieren – Konzeption und Evaluation einer Lernumgebung. In S. Schukajlow & W. Blum (Eds.), Evaluierte Lernumgebungen zum Modellieren (pp. 241-264). Wiesbaden: Springer Spektrum

Schukajlow, S., & Achmetli, K. (2017). Multiple solutions for real-world problems and studentss' enjoyment, and boredom. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 - 5, 2017) (pp. 1178-1185). Dublin, Ireland: DCU Institute of Education and ERME

Schmelzer, M., & Schukajlow, S. (2017). Strategies for fostering studentss' reading comprehension while they solve modelling problems. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 - 5, 2017) (pp. 996-1003). Dublin, Ireland: DCU Institute of Education and ERME

Schukajlow, S. (2017). Ara values related to students' performance? In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 161-168). Singapur: PME

Di Martino, P., Gómez-Chacón, I., Liljedahl, P., Pantziara, M., & Schukajlow, S. (2017). Introduction to the papers of TWG08: Affect and mathematical thinking. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 - 5, 2017) (pp. 1038-1041). Dublin, Ireland: DCU Institute of Education and ERME

Krawitz, J., Schukajlow, S., Chang, Y.-P., & Yang, K.-L. (2017). Reading comprehension, enjoyment, and performance: how important is a deeper situation model? In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 97-104). Singapur: PME

Haase, J., Kolter, J., Bender, P., Biehler, R., Blum, W., Hochmuth, R., & Schukajlow, S. (2016). Mathematikausbildung von Grundschulstudierenden im Projekt KLIMAGS: Forschungsdesign und erste Ergebnisse bzgl. Weltbildern, Lernstrategien und Leistungen Lehren und Lernen von Mathematik in der Studieneingangsphase (pp. 531-547): Springer

Kolter, J., Liebendörfer, M., & Schukajlow, S. (2016). Mathe – nein danke? Interesse, Beliefs und Lernstrategien im Mathematikstudium bei Grundschullehramtsstudierenden mit Pflichtfach Lehren und Lernen von Mathematik in der Studieneingangsphase (pp. 567-583): Springer

Krawitz, J., Schukajlow, S., & Van Dooren, W. (2016). Effects of short-term practicing on realistic responces to missing data problems. In C. Csíkos, A. Rausch, & J. Szitanyi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 131-138). Szeged, Hungary: PME

Rellensmann, J., & Schukajlow, S. (2016). Are mathematical problems boring? Boredom while solving problems with and without a connection to reality from students' and pre-service teachers' prospective. In C. Csíkos, A. Rausch, & J. Szitanyi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 131-138). Szeged, Hungary: PME

Suurtamm, C., Thompson, D. R., Kim, R. Y., Moreno, L. D., Sayac, N., Schukajlow, S., et al. (2016). Assessment in Mathematics Education. In Assessment in Mathematics Education (pp. 1-38): Springer

Schukajlow, S. (2015). Is boredom important for students' performance? In N. Vondrova & J. Novotna (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 1273-1279). Prag, Szech Republic: Charles University of Prag

Schukajlow, S. (2015). Effects of enjoyment and boredom on students' interest in mathematics and vice versa. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the Joint Meeting of PME 39 (Vol. 4, pp.137-144). Hobart, Australien: PME

Achmetli, K., Krug, A., & Schukajlow, S. (2015). Multiple Lösungsmöglichkeiten und ihre Nutzung beim mathematischen Modellieren. In G. Kaiser & H.-W. Henn (Eds.), Werner Blum und seine Beiträge zum Modellieren im Mathematikunterricht (pp. 25-41): Springer Fachmedien Wiesbaden.

Di Martino, P., GÓmez-ChacÓn, I., Liljedahl, P., Morselli, F., Pantziara, M., & Schukajlow, S. (2015). Introduction to the papers of TWG08: Affect and mathematical thinking. In N. Vondrova & J. Novotna (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 1104-1108). Prag, Szech Republic: Charles University of Prag

Schukajlow, S., & Blum, W. (2014). Unterrichtsgestaltungen zur Kompetenzförderung: zwischen Instruktion, Konstruktion und Metakognition. In T. Wassong, D. Frischemeier, P. R. Fischer, R. Hochmuth & P. Bender (Eds.), Mit Werkzeugen Mathematik und Stochastik lernen – Using Tools for Learning Mathematics and Statistics (pp. 31-42): Springer Fachmedien Wiesbaden

Schukajlow, S., & Krug, A. (2014). Are interest and enjoyment important for students' performance? In C. Nicol, S. Oesterle, P. Liljedahl & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 5, pp. 129-136). Vancouver, Canada: PME

Achmetli, K., Schukajlow, S., & Krug, A. (2014). Effects of prompting students to use multiple solution methods while solving real-world problems on students' self-regulation. In C. Nicol, S. Oesterle, P. Liljedahl & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 2, pp. 1-8). Vancouver, Canada: PME

Schukajlow, S. (2013). Lesekompetenz und mathematisches Modellieren [Reading comprehension and mathematical modelling]. In R. Borromeo Ferri, G. Greefrath & G. Kaiser (Hg.), Mathematisches Modellieren für Schule und Hochschule. Theoretische und didaktische Hintergründe (pp. 125-143). Wiesbaden: Springer Spektrum

Schukajlow, S., & Krug, A. (2013). Considering multiple solutions for modelling problems - design and first results from the MultiMa-Project. In W. Blum, J. Brown, G. Kaiser & G. Stillman (Eds.), International Perspectives on the Teaching and Learning of Mathematical Modelling (ICTMA 15 Proceedings) (pp. 207-216). Heidelberg: Springer

Schukajlow, S., & Krug, A. (2013). Planning, monitoring and multiple solutions while solving modelling problems. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 177-184). Kiel, Germany: PME

Schukajlow, S., & Krug, A. (2013). Uncertainty orientation, preferences for solving tasks with multiple solutions and modelling. In B. Ubuz, Ç. Haser & M. A. Mariotti (Eds.), Proceedings of the Eight Congress of the European Society for Research in Mathematics Education (pp. 1429-1438). Ankara, Turkey: Middle East Technical University

Krug, A., & Schukajlow, S. (2013). Problems with and without connection to reality and students' task-specific interest. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 209-216). Kiel, Germany: PME

Schukajlow, S., Keller, K., Drüke-Noe, C., & Blum, W. (2012). Die Kompetenz "Probleme mathematisch lösen" – Allgemeiner Teil der Didaktischen Kommentare zu VerA 2012. IQB Berlin

Schukajlow, S., & Krug, A. (2012). Treating multiple solutions in the classroom and their influence on students' achievements and the affect - theoretical background and design of the quasi-empirical study. ICME 12 Conference (pp. 3414-3422). Seoul, Korea: ICME

Schukajlow, S., & Krug, A. (2012). Effects of treating multiple solutions on students' self-regulation, self-efficacy and value. In T. Y. Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 59-66). Taipei, Taiwan: PME

Schukajlow, S., & Leiss, D. (2012). Mapping - ein Erklärungsinstrument im anwendungsorientierten Mathematikunterricht. In W. Blum, R. Borromeo Ferri & K. Maaß (Eds.), Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität - Festschrift für Gabriele Kaiser (pp. 116-128). Wiesbaden: Springer Spectrum

Schukajlow, S. & Blum, W. (2011). Zur Rolle von multiplen Lösungen in einem kompetenzorientierten Mathematikunterricht. In K. Eilerts, A. H. Hilligus, G. Kaiser & P. Bender (Hg.), Kompetenzorientierung in Schule und Lehrerbildung - Perspektiven der bildungspolitischen Diskussion, der empirischen Bildungsforschung und der Mathematik-Didaktik. Festschrift für Hans-Dieter Rinkens (S. 249-267). Münster: LIT Verlag

Teacher Journals

Krawitz, J., & Schukajlow, S. (2022). Eine Aufgabe viele Lösungen: Natürlich differenzieren mit Modellierungsaufgaben.[One task many solutions: natural differentiation by using modelling problems.] mathematik lehren, 233, 28-32

Rellensmann, J., Schukajlow, S., & Blomberg, J. (2021). Was ist eine gute Skizze? [What is a good drawing?] mathematik lehren, 124, 24-26

Schukajlow, S., & Krawitz, J. (2020). Ist Lösungsvielfalt lernförderlich? Multiple Lösungen beim Mathematischen Modellieren. MNU Journal, 73, 182-187.

Krug, A., & Schukajlow, S. (2015). Augen auf beim Modellieren. Fehler als Katalysatoren für das Modellierenlernen. Mathematik Lehren (191), 33-36

Schukajlow, S. & Leiss, D. (2012). Die Mapping-Technik als Hilfe in einem Mathematikunterricht mit anspruchsvollen Leseanforderungen. Praxis der Mathematik in der Schule, 54(46), 26-32

Schukajlow, S., Blum, W., & Krämer, J. (2011). Förderung der Modellierungskompetenz durch selbständiges Arbeiten im Unterricht mit und ohne Lösungsplan. Praxis der Mathematik in der Schule, 53(38), 40-45

Blum, W., Schukaljow, S., Leiß, D., Messner, R. (2010): Selbstständigkeit fördern - Welche Bedeutung haben die Klassengrößen im Mathematikunterricht?, In: HLZ Vol. 63, Heft 3, 16-17

Leiß, D., Möller, V., Schukajlow, S. (2006): Bier für den Regenwald – Diagnostizieren und Fördern mit Modellierungsaufgaben, In: Becker, G. et al. (Hrsg.): Diagnostizieren und Fördern – Stärken entdecken – Können entwickeln (Friedrich Jahresheft XXIV), 89-91