QUALIFICATIONS

Habilitation (Freie Universität Berlin, Germany) Educational Science, 2004

PhD (Technische Universität Berlin) Mathematics Education, 1996

Teaching Certification (Vienna, Austria) Mathematics and Philosophy, 1989

Magister Rer. Nat. (University of Vienna, Austria), 1988

ACADEMIC CAREER

2013 – 2016: Professor of Mathematics Education (Chair) at King’s College London

2007 – 2012: Professor of Mathematics Education (Chair) at Luleå University of Technology, Sweden

2003 – 2007: Senior Research Associate/ Lecturer at the Department of Education and Psychology, Freie Universität Berlin

2002 – 2003: Inaugural Coordinator of the International Centre for Classroom Research, The University of Melbourne, Australia

1996 – 2001: Post-Doc/ Lecturer at the Department of Education and Psychology, Freie Universität Berlin

1996: Teacher (Mehringhof Schule für Erwachsenenbildung, Berlin) and Part-time Lecturer (Department of Education and Psychology, Freie Universität Berlin)

1991 – 1995: Postgraduate Teaching and Research Assistant at the Department of Mathematics (Working Group in Mathematics Education), Technische Universität Berlin,

1989 –1990: Copywriter at Cornelsen (Educational Publishing), Berlin

1988/1989: Teaching Internship (Bundesgymnasium Wien II, Vienna, Austria)

• 12257 Seminar
  (I) Aktuelle Forschungsfragen Mathematik
  Zeit: Di 14:00-16:00 (Erster Termin: 17.10.2017)
  Ort: KL 23/121a (Habelschwerdter Allee 45)
• 12258 Seminar
  (I) Aktuelle Forschungsfragen Mathematik
  Zeit: Di 16:00-18:00 (Erster Termin: 17.10.2017)
  Ort: KL 23/121a (Habelschwerdter Allee 45)
• 12259 Seminar
  (I) Aktuelle Forschungsfragen Mathematik
  Zeit: Mi 12:00-14:00 (Erster Termin: 18.10.2017)
  Ort: KL 24/122d (Habelschwerdter Allee 45)
• 12239 Vorlesung
  (V) Mathematik in der Grundschule
  Zeit: Fr 09:00-12:00 (Erster Termin: 20.10.2017)
  Ort: Hs 1a
• 12260 Verschiedenes
  Kolloquien und sonstiges fakultatives Lehrangebot
  Zeit: Mo 16:00-20:00 (Erster Termin: 23.10.2017)
  Ort: KL 24/122c (Habelschwerdter Allee 45)

RESEARCH TOPICS 

Mathematics classrooms in different educational systems; particularly use of contrasting cases as a research strategy for developing micro-sociological theory

Goals of school mathematics and conceptions of mathematical literacy; particularly effects on access to different forms of mathematical practice

Mathematisation as pedagogic strategy and social process; particularly strategies, assumptions and discourses in (school) mathematical modeling

Students in transition between different sectors of mathematics education; particularly the emerging achievement disparities related to these transitions

AUSGEWÄHLTE PUBLIKATIONEN

Sinclair, N., & Jablonka, E. (in print). Mathematics learning: structured ways of moving with. In A. Kraus & C. Wulf (Eds.), The Palgrave handbook of embodiment and learning. Palgrave Macmillan; Springer International Publishing.

Jablonka, E., & Bergsten, C. (2021). Numbers don’t speak for themselves: strategies of using numbers in public policy discourse. Educational Studies in Mathematics, 108, 579–596. https://link.springer.com/article/10.1007%2Fs10649-021-10059-8

Lerman, S., Sriraman, B., Jablonka, E., Shimizu, Y., Artigue, M., Even, R., & Graven, M. (Hrsg.) (2020). Encyclopedia of mathematics education. Second edition. Cham: Springer.

Jablonka E. (2020). Critical Thinking in Mathematics Education. In S. Lerman et al. (Hrsg.), Encyclopedia of Mathematics Education (S. 159-163). Cham: Springer. https://doi.org/10.1007/978-3-030-15789-0
Niss, M., & Jablonka, E. (2020). Mathematical literacy. In S. Lerman et al. (Hrsg.), Encyclopedia of Mathematics Education (S. 548-553). Cham: Springer. https://doi.org/10.1007/978-3-030-15789-0

Bergsten, C., & Jablonka, E. (2019). Understanding the secondary-tertiary transition in mathematics education: contribution of theories to interpreting empirical data. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Hrsg.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (S. 2434-2441). Utrecht, Niederlande: Freudenthal Group & Freudenthal Institute, Utrecht University und ERME.

Lerman, S., Sriraman, B., Jablonka, E., Shimizu, Y., Artigue, M., Even, R., Jorgensen, R. & Graven, M. (Hrsg.) (in Vorbereitung). Encyclopedia of Mathematics Education – New Extended Edition. Dordrecht: Springer.

Jablonka, E., Andrews, P., Clarke, D., & Xenofontos, C. (2018). Comparative studies in mathematics education. In T. Dreyfus, M. Artigue, D. Potari, S. Prediger, & K. Ruthven (Eds.), Developing research in mathematics education. Twent years of communication, cooperation ad collaboration in Europe (S. 223-238). London: Routledge.

Jablonka, E., & Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In M. Maguire, S. Gibbons, M. Glackin, D. Pepper & K. Skilling (Hrsg.), Becoming a teacher,Fifth Edition (S. 269-286). London: McGraw-Hill / Open University Press.

Jablonka, E. (2017). Mathematisation in environments of Big Data – “implicit mathematics” revisited. In B. di Paola & U. Gellert (Hrsg.), Proceedings from CIEAEM69. Quaderni di Ricerca in Didattica (Mathematics), 27, Supplemento n. 2, 43-51.(link: http://math.unipa.it/~grim/quaderno27_suppl_2.htm) 

Jablonka, E., Ashjari, H., & Bergsten, C. (2017). “Much palaver about greater than zero and such stuff” – First year engineering students’ recognition of university mathematics. International Journal of Research in Undergraduate Mathematics Education. DOI: 10.1007/s40753-016-0037-y

Jablonka, E., & Bergsten, C. (2017). lnstalling "good mathematics teaching": Hegemonic strategies and alliances of researchers. In H. Straehler-Pohl, N. Bohlmann, & A. Pais (Hrsg.), The Disorder of Mathematics Education: Challenging the Socio- Political Dimensions of Research (S. 107-120). Berlin: Springer.

Jablonka, E. (2016). Mathematics education as a matter of achievement. In M. Peters (Hrsg.), Encyclopedia of Educational Philosophy and Theory. Springer. DOI: 10.1007/978-981-287-532-7_521-1

Jablonka, E. (2015). The evolvement of numeracy and mathematical literacy curricula and the construction of hierarchies of numerate or mathematically literate subjects. ZDM Mathematics Education, 47(4), 599-609. DOI: 10.1007/s11858-015-0691-6

Jablonka, E., & Bergsten, C. (2015). Positioning of the teacher in the improvement of mathematics classroom practice. In S. Mukhopadhyay, & B. Greer (Hrsg.), Proceedings of the Eighth International Mathematics Education and Society Conference (Vol. 3, S. 644-656). (Mathematics Education and Society; Vol. 8). Portland, Oregon: MES8.

Jablonka, E., & Bergsten, C. (2015). The construction of the ‘transition problem’ by a group of mathematics lecturers. In K. Krainer, & N. Vondrová (Hrsg.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 2053-2059). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Jablonka, E. (2015). Why look into mathematics classrooms? Rationales for comparative classroom studies in mathematics education. In K. Krainer, & N. Vondrová (Hrsg.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (S. 1724-1730). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Bergsten, C., Jablonka, E., & Ashjari, H. (2015). Övergången från skolans till högskolans matematik: En integrerad studie av en kulturkrock. In Resultatdialog 2015 (S. 29-41). Stockholm: The Swedish Research Council.

Jablonka, E. (2014). Classroom culture and mathematics learning. In P. Andrews & T. Rowland (Hrsg.), MasterClass in Mathematics Education (S. 203-214). London: Bloomsbury.

Jablonka, E. (2014). Critical thinking in mathematics education. In S. Lerman, B. Sriraman, E. Jablonka, Y. Shimizu, M. Artigue, R. Even, R. Jorgensen, & M. Graven (Hrsg.), Encyclopedia of Mathematics Education (S. 121-125). Dordrecht: Springer (Reference).

Jablonka, E. & Niss, M. (2014). Mathematical literacy. In S. Lerman, B. Sriraman, E. Jablonka, Y. Shimizu, M. Artigue, R. Even, R. Jorgensen, & M. Graven (Hrsg.), Encyclopedia of Mathematics Education (S. 391-396). Dordrecht: Springer (Reference).

Lerman, S., Sriraman, B., Jablonka, E., Shimizu, Y., Artigue, M., Even, R., Jorgensen, R. & Graven, M. (Hrsg.) (2014). Encyclopedia of Mathematics Education. Dordrecht: Springer.

Burke, J., Jablonka, E., & Olley, C. (2014). Mathematical modelling: Providing valid description or lost in translation? In P. Barmby (Hrsg.), Proceedings of the British Society for Research into Learning Mathematics (Vol. 34, S. 31-36). British Society for Research into Learning Mathematics.

Jablonka, E. (2014). Modes of reasoning in the mathematics classroom: A comparative investigation. Proceedings of British Congress of Mathematics Education, BCME – 8 (S. 199-206). Manchester: British Society for Research into Learning Mathematics.

Jablonka, E., & Bergsten, C. (2014). Engineering students’ recognition of university mathematics and their conceptualization of the role of mathematics for their future career. Oberwolfach Reports, 11(4), 3154-3155.

Jablonka, E., Wagner, D., & Walshaw, M. (2013). Theories for studying social, political and cultural dimensions of mathematics education. In M.A.K. Clements, A. Bishop, C. Keitel, J. Kilpatrick & F. Leung (Hrsg.), Third International Handbook of Mathematics Education (S. 41-67). New York: Springer Science+Business Media B.V.

Jablonka, E. (2013). Boredom in mathematics classrooms from Germany, Hong Kong and the United States. In B. Ubuz, Ç. Haser, & M. A. Mariotti (Hrsg.), Proceedings of the Eighth Congress of European Research in Mathematics Education (CERME 8), 6-10 February 2013, Antalya – Turkey (S. 1885-1894). Ankara, Turkey: Middle East Technical University.

Bergsten, C., & Jablonka, E. (2013). Mathematics as ‘meta-technology’ and ‘mind-power’: Views of engineering students. In B. Ubuz, Ç. Haser, & M. A. Mariotti (Hrsg.), Proceedings of the Eighth Congress of European Research in Mathematics Education (CERME 8), 6-10 February 2013, Antalya – Turkey (S. 2286-2295). Ankara, Turkey: Middle East Technical University.

Jablonka, E., & Andrews, P. (2012). CERME 7: Comparative studies in mathematics education. Research in Mathematics Education, 14(2), 203-204.

Jablonka, E., & Gellert, U. (2012). Potentials, pitfalls and discriminations: Curriculum conceptions revisited. In O. Skovsmose & B. Greer (Hrsg.), Opening the cage: Critique and politics of mathematics education (S. 287-308). Rotterdam: Sense Publishers.

Gunnarsdóttir, G., Hreinsdóttir, F., Goodchild, S., Hannula, M., Hannula-Sormunen, M., Jablonka, E., Jankvist, U., Ryve, A., Valero, P., & Wæge, K. (Hrsg.) (2012). Proceedings of the 11th Nordic Conference on Mathematics Education, Reykjavik, Reykjavik, May 11-14, 2011. Reykjavik: University of Iceland Press.

Bergsten, C., Jablonka, E., & Sundström, M. (Hrsg.) (2012). Evaluation and Comparison of Mathematical Achievement: Dimensions and Perspectives. Proceedings of MADIF8, Umeå, January 24-25, 2012. Linköping: SMDF.

Jablonka, E. (2011). Hur blir man bäst eller sämst i klassen? Uppkomst av skillnader i prestationsförmåga i matematik – en empirisk studie i klassrumspraktik. [Wie wird man Bester oder Schlechtester in der Klasse? Die Entstehung von Leistungsunterschieden in Mathematik – eine empirische Studie des Klassenzimmers]. In Resultatdialog 2011 (S. 63-68). The Swedish Research Council.

Jablonka, E., & Klisinska, A. (2011). A note on the institutionalization of mathematical knowledge or “What was and is the Fundamental Theorem of Calculus, really”? In B. Sriraman (Hrsg.), Crossroads in the history of mathematics and mathematics education
(S. 3-40). Charlotte, NC: Information Age Publishing.

Jablonka, E. (2011). Research in mathematics education – an appendix of mathematics or of educational science? In J. Emanuelsson, L. Fainsilber, J. Häggström, A. Kullberg, B. Lindström & M. Löwing (Hrsg.), Voices on learning and instruction in mathematics (S. 51-61). Göteborg: Nationellt centrum för matematikutbildning, Göteborgs universitet.

Jablonka, E. (2011). The (hidden) rules in a mathematics classroom. In G. Brandell & A. Pettersson (Hrsg.), Matematikundervisning: vetenskapliga perspektiv (S. 65-91). Stockholm: Stockholms universitets förlag.

Jablonka, E., & Gellert, U. (2011). Equity concerns about mathematical modelling. In B. Atweh, M. Graven, W. Secada & P. Valero (Hrsg.), Mapping equity and quality in mathematics education (S. 221-234). New York: Springer.

Jablonka, E., & Bergsten, C. (2010). Commentary on theories of mathematics education: is plurality a problem? In B. Sriraman & L. English (Hrsg.), Theories of mathematics education: Seeking new frontiers (S. 111-117). (Advances in Mathematics Education). New York: Springer.

Jablonka, E. (2010). Reflections on mathematical modelling. In H. Alrø, O. Ravn & P. Valero (Hrsg.), Critical mathematics education: Past, present and future (S. 89-100). Rotterdam: Sense Publishers.

Jablonka, E., & Bergsten, C. (2010). Theorising in mathematics education research: differences in modes and quality. Nordic Studies in Mathematics Education,15(1), 25-52.

Jablonka, E., & Johansson, M. (2010). Using texts and tasks: Swedish studies on mathematics textbooks. In B. Sriraman, C. Bergsten, S. Goodchild, G. Palsdottir, B. Dahl Søndergaard & L. Haapasalo (Hrsg.), The first sourcebook on Nordic research in mathematics education: Norway, Sweden, Iceland, Denmark and contributions from Finland (S. 363-372). Charlotte, NC: Information Age Publishing.

Bergsten, C., Jablonka, E., & Wedege, T. (Hrsg.) (2010). Mathematics and mathematics education: Cultural and social dimensions. Proceedings of MADIF7, Stockholm, January 26-27, 2010. Linköping: SMDF.

Gellert, U., Jablonka, E., & Morgan, C. (Hrsg.) (2010). Proceedings of the Sixth International Mathematics Education and Society Conference, Berlin, March 20-25, 2010 (Mathematics Education and Society, 6). Berlin: Freie Universität Berlin.

Jablonka, E., Johansson, M., & Rohdin, M. (2010). Achievement as a matter of choice? In C. Bergsten, E. Jablonka & T. Wedege, T. (Hrsg.), Mathematics and mathematics education: Cultural and social dimensions: Proceedings of MADIF7 (S. 113-123). Linköping: SMDF.

Bergsten, C., Jablonka, E., & Klisinska, A. (2010). A remark on didactic transposition theory. In C. Bergsten, E. Jablonka & T. Wedege (Hrsg.), Mathematics and mathematics education: Cultural and social dimensions: Proceedings of MADIF7 (S. 58-68). Linköping: SMDF.

Jablonka, E., & Gellert, U. (2010). Ideological roots and uncontrolled flowering of alternative curriculum conceptions. In U. Gellert, E. Jablonka & C. Morgan (Hrsg.), Proceedings of the Sixth International Mathematics Education and Society Conference (S. 31-49). Berlin: Freie Universität Berlin.

Bergsten, C., & Jablonka, E. (2010). Interpreting students' reasoning through the lens of two different languages of description: integration or juxtaposition? In V. Durand-Guerrier, S. Soury-Lavergne & F. Arzarello (Hrsg.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education: January 28th - February 1st 2009 (S. 1555-1564). Lyon: Institut National de Recherche Pédagogique.

Bergsten, C., Jablonka, E., & Klisinska, A. (2010). Reproduction and distribution of mathematical knowledge in higher education: constructing insiders and outsiders. In U. Gellert, E. Jablonka & C. Morgan (Hrsg.), Proceedings of the Sixth International Mathematics Education and Society Conference (S. 150-160). Berlin: Freie Universität Berlin.

Jablonka, E., Johansson, M., & Rohdin, M. (2010). Studying the effects of a hybrid curriculum and apparent weak framing: glimpses from an ongoing investigation of two Swedish classrooms. In U. Gellert, E. Jablonka & C. Morgan (Hrsg.), Proceedings of the Sixth International Mathematics Education and Society Conference (S. 251-261). Berlin: Freie Universität Berlin.

Jablonka, E. (2009). Het alledaagse en het formele in de wiskundeles: confrontatie of verzoening?Nieuwe Wiskrant, 29(2), 17-23.

Gellert, U., & Jablonka, E. (2009). “I am not talking about reality”: Word problems and the intricacies of producing legitimate text. In L. Verschaffel, B. Greer, B., W. van Dooren & S. Mukhopadhyay (Hrsg.), Words and worlds: Modelling verbal descriptions of situations (S. 39-53). Rotterdam: Sense Publishers.

Gellert, U., & Jablonka, E. (2009). The demathematising effect of technology: Calling for critical competence. In P. Ernest, B. Greer & B. Sriraman (Hrsg.), Critical issues in mathematics education (S. 19-24). Charlotte, NC: Information Age Publishing.

Jablonka, E. (2009). Mathematics for all: Why? What? When? In C. Winsløw (Hrsg.), Nordic Research in Mathematics Education: Proceedings from NORMA08 in Copenhagen, April 21-April 25, 2008 (S. 293-305). Rotterdam: Sense Publishers.

Jablonka, E. (2009). Sociological perspectives in research in mathematics education. In Kaasila, R. (Hrsg.), Matematiikan ja luonnontieteiden opetuksen tutkimuspäivät Rovaniemellä 7.-8.11.2008 (S. 31-65). Rovaniemi: Lapin yliopisto.

Jablonka, E. (2009). The everyday and the academic in the mathematics classroom: confrontation or conciliation? In C. Bergsten, B. Grevholm & T. Lingefjärd (Hrsg.), Perspectives on mathematical knowledge: Proceedings of MADIF 6 (S. 7-19). Linköping: SMDF.

Mutemba, B., & Jablonka, E. (2008). The interpretational space in the curriculum: intentions and interpretations of mathematical reasoning in the new curriculum for secondary schools in Mozambique. In J.F. Matos, P. Valero & K. Yasukawa (Hrsg.), Proceedings of the Fifth International Mathematics Education and Society Conference (S. 154-157). Lisboa & Aalborg: Universidade de Lisboa & Aalborg University.

Knipping, C., Reid, D.A., Gellert, U., & Jablonka, E. (2008). The emergence of disparity in performance in mathematics classrooms. In J.F. Matos, P. Valero & K. Yasukawa (Hrsg.), Proceedings of the Fifth International Mathematics Education and Society Conference (S. 320-329). Lisboa & Aalborg: Universidade de Lisboa & Aalborg University.

Jablonka, E. (2007). The relevance of modelling and applications: Relevant to whom and for what purpose? In W. Blum, P. Galbraith, H.-W. Henn & M. Niss (Hrsg.), Modelling and applications in mathematics education: The 14th ICMI Study (S. 193-200). Berlin: Springer.

Jablonka, E. (2007). Mathematical Literacy: die Verflüchtigung eines ambitionierten Testkonstrukts. In T. Jahnke & W. Meyerhöfer (Hrsg.), Kritisches zu Pisa & Co., 2. Auflage, (S. 247-280). Berlin: Franzbecker.

Jablonka, E., & Gellert, U. (2007). Mathematisation - demathematisation. In U. Gellert & E. Jablonka (Hrsg.), Mathematisation and demathematisation: Social, philosophical and educational ramifications (S. 1-18). Rotterdam: Sense Publishers.

Gellert, U., & Jablonka, E. (Hrsg.) (2007). Mathematisation and demathematisation: Social, philosophical and educational ramifications. Rotterdam: Sense Publishers.

Clarke, D., Mesiti, C., O'Keefe, C., Jablonka, E., Mok, I., Xu, L. H., & Shimizu, Y. (2007). Addressing the challenge of legitimate international comparisons of classroom practice, International Journal of Educational Research, 46(5), 280-293.

Clarke, D., Emanuelsson, J., Jablonka, E., & Mok, I. (2006). The Learner’s Perspective Study and international comparisons of classroom practice. In D. Clarke, J. Emanuelsson, E. Jablonka & I. Mok (Hrsg.), Making connections. Comparing mathematics classrooms around the world (S.1-22). Rotterdam: Sense Publishers.

Clarke, D., Emanuelsson, J., Jablonka, E., & Mok, I. (Hrsg.) (2006). Making connections. Comparing mathematics classrooms around the world. Rotterdam: Sense Publishers.

Jablonka, E. (2006). Student(s) at the front: Forms and function in six classrooms from Germany, Hong Kong and the United States States. In D. Clarke, J. Emanuelsson, E. Jablonka & I. Mok (Hrsg.), Making connections. Comparing mathematics classrooms around the world (S.107-126). Rotterdam: Sense Publishers.

Jablonka, E., & Keitel, C. (2006). Values and classroom interaction and students’ struggle for sense making: Reasoning discourse and patterns of student’ participation in classrooms from Germany and Hong Kong. In F.K.S. Leung, K.-D. Graf & F. Lopez-Real (Hrsg.), Mathematics education in different cultural traditions: A comparative study of East Asia and the West. The 13th ICMI Study (S. 495-521). New York: Springer.

Jablonka, E. (2005). Motivations and meanings of students’ actions in six classrooms from Germany, Hong Kong and the United States, Zentralblatt für Didaktik der Mathematik, 37(5), 371-378.

Jablonka, E., & Keitel, C. (2004). Funktionale Kompetenz oder mathematische Allgemeinbildung? In J. Schlömerkemper (Hrsg.), Bildung und Standards – Zur Kritik der „Instandardsetzung“ des deutschen Bildungswesens, Die Deutsche Schule, 96, 8. Beiheft, 135-144.

Jablonka, E. (2004). Structure in diversity: Initiation into mathematical practice in classrooms from Germany, Hong Kong and the United States. Habilitationsschrift. Freie Universität Berlin, Fachbereich Erziehungswissenschaft und Psychologie.

Jablonka, E. (2003). Mathematical literacy. In A. Bishop, M.A. Clements, C. Keitel, J. Kilpatrick & F.K.S. Leung (Hrsg.), Second international handbook of mathematics education (S. 77-104). Dordrecht: Kluwer Academic Publishers.

Jablonka, E., & Keitel, C. (2003). Expertise zu „(Nationale) Bildungsstandards im Fach Mathematik für den Mittleren Schulabschluss“. In GEW (Hrsg.), Bildungsstandards – Wundermittel oder Teufelszeug? Materialien zur Konferenz über die Bildungsstandards in Berlin (S. 82-86), Berlin: GEW.

Jablonka, E. (2003). Constraints and affordances of reasoning discourses in mathematics classrooms: Examples from Germany, Hong Kong and the United States. Presentation in the symposium "Social Interaction and Learning in Mathematics Classrooms in Australia, Germany, Hong Kong, Japan, the Philippines, Sweden, and the United States", 10th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Padova, Italy, August 26 - 30, 2003. (http://www.lps.iccr.edu.au/images/Publications/Jablonka_Discourse.pdf)

Jablonka, E., & Goris, T. (2002). Paniek bij de buren, Nieuwe Wiskrant, Tijdschrift voor Nederlands Wiskunde Onderwijs, 21(4), 15-20.

Jablonka, E. (2002). Social Constraints and Affordances of Reasoning Discourses in Mathematics Classrooms. In K.D. Graf & F.K.S. Leung (Hrsg.), Pre-conference Proceedings of the International Commission on Mathematical Instruction (ICMI) Comparative Study Conference 2002 (S. 31-40). Hong Kong: The University of Hong Kong.

Jablonka, E., & Gellert, U. (2002). Defining Mathematical Literacy for International Student Assessment. In L. Bazzini & C. Inchley (Hrsg.), Mathematical Literacy in the Digital Era, Proceedings of the 53 ^rd Conference of the Commission Internationale pour l‘Etude et l‘Amélioration de l‘Enseignement des Mathématiques (CIEAEM), Verbania, Italy, July 21-27, 2001 (S. 119-123). Milano: Ghisetti e Corvi Editori.

Jablonka, E. (2002). On the role of ’context’ in school mathematics. In C. Malcolm & C. Lubisi (Hrsg.), Proceedings of the tenth annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, III (S. 135-140). Durban: University of Natal.

Jablonka, E. (2001). Modelling: Good Problems - not only a Question of (Good) Taste. In J.F. Matos, W. Blum, S. Carreira & K. Houston (Hrsg.), Modelling, Applications and Mathematics Education – Trends and Issues (S. 305-316). Chichester: Ellis Horwood.

Jablonka, E. (2001). Anwendungsorientierung im Mathematikunterricht. Didaktische Möglichkeiten - verpasste Chancen. In K. Lengnink, F. Siebel & S. Prediger (Hrsg.), Mathematik und Mensch: Sichtweisen der Allgemeinen Mathematik (S. 83-98). Mühltal: Verlag Allgemeine Wissenschaft.

Gellert, U., Jablonka, E., & Keitel, C. (2001). Numeracy and common sense in mathematics education. In B. Atweh, H. Forgasz & B. Nebres (Hrsg.), Sociocultural research in mathematics education (S. 57-73). Boston: Lawrence Erlbaum Associates.

Jablonka, E. (2000). Alltagsvorstellungen zum Mathematikunterricht in der Lehrerausbildung. In O. Jaumann-Graumann & W. Köhnlein (Hrsg.), Jahrbuch Grundschulforschung Band 3 (S. 275-282). Bad Heilbrunn/Obb: Klinkhardt.

Jablonka, E., & Keitel, C. (2000): The distinctive professional knowledge and professionalism of teachers of mathematics: the problem of integration of knowledge. In J. Wakefield (Hrsg.), Mathematics shaping the future (S. 118-124). Melbourne: MAV.

Jablonka, E. (2000). Perceptions of mathematics and reality in TIMSS mathematics items. In A. Ahmed, J.M. Kraemer & H. Williams (Hrsg.), Cultural Diversity in Mathematics (Education) (S. 127-132). Chichester: Ellis Horwood.

Jablonka, E. (2000) Zur Analyse von Argumentationen im Mathematikunterricht. In M. Neubrand (Hrsg.), Beiträge zum Mathematikunterricht (S. 310-113). Hildesheim: Franzbecker.

Jablonka, E. (1999). Was sind 'gute' Anwendungsbeispiele? In J. Maaß & W. Schlöglmann (Hrsg.), Materialien für einen realitätstbezogenen Mathematikunterricht, Reihe der ISTRON-Gruppe, Bd.5 (S. 65-74). Hildesheim: Franzbecker.

Jablonka, E. (1997). What makes a model effective and useful (or not)? In S.K. Houston et al. (Hrsg.), Teaching and learning mathematical modelling: Innovation, investigation and applications (S. 39-50). Chichester: Albion Publishing.

Jablonka, E. (1996). Meta-Analyse von Zugängen zur mathematischen Modellbildung und Konsequenzen für den Unterricht. Berlin: transparent.

Keitel, C., Gellert, U., Jablonka, E., & Müller, M. (Hrsg.) (1996). Mathematics (Education) and Common Sense. Proceedings of the 47^th Conference of Commission Internationale pour l‘Etude et l‘Amélioration de l‘Enseignement des Mathématiques (CIEAEM), Berlin, July 23-29, 1995. Berlin: Freie Universität Berlin.

Jablonka, E. (1996). Sinn und Bewertung mathematischer Modellbildung im Unterricht. In G. Kadunz et al (Hrsg.), Trends und Perspektiven. Beiträge zum 7. Internationalen Symposium zur Didaktik der Mathematik (S. 145-150). Wien: Hölder-Pichler-Tempsky.

Jablonka, E., & Gellert, U. (1996). Commonplaces About Mathematics and the Need for Reflection. In C. Keitel et al (Hrsg.), Mathematics (Education) and Common Sense. Proceedings of the 47^th Conference of the Commission Internationale pour l‘Etude et l‘Amélioration de l‘Enseignement des Mathématiques (CIEAEM), Berlin, July 23-29, 1995
(S. 327-331). Berlin: Freie Universität Berlin.