Krause, C.M. (2016). The mathematics in our hands: How gestures contribute to constructing mathematical knowledge. Springer Spektrum.
Krause, C.M. (2009). On minimal tropical bases of regular matroids. Unpublished Diploma thesis.
Krause, C.M. (accepted). Facing and challenging language ideologies towards a more inclusive understanding of language in mathematics education research – the case of sign languages. ZDM - mathematics education.
Krause, C.M., & Farsani, D. (2022). More than words: An integrated framework for exploring gestures’ role in bilinguals’ use of two languages for making mathematical meaning. Canadian Journal for Science, Mathematics, and Technology Education. https://doi.org/10.1007/s42330-022-00253-y
Tancredi, S., Chen, R. S. Y., Krause, C.M., Abrahamson, D., & Gomez Paloma, F. (2021). Getting up to SpEED: Special Education Embodied Design for sensorially equitable inclusion. Education Sciences and Society - Open Access, 12(1), 114-136.
Krause, C.M. & Wille, A. M. (2021). Sign language in light of mathematics education: an exploration within semiotic and embodiment theories of learning mathematics. American Annals of the Deaf, 166(3) (Special issue ‘Critical Topics in Mathematics Education: Research to Practice with Deaf/Hard-of-Hearing Students’), 358–383.
Krause, C. M., Di Martino, P., & Moschkovich, J. N. (2021). Tales from three countries: Reflections during COVID-19 for mathematics education in the future. Educational Studies in Mathematics for the special issue ‘Mathematics education in a time of crisis – a viral pandemic’. Online first https://doi.org/10.1007/s10649-021-10066-9
Salle, A.* & Krause, C.M.* (2020). Kognitive Funktionen von Gesten beim mathematischen Arbeiten [Cognitive functions of gestures when working mathematically]. Journal für Mathematikdidaktik (JMD).
Krause, C.M. (2019). What you see is what you get? – Sign language in the mathematics classroom. Journal for Research in Mathematics Education, 50(1), 84-97.
Robutti, O., Sabena, C., Krause, C.M., Soldano, C., & Arzarello, F. (2022). Gestures in mathematics thinking, learning, and teaching. In M. Danesi (Ed.), Handbook of cognitive mathematics. Springer. https://doi.org/10.1007/978-3-030-44982-7_8-1
Tancredi, S., Chen, R.S.Y, Krause, C., & Siu, Y. (2022). The need for SpEED: Reimagining accessibility through Special Education Embodied Design. In S. L. Macrine, & J.M.B. Fugate (Eds.), Movement matters: How Embodied Cognition informs teaching and learning. MIT Press.
Krause, C.M. (2018). Embodied Geometry: Signs and gestures used in the deaf mathematics classroom – the case of symmetry. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, D. Wagner (Eds.), Mathematical discourse that breaks barriers and creates space for marginalized learners (pp. 171-193). Rotterdam: Sense.
Krause, C.M. & Salle, A. (2018). On the role of gestures for the descriptive analysis of ‘Grundvorstellungen’: A case of linear functions. In: N. Presmeg, L. Radford, W.-M. Roth, G. Kadunz (Eds.), Signs of Signification: Semiotics in Mathematics Education Research (ICME 13 Monographs) (pp. 293-313). Springer International Publishing.
Krause, C. & Chorney, S. (2023). Rock'n'Roll – Emergent affordances and actions during children's exploration of TouchTimes. In Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education.
Bebernik, R. Krause, C.M., & Schacht, F. (in press). How do students describe and understand properties of special quadrilaterals with digital tools? – An epistemological perspective on mathematical interaction in inclusive settings. Proceedings of the 12th Congress of the European Society for Research in Mathematics Education. CERME.
Krause, C.M., & Farsani, D. (2021). Gestures and code-switching in mathematics instruction – an exploratory case study. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3 (pp. 144-153). PME.
Krause, C.M. & Wille, A.M. (2021). A semiotic lens on learning math in sign languages. In: Contributions to TSG60 (Semiotics in Mathematics Education) at the 14th International Congress on Mathematics Education (ICME-14) from July 12 to July 19 2020 in Shanghai, China.
Krause, C. M. & Salle, A. (2019). Towards cognitive functions of gestures – a case of mathematics. In M. Graven, H. Venkat, A. Essien, P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology in Mathematics Education (Vol. 2, pp. 496-503). Pretoria, South Africa: PME.
Krause, C. M. (2017). Iconicity in signed fraction talk of hearing-impaired sixth graders. In B. Kaur, W. K. Ho, T. L. Toh, B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology in Mathematics Education, Vol. 3 (pp. 89-96). Singapore, Singapore: PME.
Krause, C. M. (2017). DeafMath: Exploring the influence of sign language on mathematical conceptualization. In T. Dooley & G. Gueudet (Eds.), Proceedings of the 10th Congress of the European Society for Research in Mathematics Education (pp. 1316-1323). Dublin, Ireland: DCU Institute of Education and ERME.
Krause, C. & Salle, A. (2016). Learners’ gestures when learning alone. In: C. Csíkos, A. Rausch, J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology in Mathematics Education, Vol. 3 (pp. 123-130). Szeged, Hungary: PME.
Sabena, C., Krause, C. M., & Maffia, A. (2016). L'analisi semiotica in ottica multimodale: dalla costruzione di un quadro teorico al networking con altre teorie [Semiotic analysis within a multimodal perspective: from the construction of a theoretic frame to networking theories]. Contribution to the Italian conference “XXXIII Seminario di Ricerca in Didattica della Matematica”, January 2016 in Rimini, Italy.
Krause, C. M. (2015). Gestures as part of discourse in reasoning situations: Introducing two epistemic functions of gestures. In K. Krainer & N. Vondrová (Eds.), Proceedings of the 9th Congress of the European Society for Research in Mathematics Education (CERME 9 in Prague 2015) (pp. 1427-1433). Prague, CZ: ERME.
Bikner-Ahsbahs, A., Sabena, C., Arzarello, F. & Krause, C. M. (2014). Semiotic and theoretic control within and across conceptual frames. In C. Nicol, P. Liljedahl, S. Oesterle, & D. Allan (Eds.), Proceedings of the joint meeting of PME 38 and PME-NA 36. Vol. 2 (pp. 153-160). Vancouver, Canada: PME.
Krause, C. M. & Bikner-Ahsbahs, A. (2012). Modes of sign use in epistemic processes. In T.-Y. Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology in Mathematics Education, Vol. 3 (pp. 19 – 26), Taipei, Taiwan: PME
Pötz, D., & Krause, C. (in press). What´s your problem? - Adapting Dewey to inform mathematical instruction in high school. In Proceedings of the 46th Conference of the International Group for the Psychology in Mathematics Education.
Fischer, M., Krause, C., & Leobacher, G. (in press). Interest development when modelling diseases. In Proceedings of the 46th Conference of the International Group for the Psychology in Mathematics Education.
Binder, C., Grass, K. H., Kraker, M., Krause, C., Gfrerrer, A., & Stavric, M. (2022). Mathe Schatzkiste: Interactive Multimodal Learning Environments in Primary Mathematics Education. In 5th Croatian Conference on Geometry and Graphics Dubrovnik, September 4–8, 2022 (p. 8).
Krause, C.M., & Shvarts, A.Y. (2022/2023). An embodied perspective on diversity in mathematics education. In 45/46th Conference of the International Group for the Psychology in Mathematics Education.
Krause, C.M., Farsani, D., Stickles, E., & Sweetser, E. (accepted). Mode-switching while code-switching: An exploration of bilinguals’ use of gestures when using two languages. 6th International Conference Asia-Pacific LSP & Professional Communication Association / International Society for Gesture Studies Hong Kong (LSPPC6).
Krause, C. M., & Abrahamson, D. (2021). Modal continuity in Deaf students' signed mathematical discourse. In A. Isabel Sacristán & J. Carlos Cortés (Eds.), “Entre Culturas / Across Cultures” — Proceedings of the 42nd annual meeting of the North-American chapter of the International Group for the Psychology of Mathematics Education (PME-NA). PME-NA.
Krause, C.M. (2018). Establishing representational meaning of gestures – learning from the deaf classroom. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd conference of the International Group for the Psychology of Mathematics Education, Vol. 5 (p. 91). Umea, Sweden: PME.
Krause, C. M. & Edwards, L.D. (2017). Perspectives on multimodality and embodiment in the teaching and learning of mathematics. In B. Kaur, W. K. Ho, T. L. Toh, B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology in Mathematics Education, Vol.1 (pp. 143-144). Singapore: PME.
Krause, C. M. & Salle, A. (2016). Gestures in individual mathematical learning processes: Perspectives for the researcher and for the learner. In: The Book of Abstracts of the 7th Conference of the International Society for Gesture Studies. Paris, France: ISGS.
Sabena, C., Krause, C. M., & Maffia, A. (2015). L'analisi semiotica in ottica multimodale: dalla costruzione di un quadro teorico al networking con altre teorie. [Semiotic analysis within a multimodal perspective: from the construction of a theoretic frame to networking theories]. Extended Abstract for the Italian conference “XXXIII Seminario di Ricerca in Didattica della Matematica“, Accessible online: http://www.airdm.org/doc/SemNaz2016_Abstract.pdf
Krause, C. M. (2015). Epistemic functions of gestures: Results from an empirical study. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology in Mathematics Education, Vol. 1 (p. 177). Hobart, Tasmania: PME.
Krause, C. M. (2015). On the nature of representational gestures as grounded in the mathematical task. In K. Beswick, T. Muir, & J. Wells (Eds), Proceedings of the 39th Conference of the International Group for the Psychology in Mathematics Education, Vol. 1 (p. 232). Hobart, Tasmania: PME.
Krause, C. M. (2014). Information bundles and their associated signs – how gestures can ‘make’ mathematical meaning. In: The Book of Abstracts of the 14th International Conference of the German Society for Semiotics. Tübingen, Germany: DGS. Online: http://www.semiose.de/export_download.php?id=772 (p. 106)
Krause, C. M. & Bikner-Ahsbahs, A. (2014). ‘Where, what and how‘ – Specifying gestures as a pathway to mathematics? In: The Book of Abstracts of the 6th Conference of the International Society for Gesture Studies. San Diego, USA: ISGS.
Krause, C. M. (2017). What/How can we learn from the Deaf mathematics classroom? In: J. Holm, S. Mathieu-Soucy, S. Oesterle (Eds.), Proceedings of the 2017 Annual Meeting of the CMESG (pp. 259-260). Canada: Montréal: CMESG.
Krause, C. M. (2016). DeafMath – Ein Projekt zum Einfluss der Gebärdensprache auf Mathematikverständnis [DeafMath – A project on the influence of sign language on understanding mathematics]. Vorträge auf der 50. Tagung für Didaktik der Mathematik [Proceedings of the 50th Annual Conference of the German Society for Math Education]. (pp. 827-830). Münster: WTM.
Salle, A. & Krause, C. M. (2016). Grundvorstellungen und Gesten – Eine exemplarische Analyse im Bereich linearer Funktionen [Grundvorstellungen and gestures – A case analysis in the context of linear functions]. Vorträge auf der 50. Tagung für Didaktik der Mathematik [Proceedings of the 50th Annual Conference of the German Society for Math Education]. (pp. 577-580). Münster: WTM.
Krause, C. M. (2015). Hände hoch! – Ergebnisse einer empirischen Studie zur Rolle von Gesten in sozialen mathematischen Erkenntnisprozessen. [Hands up! – Results of an empirical study on the role of gestures in social epistemic processes in mathematics]. Vorträge auf der 49. Tagung der GDM in Basel [Proceedings of the 49th Annual Conference of the German Society for Mathematics Education]. Münster: WTM.
Behrens, D., Krause, C. M., & Bikner-Ahsbahs, A. (2014). “Ich zeig‘ uns was, was du nicht siehst“ – Zur epistemischen Rolle von Gesten. [“I show us something that you don’t see“ – On the epistemic role of gestures]. In J. Roth & J. Ames (Eds.), Beiträge zum Mathematikunterricht. Vorträge auf der 48. Tagung für Didaktik der Mathematik [Proceedings of the 48th Annual German of the GDM]. (pp. 149- 152). Münster: WTM.
Krause, C. M. (2012). Arten des Zeichengebrauchs und ihre Rolle im mathematischen Erkenntnisprozess [Modes of sign use and their role in epistemic processes] In M. Ludwig, & M. Kleine (Eds.), Beiträge zum Mathematikunterricht. Vorträge auf der 46. Tagung für Didaktik der Mathematik (pp. 469-472) [Proceedings of the 46th Annual German Conference for Mathematics Education]. Münster: WTM.
Krause, C. M. (2021). Mathematik mit Gesten [Mathematics with gestures]. Gehirn & Geist [Brain & Mind] in the Spektrum der Wissenschaft series, 03/2021, 34-41.
Krause, C. M. (2017). Diagnose im Fach inklusive – Lohnenswerte (Ein)Blicke aus anderer Perspektive [Disciplinary diagnostic assessment inclusive – Worthwhile (in)sights from another perspective]. mathematik lehren 201, 42-45.
Krause, C.M. (under review). Facing and challenging language ideologies towards a more inclusive understanding of language in mathematics education research – the case of sign languages. Submitted to ZDM – mathematics education, Special issue on ‘Reconceptualizing the relationship between language, mathematics, and the learner in mathematics education research’
Krause, C. M., Sommerhoff, D., & Reit, X.-M. (in preparation). Wissenschaftliches Arbeiten in der Mathematikdidaktik – von der Themenstellung bis zur Einreichung [Elaborating empirical work in mathematics education – from finding a topic to submission]. Book to be published with Springer.
Edwards, L. D. & Krause, C. M. (Eds.) (in preparation). The body in mathematics: Theoretical and methodological lenses. Book to be published with Brill.