Digitalization in learning contexts. In cooperation with the initiative eEducation Austria, the University of Education Upper Austria, and the Austrian Federal Ministry of Education, Science and Research (IT Didactics), I am working on digitization in schools, for example assessing the extent to which e-learning is disseminated at school level, and the extent and quality of digitization in everyday school life. We are working on a comprehensive analysis of the current situation, which, in addition to the degree of implementation and the anchoring of e-learning topics in schools, also looks at the conditions for success and obstacles. In addition, in various collaboration projects, I am working on the acquisition of computer science skills, e.g., visual programming languages and hardware-related programming (microcontrollers, Arduino).

Learning with multiple solutions. Many mathematical problems can be solved in several ways. Looking at different ways of solving problems opens up a variety of possibilities for deepening knowledge and linking different elements of knowledge with each other. I am interested in the question of whether and under what conditions learning success can be supported by developing multiple solutions.

Learning with incorrect examples. A positive error culture can be seen as an essential feature of good teaching. Error situations are not avoided or negatively evaluated, but rather errors are worked on and dealing with them is practiced. In empirical studies, I am investigating whether and under what conditions, in the context of "learning from worked examples", dealing with errors can foster learning.

Fostering mathematical modeling competencies. In mathematics didactics, it is often recommended to embed mathematical learning content in real-life contexts, as this can promote understanding and transfer. However, it is often complained that learners find it difficult to translate real-life situations into mathematical notations when working on such modeling problems, and to interpret mathematical results with regard to the real-life situation. However, this is a crucial competence if mathematics is to be applied flexibly in non-mathematical situations. Empirically, I am investigating how the acquisition of this important competence can be improved.