[{"type":"book_chapter","place":"Berlin, Heidelberg","date_created":"2023-09-11T06:28:13Z","citation":{"bibtex":"@inbook{Hefendehl-Hebeker_Rezat_2023, place={Berlin, Heidelberg}, title={Algebra: Leitidee Symbol und Formalisierung}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-66604-3_5\">10.1007/978-3-662-66604-3_5</a>}, booktitle={Handbuch der Mathematikdidaktik}, publisher={Springer}, author={Hefendehl-Hebeker, Lisa and Rezat, Sebastian}, year={2023}, pages={123–158} }","ama":"Hefendehl-Hebeker L, Rezat S. Algebra: Leitidee Symbol und Formalisierung. In: <i>Handbuch Der Mathematikdidaktik</i>. Springer; 2023:123–158. doi:<a href=\"https://doi.org/10.1007/978-3-662-66604-3_5\">10.1007/978-3-662-66604-3_5</a>","mla":"Hefendehl-Hebeker, Lisa, and Sebastian Rezat. “Algebra: Leitidee Symbol Und Formalisierung.” <i>Handbuch Der Mathematikdidaktik</i>, Springer, 2023, pp. 123–158, doi:<a href=\"https://doi.org/10.1007/978-3-662-66604-3_5\">10.1007/978-3-662-66604-3_5</a>.","short":"L. Hefendehl-Hebeker, S. Rezat, in: Handbuch Der Mathematikdidaktik, Springer, Berlin, Heidelberg, 2023, pp. 123–158.","chicago":"Hefendehl-Hebeker, Lisa, and Sebastian Rezat. “Algebra: Leitidee Symbol Und Formalisierung.” In <i>Handbuch Der Mathematikdidaktik</i>, 123–158. Berlin, Heidelberg: Springer, 2023. <a href=\"https://doi.org/10.1007/978-3-662-66604-3_5\">https://doi.org/10.1007/978-3-662-66604-3_5</a>.","ieee":"L. Hefendehl-Hebeker and S. Rezat, “Algebra: Leitidee Symbol und Formalisierung,” in <i>Handbuch der Mathematikdidaktik</i>, Berlin, Heidelberg: Springer, 2023, pp. 123–158.","apa":"Hefendehl-Hebeker, L., &#38; Rezat, S. (2023). Algebra: Leitidee Symbol und Formalisierung. In <i>Handbuch der Mathematikdidaktik</i> (pp. 123–158). Springer. <a href=\"https://doi.org/10.1007/978-3-662-66604-3_5\">https://doi.org/10.1007/978-3-662-66604-3_5</a>"},"publication":"Handbuch der Mathematikdidaktik","doi":"10.1007/978-3-662-66604-3_5","user_id":"31132","publisher":"Springer","_id":"46955","language":[{"iso":"eng"}],"page":"123–158","date_updated":"2024-04-18T08:21:29Z","publication_status":"published","author":[{"first_name":"Lisa","last_name":"Hefendehl-Hebeker","full_name":"Hefendehl-Hebeker, Lisa"},{"full_name":"Rezat, Sebastian","first_name":"Sebastian","last_name":"Rezat","id":"31132"}],"publication_identifier":{"isbn":["9783662666036","9783662666043"]},"title":"Algebra: Leitidee Symbol und Formalisierung","status":"public","year":"2023"},{"ddc":["370","510"],"user_id":"31132","_id":"53480","publisher":"ERME / Free University of Bozen-Bolzano","language":[{"iso":"eng"}],"has_accepted_license":"1","date_updated":"2024-04-18T08:03:54Z","author":[{"full_name":"Malik, Sara Naseem","first_name":"Sara Naseem","last_name":"Malik","id":"38640"},{"id":"31132","first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian"}],"status":"public","year":"2022","title":"Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review","department":[{"_id":"360"}],"type":"conference","date_created":"2024-04-14T12:12:49Z","file":[{"relation":"main_file","date_updated":"2024-04-14T12:16:57Z","file_name":"Malik_TWG09.pdf","access_level":"closed","file_size":390439,"file_id":"53481","success":1,"content_type":"application/pdf","creator":"smalik","date_created":"2024-04-14T12:16:57Z"}],"citation":{"ieee":"S. N. Malik and S. Rezat, “Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review,” 2022.","mla":"Malik, Sara Naseem, and Sebastian Rezat. “Linguistic Features of Word Problems That Cause Difficulties for Learners across the Curriculum: A Literature Review.” <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>, ERME / Free University of Bozen-Bolzano, 2022.","apa":"Malik, S. N., &#38; Rezat, S. (2022). Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review. <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>.","bibtex":"@inproceedings{Malik_Rezat_2022, title={Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review}, booktitle={Proceedings on the Twelfth Congress on the European Society for research in Mathematics Education (CERME 12)}, publisher={ERME / Free University of Bozen-Bolzano}, author={Malik, Sara Naseem and Rezat, Sebastian}, year={2022} }","chicago":"Malik, Sara Naseem, and Sebastian Rezat. “Linguistic Features of Word Problems That Cause Difficulties for Learners across the Curriculum: A Literature Review.” In <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>. ERME / Free University of Bozen-Bolzano, 2022.","short":"S.N. Malik, S. Rezat, in: Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12), ERME / Free University of Bozen-Bolzano, 2022.","ama":"Malik SN, Rezat S. Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review. In: <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>. ERME / Free University of Bozen-Bolzano; 2022."},"publication":"Proceedings on the Twelfth Congress on the European Society for research in Mathematics Education (CERME 12)","file_date_updated":"2024-04-14T12:16:57Z"},{"citation":{"mla":"Rezat, Sebastian, et al. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” <i>International Journal of Science and Mathematics Education</i>, vol. 20, no. S1, Springer, 2022, pp. 215–36, doi:<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>.","ama":"Rezat S, Malik SN, Leifeld M. Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. <i>International Journal of Science and Mathematics Education</i>. 2022;20(S1):215-236. doi:<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>","bibtex":"@article{Rezat_Malik_Leifeld_2022, title={Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation}, volume={20}, DOI={<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>}, number={S1}, journal={International Journal of Science and Mathematics Education}, publisher={Springer}, author={Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}, year={2022}, pages={215–236} }","apa":"Rezat, S., Malik, S. N., &#38; Leifeld, M. (2022). Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. <i>International Journal of Science and Mathematics Education</i>, <i>20</i>(S1), 215–236. <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">https://doi.org/10.1007/s10763-022-10309-y</a>","ieee":"S. Rezat, S. N. Malik, and M. Leifeld, “Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation,” <i>International Journal of Science and Mathematics Education</i>, vol. 20, no. S1, pp. 215–236, 2022, doi: <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>.","short":"S. Rezat, S.N. Malik, M. Leifeld, International Journal of Science and Mathematics Education 20 (2022) 215–236.","chicago":"Rezat, Sebastian, Sara Naseem Malik, and Markus Leifeld. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” <i>International Journal of Science and Mathematics Education</i> 20, no. S1 (2022): 215–36. <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">https://doi.org/10.1007/s10763-022-10309-y</a>."},"quality_controlled":"1","status":"public","_id":"44689","publisher":"Springer","page":"215-236","volume":20,"user_id":"31132","issue":"S1","publication":"International Journal of Science and Mathematics Education","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Even in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed.</jats:p>"}],"date_created":"2023-05-09T14:03:15Z","department":[{"_id":"360"}],"type":"journal_article","keyword":["General Mathematics","Education"],"publication_identifier":{"issn":["1571-0068","1573-1774"]},"author":[{"last_name":"Rezat","first_name":"Sebastian","full_name":"Rezat, Sebastian","id":"31132"},{"first_name":"Sara Naseem","last_name":"Malik","full_name":"Malik, Sara Naseem","id":"38640"},{"last_name":"Leifeld","first_name":"Markus","full_name":"Leifeld, Markus"}],"title":"Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation","year":"2022","intvolume":"        20","date_updated":"2024-04-18T08:22:47Z","publication_status":"published","language":[{"iso":"eng"}],"doi":"10.1007/s10763-022-10309-y"},{"status":"public","volume":53,"user_id":"31132","publisher":"Springer Science and Business Media LLC","_id":"53363","page":"1189-1206","citation":{"bibtex":"@article{Rezat_Fan_Pepin_2021, title={Mathematics textbooks and curriculum resources as instruments for change}, volume={53}, DOI={<a href=\"https://doi.org/10.1007/s11858-021-01309-3\">10.1007/s11858-021-01309-3</a>}, number={6}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Rezat, Sebastian and Fan, Lianghuo and Pepin, Birgit}, year={2021}, pages={1189–1206} }","short":"S. Rezat, L. Fan, B. Pepin, ZDM – Mathematics Education 53 (2021) 1189–1206.","ama":"Rezat S, Fan L, Pepin B. Mathematics textbooks and curriculum resources as instruments for change. <i>ZDM – Mathematics Education</i>. 2021;53(6):1189-1206. doi:<a href=\"https://doi.org/10.1007/s11858-021-01309-3\">10.1007/s11858-021-01309-3</a>","chicago":"Rezat, Sebastian, Lianghuo Fan, and Birgit Pepin. “Mathematics Textbooks and Curriculum Resources as Instruments for Change.” <i>ZDM – Mathematics Education</i> 53, no. 6 (2021): 1189–1206. <a href=\"https://doi.org/10.1007/s11858-021-01309-3\">https://doi.org/10.1007/s11858-021-01309-3</a>.","ieee":"S. Rezat, L. Fan, and B. Pepin, “Mathematics textbooks and curriculum resources as instruments for change,” <i>ZDM – Mathematics Education</i>, vol. 53, no. 6, pp. 1189–1206, 2021, doi: <a href=\"https://doi.org/10.1007/s11858-021-01309-3\">10.1007/s11858-021-01309-3</a>.","apa":"Rezat, S., Fan, L., &#38; Pepin, B. (2021). Mathematics textbooks and curriculum resources as instruments for change. <i>ZDM – Mathematics Education</i>, <i>53</i>(6), 1189–1206. <a href=\"https://doi.org/10.1007/s11858-021-01309-3\">https://doi.org/10.1007/s11858-021-01309-3</a>","mla":"Rezat, Sebastian, et al. “Mathematics Textbooks and Curriculum Resources as Instruments for Change.” <i>ZDM – Mathematics Education</i>, vol. 53, no. 6, Springer Science and Business Media LLC, 2021, pp. 1189–206, doi:<a href=\"https://doi.org/10.1007/s11858-021-01309-3\">10.1007/s11858-021-01309-3</a>."},"intvolume":"        53","publication_status":"published","date_updated":"2024-04-18T07:51:53Z","publication_identifier":{"issn":["1863-9690","1863-9704"]},"author":[{"id":"31132","full_name":"Rezat, Sebastian","first_name":"Sebastian","last_name":"Rezat"},{"last_name":"Fan","first_name":"Lianghuo","full_name":"Fan, Lianghuo"},{"last_name":"Pepin","first_name":"Birgit","full_name":"Pepin, Birgit"}],"year":"2021","title":"Mathematics textbooks and curriculum resources as instruments for change","doi":"10.1007/s11858-021-01309-3","language":[{"iso":"eng"}],"abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>In this survey paper we aim to provide an overview of research on mathematics textbooks and, more broadly, curriculum resources as instruments for change related to mathematical content, instructional goals and practices, and student learning of mathematics. In particular, we elaborate on the following themes: (1) The role of curriculum resources as instruments for change from a theoretical perspective; (2) The design of curriculum resources to mediate the implementation of reform ideas and innovative practice; (3) Teachers’ influence on the implementation of change through curriculum resources; (4) Students’ influence on the implementation of change through curriculum resources; and (5) Evidence of curriculum resources yielding changes in student-related factors or variables. We claim that, whilst textbooks and curriculum resources are influential, they alone cannot change teachers’ teaching nor students’ learning practices in times of curricular change. Moreover, more knowledge is needed about features of curriculum resources that support the implementation of change. We contend that curriculum innovations are likely to be successful, if teachers and students are supported to co- and re-design the relevant curriculum trajectories and materials in line with the reform efforts and their own individual needs.</jats:p>","lang":"eng"}],"publication":"ZDM – Mathematics Education","issue":"6","department":[{"_id":"360"}],"keyword":["General Mathematics","Education"],"type":"journal_article","date_created":"2024-04-09T06:50:36Z"},{"date_updated":"2024-04-18T08:11:39Z","status":"public","year":"2021","title":"Challenges of making sense of tasks and automated feedback in digital mathematics textbooks","author":[{"id":"31132","last_name":"Rezat","first_name":"Sebastian","full_name":"Rezat, Sebastian"},{"last_name":"Schacht","first_name":"Florian","full_name":"Schacht, Florian"},{"last_name":"Häsel-Weide","first_name":"Uta","full_name":"Häsel-Weide, Uta","id":"60267"}],"doi":"10.4324/9781003137580","user_id":"31132","editor":[{"first_name":"A.","last_name":"Clark-Wilson","full_name":"Clark-Wilson, A."},{"full_name":"Donevska-Todorova, A.","last_name":"Donevska-Todorova","first_name":"A."},{"full_name":"Faggiano, E.","first_name":"E.","last_name":"Faggiano"},{"full_name":"Trgalová , J.","first_name":"J.","last_name":"Trgalová "},{"last_name":"Weigang","first_name":"H.-G.","full_name":"Weigang, H.-G."}],"page":"168-184","_id":"34161","language":[{"iso":"eng"}],"publisher":"Routledge","related_material":{"link":[{"url":"https://doi.org/10.4324/9781003137580","relation":"other"}]},"publication":"Mathematics Education in the Digital Age. Learning, Practice and Theory","citation":{"short":"S. Rezat, F. Schacht, U. Häsel-Weide, in: A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, J. Trgalová , H.-G. Weigang (Eds.), Mathematics Education in the Digital Age. Learning, Practice and Theory, Routledge, London, 2021, pp. 168–184.","chicago":"Rezat, Sebastian, Florian Schacht, and Uta Häsel-Weide. “Challenges of Making Sense of Tasks and Automated Feedback in Digital Mathematics Textbooks.” In <i>Mathematics Education in the Digital Age. Learning, Practice and Theory</i>, edited by A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, J. Trgalová , and H.-G. Weigang, 168–84. London: Routledge, 2021. <a href=\"https://doi.org/10.4324/9781003137580\">https://doi.org/10.4324/9781003137580</a>.","ieee":"S. Rezat, F. Schacht, and U. Häsel-Weide, “Challenges of making sense of tasks and automated feedback in digital mathematics textbooks,” in <i>Mathematics Education in the Digital Age. Learning, Practice and Theory</i>, A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, J. Trgalová , and H.-G. Weigang, Eds. London: Routledge, 2021, pp. 168–184.","apa":"Rezat, S., Schacht, F., &#38; Häsel-Weide, U. (2021). Challenges of making sense of tasks and automated feedback in digital mathematics textbooks. In A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, J. Trgalová , &#38; H.-G. Weigang (Eds.), <i>Mathematics Education in the Digital Age. Learning, Practice and Theory</i> (pp. 168–184). Routledge. <a href=\"https://doi.org/10.4324/9781003137580\">https://doi.org/10.4324/9781003137580</a>","bibtex":"@inbook{Rezat_Schacht_Häsel-Weide_2021, place={London}, title={Challenges of making sense of tasks and automated feedback in digital mathematics textbooks}, DOI={<a href=\"https://doi.org/10.4324/9781003137580\">10.4324/9781003137580</a>}, booktitle={Mathematics Education in the Digital Age. Learning, Practice and Theory}, publisher={Routledge}, author={Rezat, Sebastian and Schacht, Florian and Häsel-Weide, Uta}, editor={Clark-Wilson, A. and Donevska-Todorova, A. and Faggiano, E. and Trgalová , J. and Weigang, H.-G.}, year={2021}, pages={168–184} }","ama":"Rezat S, Schacht F, Häsel-Weide U. Challenges of making sense of tasks and automated feedback in digital mathematics textbooks. In: Clark-Wilson A, Donevska-Todorova A, Faggiano E, Trgalová  J, Weigang H-G, eds. <i>Mathematics Education in the Digital Age. Learning, Practice and Theory</i>. Routledge; 2021:168-184. doi:<a href=\"https://doi.org/10.4324/9781003137580\">10.4324/9781003137580</a>","mla":"Rezat, Sebastian, et al. “Challenges of Making Sense of Tasks and Automated Feedback in Digital Mathematics Textbooks.” <i>Mathematics Education in the Digital Age. Learning, Practice and Theory</i>, edited by A. Clark-Wilson et al., Routledge, 2021, pp. 168–84, doi:<a href=\"https://doi.org/10.4324/9781003137580\">10.4324/9781003137580</a>."},"type":"book_chapter","department":[{"_id":"360"},{"_id":"543"}],"place":"London","date_created":"2022-11-30T08:33:27Z"},{"date_created":"2023-05-09T13:01:30Z","type":"journal_article","keyword":["General Mathematics","Education"],"department":[{"_id":"360"}],"publication":"ZDM Mathematics Education","issue":"6","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>One of the most prevalent features of digital mathematics textbooks, compared to traditional ones, is the provision of automated feedback on students’ solutions. Since feedback is regarded as an important factor that influences learning, this is often seen as an affordance of digital mathematics textbooks. While there is a large body of mainly quantitative research on the effectiveness of feedback in general, very little is known about how feedback actually affects students’ individual content specific learning processes and conceptual development. A theoretical framework based on Rabardel’s theory of the instrument and Vergnaud’s theory of conceptual fields is developed to study qualitatively how feedback actually functions in the learning process. This framework was applied in a case study of two elementary school students’ learning processes when working on a probability task from a German 3rd grade digital textbook. The analysis allowed detailed reconstruction of how students made sense of the information provided by the feedback and adjusted their behavior accordingly. This in-depth analysis unveiled that feedback does not necessarily foster conceptual development in the desired way, and a correct solution does not always coincide with conceptual understanding. The results point to some obstacles that students face when working individually on tasks from digital mathematics textbooks with automated feedback, and indicate that feedback needs to be developed in design-based research cycles in order to yield the desired effects.</jats:p>"}],"language":[{"iso":"eng"}],"doi":"10.1007/s11858-021-01263-0","title":"How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies","year":"2021","author":[{"id":"31132","first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian"}],"publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","date_updated":"2024-04-18T08:23:20Z","intvolume":"        53","citation":{"bibtex":"@article{Rezat_2021, title={How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies}, volume={53}, DOI={<a href=\"https://doi.org/10.1007/s11858-021-01263-0\">10.1007/s11858-021-01263-0</a>}, number={6}, journal={ZDM Mathematics Education}, publisher={Springer}, author={Rezat, Sebastian}, year={2021}, pages={1433–1445} }","ama":"Rezat S. How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies. <i>ZDM Mathematics Education</i>. 2021;53(6):1433-1445. doi:<a href=\"https://doi.org/10.1007/s11858-021-01263-0\">10.1007/s11858-021-01263-0</a>","mla":"Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook Affects Primary Students’ Conceptual Development: Two Case Studies.” <i>ZDM Mathematics Education</i>, vol. 53, no. 6, Springer, 2021, pp. 1433–45, doi:<a href=\"https://doi.org/10.1007/s11858-021-01263-0\">10.1007/s11858-021-01263-0</a>.","chicago":"Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook Affects Primary Students’ Conceptual Development: Two Case Studies.” <i>ZDM Mathematics Education</i> 53, no. 6 (2021): 1433–45. <a href=\"https://doi.org/10.1007/s11858-021-01263-0\">https://doi.org/10.1007/s11858-021-01263-0</a>.","short":"S. Rezat, ZDM Mathematics Education 53 (2021) 1433–1445.","ieee":"S. Rezat, “How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies,” <i>ZDM Mathematics Education</i>, vol. 53, no. 6, pp. 1433–1445, 2021, doi: <a href=\"https://doi.org/10.1007/s11858-021-01263-0\">10.1007/s11858-021-01263-0</a>.","apa":"Rezat, S. (2021). How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies. <i>ZDM Mathematics Education</i>, <i>53</i>(6), 1433–1445. <a href=\"https://doi.org/10.1007/s11858-021-01263-0\">https://doi.org/10.1007/s11858-021-01263-0</a>"},"quality_controlled":"1","page":"1433-1445","_id":"44683","publisher":"Springer","user_id":"31132","volume":53,"status":"public"},{"publication":"Zeichen und Sprache im Mathematikunterricht: Semiotik in Theorie und Praxis","department":[{"_id":"360"}],"type":"book_chapter","date_created":"2023-05-09T13:47:49Z","date_updated":"2024-04-18T08:18:10Z","publication_status":"published","publication_identifier":{"isbn":["9783662611937","9783662611944"]},"author":[{"full_name":"Schumacher, Jan","last_name":"Schumacher","first_name":"Jan"},{"id":"31132","full_name":"Rezat, Sebastian","first_name":"Sebastian","last_name":"Rezat"}],"year":"2020","title":"Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen","alternative_title":["Vergleich zweier methodischer Zugänge"],"doi":"10.1007/978-3-662-61194-4_5","language":[{"iso":"eng"}],"citation":{"bibtex":"@inbook{Schumacher_Rezat_2020, place={Berlin, Heidelberg}, title={Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-61194-4_5\">10.1007/978-3-662-61194-4_5</a>}, booktitle={Zeichen und Sprache im Mathematikunterricht: Semiotik in Theorie und Praxis}, publisher={Springer}, author={Schumacher, Jan and Rezat, Sebastian}, editor={Kadunz, Gert}, year={2020}, pages={85–112} }","chicago":"Schumacher, Jan, and Sebastian Rezat. “Rekonstruktion Diagrammatischen Schließens Beim Erlernen Der Subtraktion Negativer Zahlen.” In <i>Zeichen Und Sprache Im Mathematikunterricht: Semiotik in Theorie Und Praxis</i>, edited by Gert Kadunz, 85–112. Berlin, Heidelberg: Springer, 2020. <a href=\"https://doi.org/10.1007/978-3-662-61194-4_5\">https://doi.org/10.1007/978-3-662-61194-4_5</a>.","short":"J. Schumacher, S. Rezat, in: G. Kadunz (Ed.), Zeichen Und Sprache Im Mathematikunterricht: Semiotik in Theorie Und Praxis, Springer, Berlin, Heidelberg, 2020, pp. 85–112.","ama":"Schumacher J, Rezat S. Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen. In: Kadunz G, ed. <i>Zeichen Und Sprache Im Mathematikunterricht: Semiotik in Theorie Und Praxis</i>. Springer; 2020:85–112. doi:<a href=\"https://doi.org/10.1007/978-3-662-61194-4_5\">10.1007/978-3-662-61194-4_5</a>","ieee":"J. Schumacher and S. Rezat, “Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen,” in <i>Zeichen und Sprache im Mathematikunterricht: Semiotik in Theorie und Praxis</i>, G. Kadunz, Ed. 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