---
_id: '46955'
author:
- first_name: Lisa
full_name: Hefendehl-Hebeker, Lisa
last_name: Hefendehl-Hebeker
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Hefendehl-Hebeker L, Rezat S. Algebra: Leitidee Symbol und Formalisierung.
In: Handbuch Der Mathematikdidaktik. Springer; 2023:123–158. doi:10.1007/978-3-662-66604-3_5'
apa: 'Hefendehl-Hebeker, L., & Rezat, S. (2023). Algebra: Leitidee Symbol und
Formalisierung. In Handbuch der Mathematikdidaktik (pp. 123–158). Springer.
https://doi.org/10.1007/978-3-662-66604-3_5'
bibtex: '@inbook{Hefendehl-Hebeker_Rezat_2023, place={Berlin, Heidelberg}, title={Algebra:
Leitidee Symbol und Formalisierung}, DOI={10.1007/978-3-662-66604-3_5},
booktitle={Handbuch der Mathematikdidaktik}, publisher={Springer}, author={Hefendehl-Hebeker,
Lisa and Rezat, Sebastian}, year={2023}, pages={123–158} }'
chicago: 'Hefendehl-Hebeker, Lisa, and Sebastian Rezat. “Algebra: Leitidee Symbol
Und Formalisierung.” In Handbuch Der Mathematikdidaktik, 123–158. Berlin,
Heidelberg: Springer, 2023. https://doi.org/10.1007/978-3-662-66604-3_5.'
ieee: 'L. Hefendehl-Hebeker and S. Rezat, “Algebra: Leitidee Symbol und Formalisierung,”
in Handbuch der Mathematikdidaktik, Berlin, Heidelberg: Springer, 2023,
pp. 123–158.'
mla: 'Hefendehl-Hebeker, Lisa, and Sebastian Rezat. “Algebra: Leitidee Symbol Und
Formalisierung.” Handbuch Der Mathematikdidaktik, Springer, 2023, pp. 123–158,
doi:10.1007/978-3-662-66604-3_5.'
short: 'L. Hefendehl-Hebeker, S. Rezat, in: Handbuch Der Mathematikdidaktik, Springer,
Berlin, Heidelberg, 2023, pp. 123–158.'
date_created: 2023-09-11T06:28:13Z
date_updated: 2024-04-18T08:21:29Z
doi: 10.1007/978-3-662-66604-3_5
language:
- iso: eng
page: 123–158
place: Berlin, Heidelberg
publication: Handbuch der Mathematikdidaktik
publication_identifier:
isbn:
- '9783662666036'
- '9783662666043'
publication_status: published
publisher: Springer
status: public
title: 'Algebra: Leitidee Symbol und Formalisierung'
type: book_chapter
user_id: '31132'
year: '2023'
...
---
_id: '53480'
author:
- first_name: Sara Naseem
full_name: Malik, Sara Naseem
id: '38640'
last_name: Malik
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Malik SN, Rezat S. Linguistic features of word problems that cause difficulties
for learners across the curriculum: A literature review. In: Proceedings on
the Twelfth Congress on the European Society for Research in Mathematics Education
(CERME 12). ERME / Free University of Bozen-Bolzano; 2022.'
apa: 'Malik, S. N., & Rezat, S. (2022). Linguistic features of word problems
that cause difficulties for learners across the curriculum: A literature review.
Proceedings on the Twelfth Congress on the European Society for Research in
Mathematics Education (CERME 12).'
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 Proceedings on the Twelfth Congress on the European Society for
Research in Mathematics Education (CERME 12). ERME / Free University of Bozen-Bolzano,
2022.'
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.”
Proceedings on the Twelfth Congress on the European Society for Research in
Mathematics Education (CERME 12), 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.'
date_created: 2024-04-14T12:12:49Z
date_updated: 2024-04-18T08:03:54Z
ddc:
- '370'
- '510'
department:
- _id: '360'
file:
- access_level: closed
content_type: application/pdf
creator: smalik
date_created: 2024-04-14T12:16:57Z
date_updated: 2024-04-14T12:16:57Z
file_id: '53481'
file_name: Malik_TWG09.pdf
file_size: 390439
relation: main_file
success: 1
file_date_updated: 2024-04-14T12:16:57Z
has_accepted_license: '1'
language:
- iso: eng
publication: Proceedings on the Twelfth Congress on the European Society for research
in Mathematics Education (CERME 12)
publisher: ERME / Free University of Bozen-Bolzano
status: public
title: 'Linguistic features of word problems that cause difficulties for learners
across the curriculum: A literature review'
type: conference
user_id: '31132'
year: '2022'
...
---
_id: '44689'
abstract:
- lang: eng
text: AbstractEven 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.
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Sara Naseem
full_name: Malik, Sara Naseem
id: '38640'
last_name: Malik
- first_name: Markus
full_name: Leifeld, Markus
last_name: Leifeld
citation:
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.
International Journal of Science and Mathematics Education. 2022;20(S1):215-236.
doi:10.1007/s10763-022-10309-y'
apa: 'Rezat, S., Malik, S. N., & Leifeld, M. (2022). Scaffolding Close Reading
of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary
Level: Design and Evaluation. International Journal of Science and Mathematics
Education, 20(S1), 215–236. https://doi.org/10.1007/s10763-022-10309-y'
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={10.1007/s10763-022-10309-y},
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} }'
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.” International Journal of Science
and Mathematics Education 20, no. S1 (2022): 215–36. https://doi.org/10.1007/s10763-022-10309-y.'
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,” International Journal of Science and Mathematics Education,
vol. 20, no. S1, pp. 215–236, 2022, doi: 10.1007/s10763-022-10309-y.'
mla: 'Rezat, Sebastian, et al. “Scaffolding Close Reading of Mathematical Text in
Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.”
International Journal of Science and Mathematics Education, vol. 20, no.
S1, Springer, 2022, pp. 215–36, doi:10.1007/s10763-022-10309-y.'
short: S. Rezat, S.N. Malik, M. Leifeld, International Journal of Science and Mathematics
Education 20 (2022) 215–236.
date_created: 2023-05-09T14:03:15Z
date_updated: 2024-04-18T08:22:47Z
department:
- _id: '360'
doi: 10.1007/s10763-022-10309-y
intvolume: ' 20'
issue: S1
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 215-236
publication: International Journal of Science and Mathematics Education
publication_identifier:
issn:
- 1571-0068
- 1573-1774
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
title: 'Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher
Education at the Tertiary Level: Design and Evaluation'
type: journal_article
user_id: '31132'
volume: 20
year: '2022'
...
---
_id: '53363'
abstract:
- lang: eng
text: 'AbstractIn 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.'
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Lianghuo
full_name: Fan, Lianghuo
last_name: Fan
- first_name: Birgit
full_name: Pepin, Birgit
last_name: Pepin
citation:
ama: Rezat S, Fan L, Pepin B. Mathematics textbooks and curriculum resources as
instruments for change. ZDM – Mathematics Education. 2021;53(6):1189-1206.
doi:10.1007/s11858-021-01309-3
apa: Rezat, S., Fan, L., & Pepin, B. (2021). Mathematics textbooks and curriculum
resources as instruments for change. ZDM – Mathematics Education, 53(6),
1189–1206. https://doi.org/10.1007/s11858-021-01309-3
bibtex: '@article{Rezat_Fan_Pepin_2021, title={Mathematics textbooks and curriculum
resources as instruments for change}, volume={53}, DOI={10.1007/s11858-021-01309-3},
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} }'
chicago: 'Rezat, Sebastian, Lianghuo Fan, and Birgit Pepin. “Mathematics Textbooks
and Curriculum Resources as Instruments for Change.” ZDM – Mathematics Education
53, no. 6 (2021): 1189–1206. https://doi.org/10.1007/s11858-021-01309-3.'
ieee: 'S. Rezat, L. Fan, and B. Pepin, “Mathematics textbooks and curriculum resources
as instruments for change,” ZDM – Mathematics Education, vol. 53, no. 6,
pp. 1189–1206, 2021, doi: 10.1007/s11858-021-01309-3.'
mla: Rezat, Sebastian, et al. “Mathematics Textbooks and Curriculum Resources as
Instruments for Change.” ZDM – Mathematics Education, vol. 53, no. 6, Springer
Science and Business Media LLC, 2021, pp. 1189–206, doi:10.1007/s11858-021-01309-3.
short: S. Rezat, L. Fan, B. Pepin, ZDM – Mathematics Education 53 (2021) 1189–1206.
date_created: 2024-04-09T06:50:36Z
date_updated: 2024-04-18T07:51:53Z
department:
- _id: '360'
doi: 10.1007/s11858-021-01309-3
intvolume: ' 53'
issue: '6'
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 1189-1206
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Mathematics textbooks and curriculum resources as instruments for change
type: journal_article
user_id: '31132'
volume: 53
year: '2021'
...
---
_id: '34161'
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Florian
full_name: Schacht, Florian
last_name: Schacht
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
citation:
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. Mathematics Education in the
Digital Age. Learning, Practice and Theory. Routledge; 2021:168-184. doi:10.4324/9781003137580'
apa: Rezat, S., Schacht, F., & 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 , & H.-G. Weigang
(Eds.), Mathematics Education in the Digital Age. Learning, Practice and Theory
(pp. 168–184). Routledge. https://doi.org/10.4324/9781003137580
bibtex: '@inbook{Rezat_Schacht_Häsel-Weide_2021, place={London}, title={Challenges
of making sense of tasks and automated feedback in digital mathematics textbooks},
DOI={10.4324/9781003137580},
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} }'
chicago: 'Rezat, Sebastian, Florian Schacht, and Uta Häsel-Weide. “Challenges of
Making Sense of Tasks and Automated Feedback in Digital Mathematics Textbooks.”
In Mathematics Education in the Digital Age. Learning, Practice and Theory,
edited by A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, J. Trgalová , and
H.-G. Weigang, 168–84. London: Routledge, 2021. https://doi.org/10.4324/9781003137580.'
ieee: 'S. Rezat, F. Schacht, and U. Häsel-Weide, “Challenges of making sense of
tasks and automated feedback in digital mathematics textbooks,” in Mathematics
Education in the Digital Age. Learning, Practice and Theory, A. Clark-Wilson,
A. Donevska-Todorova, E. Faggiano, J. Trgalová , and H.-G. Weigang, Eds. London:
Routledge, 2021, pp. 168–184.'
mla: Rezat, Sebastian, et al. “Challenges of Making Sense of Tasks and Automated
Feedback in Digital Mathematics Textbooks.” Mathematics Education in the Digital
Age. Learning, Practice and Theory, edited by A. Clark-Wilson et al., Routledge,
2021, pp. 168–84, doi:10.4324/9781003137580.
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.'
date_created: 2022-11-30T08:33:27Z
date_updated: 2024-04-18T08:11:39Z
department:
- _id: '360'
- _id: '543'
doi: 10.4324/9781003137580
editor:
- first_name: A.
full_name: Clark-Wilson, A.
last_name: Clark-Wilson
- first_name: A.
full_name: Donevska-Todorova, A.
last_name: Donevska-Todorova
- first_name: E.
full_name: Faggiano, E.
last_name: Faggiano
- first_name: J.
full_name: Trgalová , J.
last_name: 'Trgalová '
- first_name: H.-G.
full_name: Weigang, H.-G.
last_name: Weigang
language:
- iso: eng
page: 168-184
place: London
publication: Mathematics Education in the Digital Age. Learning, Practice and Theory
publisher: Routledge
related_material:
link:
- relation: other
url: https://doi.org/10.4324/9781003137580
status: public
title: Challenges of making sense of tasks and automated feedback in digital mathematics
textbooks
type: book_chapter
user_id: '31132'
year: '2021'
...
---
_id: '44683'
abstract:
- lang: eng
text: AbstractOne 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.
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Rezat S. How automated feedback from a digital mathematics textbook affects
primary students’ conceptual development: two case studies. ZDM Mathematics
Education. 2021;53(6):1433-1445. doi:10.1007/s11858-021-01263-0'
apa: 'Rezat, S. (2021). How automated feedback from a digital mathematics textbook
affects primary students’ conceptual development: two case studies. ZDM Mathematics
Education, 53(6), 1433–1445. https://doi.org/10.1007/s11858-021-01263-0'
bibtex: '@article{Rezat_2021, title={How automated feedback from a digital mathematics
textbook affects primary students’ conceptual development: two case studies},
volume={53}, DOI={10.1007/s11858-021-01263-0},
number={6}, journal={ZDM Mathematics Education}, publisher={Springer}, author={Rezat,
Sebastian}, year={2021}, pages={1433–1445} }'
chicago: 'Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook
Affects Primary Students’ Conceptual Development: Two Case Studies.” ZDM Mathematics
Education 53, no. 6 (2021): 1433–45. https://doi.org/10.1007/s11858-021-01263-0.'
ieee: 'S. Rezat, “How automated feedback from a digital mathematics textbook affects
primary students’ conceptual development: two case studies,” ZDM Mathematics
Education, vol. 53, no. 6, pp. 1433–1445, 2021, doi: 10.1007/s11858-021-01263-0.'
mla: 'Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook
Affects Primary Students’ Conceptual Development: Two Case Studies.” ZDM Mathematics
Education, vol. 53, no. 6, Springer, 2021, pp. 1433–45, doi:10.1007/s11858-021-01263-0.'
short: S. Rezat, ZDM Mathematics Education 53 (2021) 1433–1445.
date_created: 2023-05-09T13:01:30Z
date_updated: 2024-04-18T08:23:20Z
department:
- _id: '360'
doi: 10.1007/s11858-021-01263-0
intvolume: ' 53'
issue: '6'
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 1433-1445
publication: ZDM Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
title: 'How automated feedback from a digital mathematics textbook affects primary
students’ conceptual development: two case studies'
type: journal_article
user_id: '31132'
volume: 53
year: '2021'
...
---
_id: '44685'
alternative_title:
- Vergleich zweier methodischer Zugänge
author:
- first_name: Jan
full_name: Schumacher, Jan
last_name: Schumacher
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Schumacher J, Rezat S. Rekonstruktion diagrammatischen Schließens beim Erlernen
der Subtraktion negativer Zahlen. In: Kadunz G, ed. Zeichen Und Sprache Im
Mathematikunterricht: Semiotik in Theorie Und Praxis. Springer; 2020:85–112.
doi:10.1007/978-3-662-61194-4_5'
apa: 'Schumacher, J., & Rezat, S. (2020). Rekonstruktion diagrammatischen Schließens
beim Erlernen der Subtraktion negativer Zahlen. In G. Kadunz (Ed.), Zeichen
und Sprache im Mathematikunterricht: Semiotik in Theorie und Praxis (pp. 85–112).
Springer. https://doi.org/10.1007/978-3-662-61194-4_5'
bibtex: '@inbook{Schumacher_Rezat_2020, place={Berlin, Heidelberg}, title={Rekonstruktion
diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen}, DOI={10.1007/978-3-662-61194-4_5},
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 Zeichen Und
Sprache Im Mathematikunterricht: Semiotik in Theorie Und Praxis, edited by
Gert Kadunz, 85–112. Berlin, Heidelberg: Springer, 2020. https://doi.org/10.1007/978-3-662-61194-4_5.'
ieee: 'J. Schumacher and S. Rezat, “Rekonstruktion diagrammatischen Schließens beim
Erlernen der Subtraktion negativer Zahlen,” in Zeichen und Sprache im Mathematikunterricht:
Semiotik in Theorie und Praxis, G. Kadunz, Ed. Berlin, Heidelberg: Springer,
2020, pp. 85–112.'
mla: 'Schumacher, Jan, and Sebastian Rezat. “Rekonstruktion Diagrammatischen Schließens
Beim Erlernen Der Subtraktion Negativer Zahlen.” Zeichen Und Sprache Im Mathematikunterricht:
Semiotik in Theorie Und Praxis, edited by Gert Kadunz, Springer, 2020, pp.
85–112, doi:10.1007/978-3-662-61194-4_5.'
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.'
date_created: 2023-05-09T13:47:49Z
date_updated: 2024-04-18T08:18:10Z
department:
- _id: '360'
doi: 10.1007/978-3-662-61194-4_5
editor:
- first_name: Gert
full_name: Kadunz, Gert
last_name: Kadunz
language:
- iso: eng
page: 85–112
place: Berlin, Heidelberg
publication: 'Zeichen und Sprache im Mathematikunterricht: Semiotik in Theorie und
Praxis'
publication_identifier:
isbn:
- '9783662611937'
- '9783662611944'
publication_status: published
publisher: Springer
status: public
title: Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer
Zahlen
type: book_chapter
user_id: '31132'
year: '2020'
...
---
_id: '44688'
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Rezat S. Mathematiklernen mit digitalen Schulbüchern im Spannungsfeld zwischen
Individualisierung und Kooperation. In: Meister D, Ilka M, eds. Mobile Medien
Im Schulkontext. Springer; 2020. doi:10.1007/978-3-658-29039-9_10'
apa: Rezat, S. (2020). Mathematiklernen mit digitalen Schulbüchern im Spannungsfeld
zwischen Individualisierung und Kooperation. In D. Meister & M. Ilka (Eds.),
Mobile Medien im Schulkontext. Springer. https://doi.org/10.1007/978-3-658-29039-9_10
bibtex: '@inbook{Rezat_2020, place={Wiesbaden}, title={Mathematiklernen mit digitalen
Schulbüchern im Spannungsfeld zwischen Individualisierung und Kooperation}, DOI={10.1007/978-3-658-29039-9_10},
booktitle={Mobile Medien im Schulkontext}, publisher={Springer}, author={Rezat,
Sebastian}, editor={Meister, Dorothee and Ilka, Mindt}, year={2020} }'
chicago: 'Rezat, Sebastian. “Mathematiklernen Mit Digitalen Schulbüchern Im Spannungsfeld
Zwischen Individualisierung Und Kooperation.” In Mobile Medien Im Schulkontext,
edited by Dorothee Meister and Mindt Ilka. Wiesbaden: Springer, 2020. https://doi.org/10.1007/978-3-658-29039-9_10.'
ieee: 'S. Rezat, “Mathematiklernen mit digitalen Schulbüchern im Spannungsfeld zwischen
Individualisierung und Kooperation,” in Mobile Medien im Schulkontext,
D. Meister and M. Ilka, Eds. Wiesbaden: Springer, 2020.'
mla: Rezat, Sebastian. “Mathematiklernen Mit Digitalen Schulbüchern Im Spannungsfeld
Zwischen Individualisierung Und Kooperation.” Mobile Medien Im Schulkontext,
edited by Dorothee Meister and Mindt Ilka, Springer, 2020, doi:10.1007/978-3-658-29039-9_10.
short: 'S. Rezat, in: D. Meister, M. Ilka (Eds.), Mobile Medien Im Schulkontext,
Springer, Wiesbaden, 2020.'
date_created: 2023-05-09T14:01:30Z
date_updated: 2024-04-18T08:24:04Z
department:
- _id: '360'
doi: 10.1007/978-3-658-29039-9_10
editor:
- first_name: Dorothee
full_name: Meister, Dorothee
last_name: Meister
- first_name: Mindt
full_name: Ilka, Mindt
last_name: Ilka
language:
- iso: eng
place: Wiesbaden
publication: Mobile Medien im Schulkontext
publication_identifier:
isbn:
- '9783658290382'
- '9783658290399'
issn:
- 2512-112X
- 2512-1146
publication_status: published
publisher: Springer
status: public
title: Mathematiklernen mit digitalen Schulbüchern im Spannungsfeld zwischen Individualisierung
und Kooperation
type: book_chapter
user_id: '31132'
year: '2020'
...
---
_id: '33594'
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Sara
full_name: Rezat, Sara
id: '58338'
last_name: Rezat
citation:
ama: Rezat S, Rezat S. Schulbücher. Werkzeuge zum Üben in den Fächern Deutsch und
Mathematik. Die Grundschulzeitschrift 320. 2020;320:10-13.
apa: Rezat, S., & Rezat, S. (2020). Schulbücher. Werkzeuge zum Üben in den Fächern
Deutsch und Mathematik. Die Grundschulzeitschrift 320, 320, 10–13.
bibtex: '@article{Rezat_Rezat_2020, title={Schulbücher. Werkzeuge zum Üben in den
Fächern Deutsch und Mathematik}, volume={320}, journal={Die Grundschulzeitschrift
320}, author={Rezat, Sebastian and Rezat, Sara}, year={2020}, pages={10–13} }'
chicago: 'Rezat, Sebastian, and Sara Rezat. “Schulbücher. Werkzeuge zum Üben in
den Fächern Deutsch und Mathematik.” Die Grundschulzeitschrift 320 320
(2020): 10–13.'
ieee: S. Rezat and S. Rezat, “Schulbücher. Werkzeuge zum Üben in den Fächern Deutsch
und Mathematik,” Die Grundschulzeitschrift 320, vol. 320, pp. 10–13, 2020.
mla: Rezat, Sebastian, and Sara Rezat. “Schulbücher. Werkzeuge zum Üben in den Fächern
Deutsch und Mathematik.” Die Grundschulzeitschrift 320, vol. 320, 2020,
pp. 10–13.
short: S. Rezat, S. Rezat, Die Grundschulzeitschrift 320 320 (2020) 10–13.
date_created: 2022-10-09T21:19:45Z
date_updated: 2024-11-11T16:31:11Z
department:
- _id: '463'
- _id: '360'
intvolume: ' 320'
language:
- iso: ger
page: 10-13
publication: Die Grundschulzeitschrift 320
status: public
title: Schulbücher. Werkzeuge zum Üben in den Fächern Deutsch und Mathematik
type: journal_article
user_id: '31132'
volume: 320
year: '2020'
...
---
_id: '33598'
author:
- first_name: Sara
full_name: Rezat, Sara
id: '58338'
last_name: Rezat
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Rezat S, Rezat S. „...weil man Fermi-Aufgaben so rechnet“. Modelltexte als
sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben. In:
Mathematik differenziert 3/2019. Published online 2019:30-37.'
apa: 'Rezat, S., & Rezat, S. (2019). „...weil man Fermi-Aufgaben so rechnet“.
Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.
In: Mathematik differenziert 3/2019, 30–37.'
bibtex: '@article{Rezat_Rezat_2019, title={„...weil man Fermi-Aufgaben so rechnet“.
Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben},
journal={In: Mathematik differenziert 3/2019}, author={Rezat, Sara and Rezat,
Sebastian}, year={2019}, pages={30–37} }'
chicago: 'Rezat, Sara, and Sebastian Rezat. “„...weil man Fermi-Aufgaben so rechnet“.
Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.”
In: Mathematik differenziert 3/2019, 2019, 30–37.'
ieee: 'S. Rezat and S. Rezat, “„...weil man Fermi-Aufgaben so rechnet“. Modelltexte
als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben,”
In: Mathematik differenziert 3/2019, pp. 30–37, 2019.'
mla: 'Rezat, Sara, and Sebastian Rezat. “„...weil man Fermi-Aufgaben so rechnet“.
Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.”
In: Mathematik differenziert 3/2019, 2019, pp. 30–37.'
short: 'S. Rezat, S. Rezat, In: Mathematik differenziert 3/2019 (2019) 30–37.'
date_created: 2022-10-09T22:08:36Z
date_updated: 2024-04-18T08:02:47Z
department:
- _id: '463'
- _id: '360'
language:
- iso: ger
page: 30-37
publication: 'In: Mathematik differenziert 3/2019'
status: public
title: „...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource
für das Erklären von Lösungswegen bei Fermi-Aufgaben
type: journal_article
user_id: '31132'
year: '2019'
...
---
_id: '44684'
author:
- first_name: Maike
full_name: Vollstedt, Maike
last_name: Vollstedt
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Vollstedt M, Rezat S. An Introduction to Grounded Theory with a Special Focus
on Axial Coding and the Coding Paradigm. In: Kaiser G, Presmeg N, eds. Compendium
for Early Career Researchers in Mathematics Education. Springer International
Publishing; 2019. doi:10.1007/978-3-030-15636-7_4'
apa: Vollstedt, M., & Rezat, S. (2019). An Introduction to Grounded Theory with
a Special Focus on Axial Coding and the Coding Paradigm. In G. Kaiser & N.
Presmeg (Eds.), Compendium for Early Career Researchers in Mathematics Education.
Springer International Publishing. https://doi.org/10.1007/978-3-030-15636-7_4
bibtex: '@inbook{Vollstedt_Rezat_2019, place={Cham}, title={An Introduction to Grounded
Theory with a Special Focus on Axial Coding and the Coding Paradigm}, DOI={10.1007/978-3-030-15636-7_4},
booktitle={Compendium for Early Career Researchers in Mathematics Education},
publisher={Springer International Publishing}, author={Vollstedt, Maike and Rezat,
Sebastian}, editor={Kaiser, Gabriele and Presmeg, Norma}, year={2019} }'
chicago: 'Vollstedt, Maike, and Sebastian Rezat. “An Introduction to Grounded Theory
with a Special Focus on Axial Coding and the Coding Paradigm.” In Compendium
for Early Career Researchers in Mathematics Education, edited by Gabriele
Kaiser and Norma Presmeg. Cham: Springer International Publishing, 2019. https://doi.org/10.1007/978-3-030-15636-7_4.'
ieee: 'M. Vollstedt and S. Rezat, “An Introduction to Grounded Theory with a Special
Focus on Axial Coding and the Coding Paradigm,” in Compendium for Early Career
Researchers in Mathematics Education, G. Kaiser and N. Presmeg, Eds. Cham:
Springer International Publishing, 2019.'
mla: Vollstedt, Maike, and Sebastian Rezat. “An Introduction to Grounded Theory
with a Special Focus on Axial Coding and the Coding Paradigm.” Compendium for
Early Career Researchers in Mathematics Education, edited by Gabriele Kaiser
and Norma Presmeg, Springer International Publishing, 2019, doi:10.1007/978-3-030-15636-7_4.
short: 'M. Vollstedt, S. Rezat, in: G. Kaiser, N. Presmeg (Eds.), Compendium for
Early Career Researchers in Mathematics Education, Springer International Publishing,
Cham, 2019.'
date_created: 2023-05-09T13:46:15Z
date_updated: 2024-04-18T08:24:46Z
department:
- _id: '360'
doi: 10.1007/978-3-030-15636-7_4
editor:
- first_name: Gabriele
full_name: Kaiser, Gabriele
last_name: Kaiser
- first_name: Norma
full_name: Presmeg, Norma
last_name: Presmeg
language:
- iso: eng
place: Cham
publication: Compendium for Early Career Researchers in Mathematics Education
publication_identifier:
isbn:
- '9783030156350'
- '9783030156367'
issn:
- 2520-8322
- 2520-8330
publication_status: published
publisher: Springer International Publishing
status: public
title: An Introduction to Grounded Theory with a Special Focus on Axial Coding and
the Coding Paradigm
type: book_chapter
user_id: '31132'
year: '2019'
...
---
_id: '44686'
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Jana
full_name: Visnovska, Jana
last_name: Visnovska
- first_name: Luc
full_name: Trouche, Luc
last_name: Trouche
- first_name: Chunxia
full_name: Qi, Chunxia
last_name: Qi
- first_name: Lianghuo
full_name: Fan, Lianghuo
last_name: Fan
citation:
ama: 'Rezat S, Visnovska J, Trouche L, Qi C, Fan L. Present Research on Mathematics
Textbooks and Teachers’ Resources in ICME-13: Conclusion and Perspectives. In:
Fan L, Trouche L, Qi C, Rezat S, Visnovska J, eds. Research on Mathematics
Textbooks and Teachers’ Resources: Advances and Issues. Springer; 2018. doi:10.1007/978-3-319-73253-4_16'
apa: 'Rezat, S., Visnovska, J., Trouche, L., Qi, C., & Fan, L. (2018). Present
Research on Mathematics Textbooks and Teachers’ Resources in ICME-13: Conclusion
and Perspectives. In L. Fan, L. Trouche, C. Qi, S. Rezat, & J. Visnovska (Eds.),
Research on Mathematics Textbooks and Teachers’ Resources: Advances and Issues.
Springer. https://doi.org/10.1007/978-3-319-73253-4_16'
bibtex: '@inbook{Rezat_Visnovska_Trouche_Qi_Fan_2018, place={Cham}, title={Present
Research on Mathematics Textbooks and Teachers’ Resources in ICME-13: Conclusion
and Perspectives}, DOI={10.1007/978-3-319-73253-4_16},
booktitle={Research on Mathematics Textbooks and Teachers’ Resources: Advances
and Issues}, publisher={Springer}, author={Rezat, Sebastian and Visnovska, Jana
and Trouche, Luc and Qi, Chunxia and Fan, Lianghuo}, editor={Fan, Lianghuo and
Trouche, Luc and Qi, Chunxia and Rezat, Sebastian and Visnovska, Jana}, year={2018}
}'
chicago: 'Rezat, Sebastian, Jana Visnovska, Luc Trouche, Chunxia Qi, and Lianghuo
Fan. “Present Research on Mathematics Textbooks and Teachers’ Resources in ICME-13:
Conclusion and Perspectives.” In Research on Mathematics Textbooks and Teachers’
Resources: Advances and Issues, edited by Lianghuo Fan, Luc Trouche, Chunxia
Qi, Sebastian Rezat, and Jana Visnovska. Cham: Springer, 2018. https://doi.org/10.1007/978-3-319-73253-4_16.'
ieee: 'S. Rezat, J. Visnovska, L. Trouche, C. Qi, and L. Fan, “Present Research
on Mathematics Textbooks and Teachers’ Resources in ICME-13: Conclusion and Perspectives,”
in Research on Mathematics Textbooks and Teachers’ Resources: Advances and
Issues, L. Fan, L. Trouche, C. Qi, S. Rezat, and J. Visnovska, Eds. Cham:
Springer, 2018.'
mla: 'Rezat, Sebastian, et al. “Present Research on Mathematics Textbooks and Teachers’
Resources in ICME-13: Conclusion and Perspectives.” Research on Mathematics
Textbooks and Teachers’ Resources: Advances and Issues, edited by Lianghuo
Fan et al., Springer, 2018, doi:10.1007/978-3-319-73253-4_16.'
short: 'S. Rezat, J. Visnovska, L. Trouche, C. Qi, L. Fan, in: L. Fan, L. Trouche,
C. Qi, S. Rezat, J. Visnovska (Eds.), Research on Mathematics Textbooks and Teachers’
Resources: Advances and Issues, Springer, Cham, 2018.'
date_created: 2023-05-09T13:52:07Z
date_updated: 2024-04-18T08:09:36Z
department:
- _id: '360'
doi: 10.1007/978-3-319-73253-4_16
editor:
- first_name: Lianghuo
full_name: Fan, Lianghuo
last_name: Fan
- first_name: Luc
full_name: Trouche, Luc
last_name: Trouche
- first_name: Chunxia
full_name: Qi, Chunxia
last_name: Qi
- first_name: Sebastian
full_name: Rezat, Sebastian
last_name: Rezat
- first_name: Jana
full_name: Visnovska, Jana
last_name: Visnovska
language:
- iso: eng
place: Cham
publication: 'Research on Mathematics Textbooks and Teachers’ Resources: Advances
and Issues'
publication_identifier:
isbn:
- '9783319732527'
- '9783319732534'
issn:
- 2520-8322
- 2520-8330
publication_status: published
publisher: Springer
status: public
title: 'Present Research on Mathematics Textbooks and Teachers’ Resources in ICME-13:
Conclusion and Perspectives'
type: book_chapter
user_id: '31132'
year: '2018'
...
---
_id: '41945'
author:
- first_name: Elvira
full_name: Topalović, Elvira
id: '23088'
last_name: Topalović
- first_name: Ksenia
full_name: Kuzminykh, Ksenia
last_name: Kuzminykh
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Topalović E, Kuzminykh K, Rezat S. Textaufgaben verstehen. Lesen und Variieren
komplexer Textaufgaben mit sprachlich-mathematischen Strategien. In: mathematik
lehren. 2018;(211):36-45.'
apa: 'Topalović, E., Kuzminykh, K., & Rezat, S. (2018). Textaufgaben verstehen.
Lesen und Variieren komplexer Textaufgaben mit sprachlich-mathematischen Strategien.
In: Mathematik Lehren, 211, 36–45.'
bibtex: '@article{Topalović_Kuzminykh_Rezat_2018, title={Textaufgaben verstehen.
Lesen und Variieren komplexer Textaufgaben mit sprachlich-mathematischen Strategien.},
number={211}, journal={In: mathematik lehren}, author={Topalović, Elvira and Kuzminykh,
Ksenia and Rezat, Sebastian}, year={2018}, pages={36–45} }'
chicago: 'Topalović, Elvira, Ksenia Kuzminykh, and Sebastian Rezat. “Textaufgaben
Verstehen. Lesen Und Variieren Komplexer Textaufgaben Mit Sprachlich-Mathematischen
Strategien.” In: Mathematik Lehren, no. 211 (2018): 36–45.'
ieee: 'E. Topalović, K. Kuzminykh, and S. Rezat, “Textaufgaben verstehen. Lesen
und Variieren komplexer Textaufgaben mit sprachlich-mathematischen Strategien.,”
In: mathematik lehren, no. 211, pp. 36–45, 2018.'
mla: 'Topalović, Elvira, et al. “Textaufgaben Verstehen. Lesen Und Variieren Komplexer
Textaufgaben Mit Sprachlich-Mathematischen Strategien.” In: Mathematik Lehren,
no. 211, 2018, pp. 36–45.'
short: 'E. Topalović, K. Kuzminykh, S. Rezat, In: Mathematik Lehren (2018) 36–45.'
date_created: 2023-02-09T11:49:01Z
date_updated: 2024-04-18T08:10:39Z
department:
- _id: '115'
- _id: '5'
- _id: '463'
- _id: '360'
issue: '211'
language:
- iso: eng
page: 36-45
publication: 'In: mathematik lehren'
status: public
title: Textaufgaben verstehen. Lesen und Variieren komplexer Textaufgaben mit sprachlich-mathematischen
Strategien.
type: journal_article
user_id: '31132'
year: '2018'
...
---
_id: '31949'
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
citation:
ama: 'Rezat S, Häsel-Weide U. Examining peer-interaction during individual work
with a digital textbook in a primary mathematics classroom. In: Weigand H-G, Clark-Wilson
A, Donevska A, et al., eds. PROCEEDINGS of the Fith ERME TOPIC CONFERENCE (ETC
5) on Mathematics Education in the Digital Age (MEDA). ; 2018:209-216.'
apa: Rezat, S., & Häsel-Weide, U. (2018). Examining peer-interaction during
individual work with a digital textbook in a primary mathematics classroom. In
H.-G. Weigand, A. Clark-Wilson, A. Donevska, E. Todorova, E. Faggiano, N. Grønbæk,
J. Trgalova, & University of Copenhagen (Eds.), PROCEEDINGS of the fith
ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA)
(pp. 209–216).
bibtex: '@inproceedings{Rezat_Häsel-Weide_2018, place={Copenhagen}, title={Examining
peer-interaction during individual work with a digital textbook in a primary mathematics
classroom}, booktitle={PROCEEDINGS of the fith ERME TOPIC CONFERENCE (ETC 5) on
Mathematics Education in the Digital Age (MEDA)}, author={Rezat, Sebastian and
Häsel-Weide, Uta}, editor={Weigand, H.-G. and Clark-Wilson, A. and Donevska, A. and
Todorova, E. and Faggiano, E. and Grønbæk, N. and Trgalova, J. and University
of Copenhagen}, year={2018}, pages={209–216} }'
chicago: Rezat, Sebastian, and Uta Häsel-Weide. “Examining Peer-Interaction during
Individual Work with a Digital Textbook in a Primary Mathematics Classroom.” In
PROCEEDINGS of the Fith ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education
in the Digital Age (MEDA), edited by H.-G. Weigand, A. Clark-Wilson, A. Donevska,
E. Todorova, E. Faggiano, N. Grønbæk, J. Trgalova, and University of Copenhagen,
209–16. Copenhagen, 2018.
ieee: S. Rezat and U. Häsel-Weide, “Examining peer-interaction during individual
work with a digital textbook in a primary mathematics classroom,” in PROCEEDINGS
of the fith ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital
Age (MEDA), Copenhagen, 2018, pp. 209–216.
mla: Rezat, Sebastian, and Uta Häsel-Weide. “Examining Peer-Interaction during Individual
Work with a Digital Textbook in a Primary Mathematics Classroom.” PROCEEDINGS
of the Fith ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital
Age (MEDA), edited by H.-G. Weigand et al., 2018, pp. 209–16.
short: 'S. Rezat, U. Häsel-Weide, in: H.-G. Weigand, A. Clark-Wilson, A. Donevska,
E. Todorova, E. Faggiano, N. Grønbæk, J. Trgalova, University of Copenhagen (Eds.),
PROCEEDINGS of the Fith ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education
in the Digital Age (MEDA), Copenhagen, 2018, pp. 209–216.'
conference:
end_date: 2018-09-07
location: Copenhagen
name: ERME TOPIC CONFERENCE (ETC 5)
start_date: 2018-09-05
corporate_editor:
- University of Copenhagen
date_created: 2022-06-20T06:21:49Z
date_updated: 2024-04-18T08:13:04Z
department:
- _id: '543'
- _id: '360'
editor:
- first_name: H.-G.
full_name: Weigand, H.-G.
last_name: Weigand
- first_name: A.
full_name: Clark-Wilson, A.
last_name: Clark-Wilson
- first_name: 'A. '
full_name: 'Donevska, A. '
last_name: Donevska
- first_name: E.
full_name: Todorova, E.
last_name: Todorova
- first_name: E.
full_name: Faggiano, E.
last_name: Faggiano
- first_name: N.
full_name: Grønbæk, N.
last_name: Grønbæk
- first_name: J.
full_name: Trgalova, J.
last_name: Trgalova
language:
- iso: eng
page: 209-216
place: Copenhagen
publication: PROCEEDINGS of the fith ERME TOPIC CONFERENCE (ETC 5) on Mathematics
Education in the Digital Age (MEDA)
status: public
title: Examining peer-interaction during individual work with a digital textbook in
a primary mathematics classroom
type: conference
user_id: '31132'
year: '2018'
...
---
_id: '33563'
author:
- first_name: Sara
full_name: Rezat, Sara
id: '58338'
last_name: Rezat
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: Rezat S, Rezat S. Subject specific genres and genre awareness in integrated
mathematics and language teaching. EURASIA Journal of Mathematics, Science
& Technology Education 13 (7b). Published online 2017:4157-4188.
apa: Rezat, S., & Rezat, S. (2017). Subject specific genres and genre awareness
in integrated mathematics and language teaching. EURASIA Journal of Mathematics,
Science & Technology Education 13 (7b), 4157–4188.
bibtex: '@article{Rezat_Rezat_2017, title={Subject specific genres and genre awareness
in integrated mathematics and language teaching}, journal={EURASIA Journal of
Mathematics, Science & Technology Education 13 (7b)}, author={Rezat, Sara
and Rezat, Sebastian}, year={2017}, pages={4157–4188} }'
chicago: Rezat, Sara, and Sebastian Rezat. “Subject specific genres and genre awareness
in integrated mathematics and language teaching.” EURASIA Journal of Mathematics,
Science & Technology Education 13 (7b), 2017, 4157–88.
ieee: S. Rezat and S. Rezat, “Subject specific genres and genre awareness in integrated
mathematics and language teaching,” EURASIA Journal of Mathematics, Science
& Technology Education 13 (7b), pp. 4157–4188, 2017.
mla: Rezat, Sara, and Sebastian Rezat. “Subject specific genres and genre awareness
in integrated mathematics and language teaching.” EURASIA Journal of Mathematics,
Science & Technology Education 13 (7b), 2017, pp. 4157–88.
short: S. Rezat, S. Rezat, EURASIA Journal of Mathematics, Science & Technology
Education 13 (7b) (2017) 4157–4188.
date_created: 2022-10-08T01:06:00Z
date_updated: 2025-03-04T08:57:25Z
department:
- _id: '463'
- _id: '360'
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://doi.org/10.12973/eurasia.2017.00805a
oa: '1'
page: 4157-4188
publication: EURASIA Journal of Mathematics, Science & Technology Education 13 (7b)
quality_controlled: '1'
status: public
title: Subject specific genres and genre awareness in integrated mathematics and language
teaching
type: journal_article
user_id: '58338'
year: '2017'
...
---
_id: '33620'
author:
- first_name: Sara
full_name: Rezat, Sara
id: '58338'
last_name: Rezat
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Sabrina
full_name: Janzen, Sabrina
last_name: Janzen
citation:
ama: 'Rezat S, Rezat S, Janzen S. Sprachsensibler Umgang mit Textmustern im Mathematikunterricht
am Beispiel von Konstruktionsbeschreibungen. In: Caluori F, Linneweber-Lammerskitten
H, Streit Chr, eds. Beiträge zum Mathematikunterricht 2015. Vorträge auf der
49. Tagung für Didaktik der Mathematik vom 09.02.2015 bis 13.02.2015 in Basel.
Band 2. WTM; 2015:736-739.'
apa: Rezat, S., Rezat, S., & Janzen, S. (2015). Sprachsensibler Umgang mit Textmustern
im Mathematikunterricht am Beispiel von Konstruktionsbeschreibungen. In F. Caluori,
H. Linneweber-Lammerskitten, & Chr. Streit (Eds.), Beiträge zum Mathematikunterricht
2015. Vorträge auf der 49. Tagung für Didaktik der Mathematik vom 09.02.2015 bis
13.02.2015 in Basel. Band 2 (pp. 736–739). WTM.
bibtex: '@inproceedings{Rezat_Rezat_Janzen_2015, place={Münster}, title={Sprachsensibler
Umgang mit Textmustern im Mathematikunterricht am Beispiel von Konstruktionsbeschreibungen},
booktitle={Beiträge zum Mathematikunterricht 2015. Vorträge auf der 49. Tagung
für Didaktik der Mathematik vom 09.02.2015 bis 13.02.2015 in Basel. Band 2}, publisher={WTM},
author={Rezat, Sara and Rezat, Sebastian and Janzen, Sabrina}, editor={Caluori,
F. and Linneweber-Lammerskitten, H. and Streit, Chr.}, year={2015}, pages={736–739}
}'
chicago: 'Rezat, Sara, Sebastian Rezat, and Sabrina Janzen. “Sprachsensibler Umgang
mit Textmustern im Mathematikunterricht am Beispiel von Konstruktionsbeschreibungen.”
In Beiträge zum Mathematikunterricht 2015. Vorträge auf der 49. Tagung für
Didaktik der Mathematik vom 09.02.2015 bis 13.02.2015 in Basel. Band 2, edited
by F. Caluori, H. Linneweber-Lammerskitten, and Chr. Streit, 736–39. Münster:
WTM, 2015.'
ieee: S. Rezat, S. Rezat, and S. Janzen, “Sprachsensibler Umgang mit Textmustern
im Mathematikunterricht am Beispiel von Konstruktionsbeschreibungen,” in Beiträge
zum Mathematikunterricht 2015. Vorträge auf der 49. Tagung für Didaktik der Mathematik
vom 09.02.2015 bis 13.02.2015 in Basel. Band 2, 2015, pp. 736–739.
mla: Rezat, Sara, et al. “Sprachsensibler Umgang mit Textmustern im Mathematikunterricht
am Beispiel von Konstruktionsbeschreibungen.” Beiträge zum Mathematikunterricht
2015. Vorträge auf der 49. Tagung für Didaktik der Mathematik vom 09.02.2015 bis
13.02.2015 in Basel. Band 2, edited by F. Caluori et al., WTM, 2015, pp. 736–39.
short: 'S. Rezat, S. Rezat, S. Janzen, in: F. Caluori, H. Linneweber-Lammerskitten,
Chr. Streit (Eds.), Beiträge zum Mathematikunterricht 2015. Vorträge auf der 49.
Tagung für Didaktik der Mathematik vom 09.02.2015 bis 13.02.2015 in Basel. Band
2, WTM, Münster, 2015, pp. 736–739.'
date_created: 2022-10-09T22:57:20Z
date_updated: 2024-04-18T08:15:53Z
department:
- _id: '463'
- _id: '360'
editor:
- first_name: F.
full_name: Caluori, F.
last_name: Caluori
- first_name: H.
full_name: Linneweber-Lammerskitten, H.
last_name: Linneweber-Lammerskitten
- first_name: Chr.
full_name: Streit, Chr.
last_name: Streit
language:
- iso: ger
page: 736-739
place: Münster
publication: Beiträge zum Mathematikunterricht 2015. Vorträge auf der 49. Tagung für
Didaktik der Mathematik vom 09.02.2015 bis 13.02.2015 in Basel. Band 2
publisher: WTM
status: public
title: Sprachsensibler Umgang mit Textmustern im Mathematikunterricht am Beispiel
von Konstruktionsbeschreibungen
type: conference
user_id: '31132'
year: '2015'
...
---
_id: '33632'
author:
- first_name: Sara
full_name: Rezat, Sara
id: '58338'
last_name: Rezat
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: Rezat S, Rezat S. Mathematische Sachaufgaben verstehen und erklären. Praxis
Deutsch 233. Published online 2012:36-41.
apa: Rezat, S., & Rezat, S. (2012). Mathematische Sachaufgaben verstehen und
erklären. Praxis Deutsch 233, 36–41.
bibtex: '@article{Rezat_Rezat_2012, title={Mathematische Sachaufgaben verstehen
und erklären}, journal={Praxis Deutsch 233}, author={Rezat, Sara and Rezat, Sebastian},
year={2012}, pages={36–41} }'
chicago: Rezat, Sara, and Sebastian Rezat. “Mathematische Sachaufgaben verstehen
und erklären.” Praxis Deutsch 233, 2012, 36–41.
ieee: S. Rezat and S. Rezat, “Mathematische Sachaufgaben verstehen und erklären,”
Praxis Deutsch 233, pp. 36–41, 2012.
mla: Rezat, Sara, and Sebastian Rezat. “Mathematische Sachaufgaben verstehen und
erklären.” Praxis Deutsch 233, 2012, pp. 36–41.
short: S. Rezat, S. Rezat, Praxis Deutsch 233 (2012) 36–41.
date_created: 2022-10-09T23:20:02Z
date_updated: 2024-04-18T08:17:03Z
department:
- _id: '463'
- _id: '360'
language:
- iso: ger
page: 36-41
publication: Praxis Deutsch 233
status: public
title: Mathematische Sachaufgaben verstehen und erklären
type: journal_article
user_id: '31132'
year: '2012'
...