[{"publication_status":"published","issue":"253","year":"2025","page":"39-44","citation":{"ama":"Hoffmann M. Digitale Perspektiven auf das Heron-Verfahren. <i>mathematik lehren</i>. 2025;(253):39-44. doi:<a href=\"https://doi.org/10.5555/ml-253-2025_07\">https://doi.org/10.5555/ml-253-2025_07</a>","ieee":"M. Hoffmann, “Digitale Perspektiven auf das Heron-Verfahren,” <i>mathematik lehren</i>, no. 253, pp. 39–44, 2025, doi: <a href=\"https://doi.org/10.5555/ml-253-2025_07\">https://doi.org/10.5555/ml-253-2025_07</a>.","chicago":"Hoffmann, Max. “Digitale Perspektiven auf das Heron-Verfahren.” <i>mathematik lehren</i>, no. 253 (2025): 39–44. <a href=\"https://doi.org/10.5555/ml-253-2025_07\">https://doi.org/10.5555/ml-253-2025_07</a>.","apa":"Hoffmann, M. (2025). Digitale Perspektiven auf das Heron-Verfahren. <i>mathematik lehren</i>, <i>253</i>, 39–44. <a href=\"https://doi.org/10.5555/ml-253-2025_07\">https://doi.org/10.5555/ml-253-2025_07</a>","bibtex":"@article{Hoffmann_2025, title={Digitale Perspektiven auf das Heron-Verfahren}, DOI={<a href=\"https://doi.org/10.5555/ml-253-2025_07\">https://doi.org/10.5555/ml-253-2025_07</a>}, number={253}, journal={mathematik lehren}, author={Hoffmann, Max}, year={2025}, pages={39–44} }","short":"M. Hoffmann, mathematik lehren (2025) 39–44.","mla":"Hoffmann, Max. “Digitale Perspektiven auf das Heron-Verfahren.” <i>mathematik lehren</i>, no. 253, 2025, pp. 39–44, doi:<a href=\"https://doi.org/10.5555/ml-253-2025_07\">https://doi.org/10.5555/ml-253-2025_07</a>."},"date_updated":"2026-01-04T17:38:00Z","date_created":"2026-01-04T17:37:54Z","author":[{"first_name":"Max","id":"32202","full_name":"Hoffmann, Max","orcid":"0000-0002-6964-7123","last_name":"Hoffmann"}],"title":"Digitale Perspektiven auf das Heron-Verfahren","doi":"https://doi.org/10.5555/ml-253-2025_07","publication":"mathematik lehren","popular_science":"1","type":"journal_article","status":"public","_id":"63433","department":[{"_id":"97"},{"_id":"643"}],"user_id":"32202","article_type":"original","language":[{"iso":"ger"}]},{"publication_status":"published","quality_controlled":"1","issue":"2","year":"2025","citation":{"ama":"Hoffmann M. Symmetry as a Topic for the University Education of Pre-Service Teachers. <i>Recherches en Didactique des Mathématiques</i>. 2025;45(2):85-120. doi:<a href=\"https://doi.org/10.46298/rdm.14256\">10.46298/rdm.14256</a>","ieee":"M. Hoffmann, “Symmetry as a Topic for the University Education of Pre-Service Teachers,” <i>Recherches en Didactique des Mathématiques</i>, vol. 45, no. 2, pp. 85–120, 2025, doi: <a href=\"https://doi.org/10.46298/rdm.14256\">10.46298/rdm.14256</a>.","chicago":"Hoffmann, Max. “Symmetry as a Topic for the University Education of Pre-Service Teachers.” <i>Recherches En Didactique Des Mathématiques</i> 45, no. 2 (2025): 85–120. <a href=\"https://doi.org/10.46298/rdm.14256\">https://doi.org/10.46298/rdm.14256</a>.","short":"M. Hoffmann, Recherches En Didactique Des Mathématiques 45 (2025) 85–120.","bibtex":"@article{Hoffmann_2025, title={Symmetry as a Topic for the University Education of Pre-Service Teachers}, volume={45}, DOI={<a href=\"https://doi.org/10.46298/rdm.14256\">10.46298/rdm.14256</a>}, number={2}, journal={Recherches en Didactique des Mathématiques}, author={Hoffmann, Max}, year={2025}, pages={85–120} }","mla":"Hoffmann, Max. “Symmetry as a Topic for the University Education of Pre-Service Teachers.” <i>Recherches En Didactique Des Mathématiques</i>, vol. 45, no. 2, 2025, pp. 85–120, doi:<a href=\"https://doi.org/10.46298/rdm.14256\">10.46298/rdm.14256</a>.","apa":"Hoffmann, M. (2025). Symmetry as a Topic for the University Education of Pre-Service Teachers. <i>Recherches En Didactique Des Mathématiques</i>, <i>45</i>(2), 85–120. <a href=\"https://doi.org/10.46298/rdm.14256\">https://doi.org/10.46298/rdm.14256</a>"},"page":"85-120","intvolume":"        45","date_updated":"2026-03-30T13:52:29Z","oa":"1","author":[{"orcid":"0000-0002-6964-7123","last_name":"Hoffmann","full_name":"Hoffmann, Max","id":"32202","first_name":"Max"}],"date_created":"2024-09-14T08:08:22Z","volume":45,"title":"Symmetry as a Topic for the University Education of Pre-Service Teachers","main_file_link":[{"open_access":"1","url":"https://rdm.episciences.org/17761/pdf"}],"doi":"10.46298/rdm.14256","type":"journal_article","publication":"Recherches en Didactique des Mathématiques","abstract":[{"lang":"eng","text":"This article provides a comprehensive mathematical-didactic analysis of how the highly relevant topic symmetry can be prepared for the university education of PSTs. Methodologically, the analysis is embedded in a design research cycle and serves as preparation for the actual design of learning activities. The procedure of \"specifying and structuring\" learning objects is used and adapted in such a way that, in addition to mathematical aspects, profession-oriented references to school mathematics are also considered. An essential result of the analysis is the formulation of so-called interface aspects to symmetry, which prove to be helpful in establishing such references. "}],"status":"public","_id":"56131","user_id":"32202","department":[{"_id":"97"},{"_id":"643"}],"article_type":"original","language":[{"iso":"eng"}]},{"ddc":["510","370"],"language":[{"iso":"ger"}],"publication":"mathematik lehren","abstract":[{"text":"athematische Kompetenzen digital zu fördern und digitale Kompetenzen mathematisch zu fördern – dies ist eine Forderung der neuen Bildungsstandards mit Blick auf eine Bildung in der digitalen Welt. Gerade das Potenzial digitaler Medien für das fachliche Lernen wurde in vielen Studien bestätigt. Eine sinnvoll gestaltete Einbettung digitaler Medien bietet die Chance, allen fünf Prinzipien eines guten Unterrichts gerecht zu werden: Verstehensorientierung, Durchgängigkeit, kognitive Aktivierung, Lernendenorientierung & Adaptivität und Kommunikationsförderung. Die flächendeckende Nutzung digitaler Medien etabliert sich bislang nur zögerlich. Aber wie können wir Lehrkräfte stärken, digitale Medien sinnvoll einzusetzen? Wir möchten hier die Bandbreite der Möglichkeiten an Beispielen verdeutlichen, ihren Einsatz motivieren und Wege für einen guten Unterricht aufzeigen.","lang":"ger"}],"file":[{"date_created":"2024-02-25T20:55:29Z","creator":"maxh","date_updated":"2024-02-25T20:55:29Z","access_level":"closed","file_name":"Barzel_etal_2024_DigitalisierungalsChancefrallePrinzipiengut.pdf","file_id":"51842","file_size":1410541,"content_type":"application/pdf","relation":"main_file","success":1}],"date_created":"2024-02-25T20:58:51Z","title":"Digitalisierung als Chance für alle Prinzipien guten Unterrichts","year":"2024","_id":"51841","user_id":"37888","department":[{"_id":"643"}],"article_type":"original","file_date_updated":"2024-02-25T20:55:29Z","type":"journal_article","status":"public","date_updated":"2024-04-18T08:57:42Z","oa":"1","author":[{"first_name":"Bärbel","full_name":"Barzel, Bärbel","last_name":"Barzel"},{"first_name":"Gilbert","full_name":"Greefrath, Gilbert","last_name":"Greefrath"},{"full_name":"Nagel, Mareike","last_name":"Nagel","first_name":"Mareike"},{"first_name":"Max","last_name":"Hoffmann","orcid":"0000-0002-6964-7123","full_name":"Hoffmann, Max","id":"32202"}],"volume":242,"main_file_link":[{"open_access":"1","url":"https://www.friedrich-verlag.de/shop/mwdownloads/download/link/id/114555/"}],"publication_status":"published","has_accepted_license":"1","citation":{"bibtex":"@article{Barzel_Greefrath_Nagel_Hoffmann_2024, title={Digitalisierung als Chance für alle Prinzipien guten Unterrichts}, volume={242}, journal={mathematik lehren}, author={Barzel, Bärbel and Greefrath, Gilbert and Nagel, Mareike and Hoffmann, Max}, year={2024}, pages={42–47} }","mla":"Barzel, Bärbel, et al. “Digitalisierung als Chance für alle Prinzipien guten Unterrichts.” <i>mathematik lehren</i>, vol. 242, 2024, pp. 42–47.","short":"B. Barzel, G. Greefrath, M. Nagel, M. Hoffmann, mathematik lehren 242 (2024) 42–47.","apa":"Barzel, B., Greefrath, G., Nagel, M., &#38; Hoffmann, M. (2024). Digitalisierung als Chance für alle Prinzipien guten Unterrichts. <i>mathematik lehren</i>, <i>242</i>, 42–47.","ama":"Barzel B, Greefrath G, Nagel M, Hoffmann M. Digitalisierung als Chance für alle Prinzipien guten Unterrichts. <i>mathematik lehren</i>. 2024;242:42-47.","ieee":"B. Barzel, G. Greefrath, M. Nagel, and M. Hoffmann, “Digitalisierung als Chance für alle Prinzipien guten Unterrichts,” <i>mathematik lehren</i>, vol. 242, pp. 42–47, 2024.","chicago":"Barzel, Bärbel, Gilbert Greefrath, Mareike Nagel, and Max Hoffmann. “Digitalisierung als Chance für alle Prinzipien guten Unterrichts.” <i>mathematik lehren</i> 242 (2024): 42–47."},"page":"42 - 47","intvolume":"       242"},{"year":"2024","place":"Berlin, Heidelberg","citation":{"ama":"Hoffmann M, Hilgert J, Weich T. <i>Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik</i>. Springer Berlin Heidelberg; 2024. doi:<a href=\"https://doi.org/10.1007/978-3-662-67357-7\">10.1007/978-3-662-67357-7</a>","ieee":"M. Hoffmann, J. Hilgert, and T. Weich, <i>Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik</i>. Berlin, Heidelberg: Springer Berlin Heidelberg, 2024.","chicago":"Hoffmann, Max, Joachim Hilgert, and Tobias Weich. <i>Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik</i>. Berlin, Heidelberg: Springer Berlin Heidelberg, 2024. <a href=\"https://doi.org/10.1007/978-3-662-67357-7\">https://doi.org/10.1007/978-3-662-67357-7</a>.","apa":"Hoffmann, M., Hilgert, J., &#38; Weich, T. (2024). <i>Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik</i>. Springer Berlin Heidelberg. <a href=\"https://doi.org/10.1007/978-3-662-67357-7\">https://doi.org/10.1007/978-3-662-67357-7</a>","mla":"Hoffmann, Max, et al. <i>Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik</i>. Springer Berlin Heidelberg, 2024, doi:<a href=\"https://doi.org/10.1007/978-3-662-67357-7\">10.1007/978-3-662-67357-7</a>.","short":"M. Hoffmann, J. Hilgert, T. Weich, Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik, Springer Berlin Heidelberg, Berlin, Heidelberg, 2024.","bibtex":"@book{Hoffmann_Hilgert_Weich_2024, place={Berlin, Heidelberg}, title={Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-67357-7\">10.1007/978-3-662-67357-7</a>}, publisher={Springer Berlin Heidelberg}, author={Hoffmann, Max and Hilgert, Joachim and Weich, Tobias}, year={2024} }"},"publication_status":"published","publication_identifier":{"isbn":["9783662673560","9783662673577"]},"title":"Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik","doi":"10.1007/978-3-662-67357-7","date_updated":"2024-08-08T08:05:30Z","publisher":"Springer Berlin Heidelberg","date_created":"2024-07-12T08:36:42Z","author":[{"first_name":"Max","last_name":"Hoffmann","orcid":"0000-0002-6964-7123","full_name":"Hoffmann, Max","id":"32202"},{"first_name":"Joachim","full_name":"Hilgert, Joachim","id":"220","last_name":"Hilgert"},{"first_name":"Tobias","full_name":"Weich, Tobias","id":"49178","last_name":"Weich","orcid":"0000-0002-9648-6919"}],"status":"public","type":"book","language":[{"iso":"ger"}],"_id":"55193","user_id":"220","department":[{"_id":"97"},{"_id":"643"},{"_id":"548"}]},{"year":"2024","citation":{"ama":"Hoffmann M, Biehler R. Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures. <i>ZDM – Mathematics Education</i>. Published online 2024. doi:<a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>","ieee":"M. Hoffmann and R. Biehler, “Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures,” <i>ZDM – Mathematics Education</i>, 2024, doi: <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>.","chicago":"Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge When Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about Rotationally Symmetric Figures.” <i>ZDM – Mathematics Education</i>, 2024. <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">https://doi.org/10.1007/s11858-024-01633-4</a>.","mla":"Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge When Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about Rotationally Symmetric Figures.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2024, doi:<a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>.","short":"M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2024).","bibtex":"@article{Hoffmann_Biehler_2024, title={Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures}, DOI={<a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Hoffmann, Max and Biehler, Rolf}, year={2024} }","apa":"Hoffmann, M., &#38; Biehler, R. (2024). Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">https://doi.org/10.1007/s11858-024-01633-4</a>"},"publication_status":"published","quality_controlled":"1","publication_identifier":{"issn":["1863-9690","1863-9704"]},"title":"Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures","main_file_link":[{"open_access":"1","url":"https://link.springer.com/content/pdf/10.1007/s11858-024-01633-4.pdf"}],"doi":"10.1007/s11858-024-01633-4","oa":"1","date_updated":"2024-09-04T09:33:45Z","publisher":"Springer Science and Business Media LLC","date_created":"2024-09-04T09:32:26Z","author":[{"first_name":"Max","orcid":"0000-0002-6964-7123","last_name":"Hoffmann","id":"32202","full_name":"Hoffmann, Max"},{"id":"16274","full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf"}],"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Special tasks for pre-service teachers (PSTs) in university mathematics courses (“interface tasks”) are a common innovation in recent years to overcome the second discontinuity. By this, we mean tasks that are situated by typical everyday challenges of mathematics teaching and in which PSTs must use their mathematical knowledge and skills in a professionally relevant way. In this paper, we analyze answers that PSTs have created to an interface task on symmetry. The PSTs were asked to clarify a student’s question from a mathematical perspective and then give a suitable elementarized answer. We situate these two steps theoretically and reconstruct the mathematical reasoning in PSTs' answers. Through qualitative content analysis, we examined how PSTs justify figures' symmetries from a university mathematics perspective and when responding to the fictitious student. The scenario of a student questioning the existence of 100° rotationally symmetrical figures elicited rich and varied responses, proving suitable for an interface task. We compared PSTs' reasoning related to mathematical clarification with the reasoning related to elementarization. In many cases, this revealed a productive use of course content. An interesting result is that there is no uniform picture as to whether the arguments are more detailed in the mathematical clarification or in the elementarization.</jats:p>"}],"status":"public","type":"journal_article","publication":"ZDM – Mathematics Education","article_type":"original","language":[{"iso":"eng"}],"_id":"56016","user_id":"32202","department":[{"_id":"97"},{"_id":"643"}]},{"citation":{"ama":"Hoffmann M, Biehler R. Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures. <i>ZDM – Mathematics Education</i>. Published online 2024. doi:<a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>","chicago":"Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge When Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about Rotationally Symmetric Figures.” <i>ZDM – Mathematics Education</i>, 2024. <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">https://doi.org/10.1007/s11858-024-01633-4</a>.","ieee":"M. Hoffmann and R. Biehler, “Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures,” <i>ZDM – Mathematics Education</i>, 2024, doi: <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>.","apa":"Hoffmann, M., &#38; Biehler, R. (2024). Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">https://doi.org/10.1007/s11858-024-01633-4</a>","bibtex":"@article{Hoffmann_Biehler_2024, title={Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures}, DOI={<a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Hoffmann, Max and Biehler, Rolf}, year={2024} }","short":"M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2024).","mla":"Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge When Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about Rotationally Symmetric Figures.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2024, doi:<a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>."},"year":"2024","publication_status":"published","publication_identifier":{"issn":["1863-9690","1863-9704"]},"main_file_link":[{"url":"https://doi.org/10.1007/s11858-024-01633-4"}],"doi":"10.1007/s11858-024-01633-4","title":"Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures","date_created":"2024-09-23T07:36:35Z","author":[{"first_name":"Max","last_name":"Hoffmann","orcid":"0000-0002-6964-7123","id":"32202","full_name":"Hoffmann, Max"},{"last_name":"Biehler","id":"16274","full_name":"Biehler, Rolf","first_name":"Rolf"}],"date_updated":"2024-09-23T07:44:49Z","publisher":"Springer Science and Business Media LLC","status":"public","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Special tasks for pre-service teachers (PSTs) in university mathematics courses (“interface tasks”) are a common innovation in recent years to overcome the second discontinuity. By this, we mean tasks that are situated by typical everyday challenges of mathematics teaching and in which PSTs must use their mathematical knowledge and skills in a professionally relevant way. In this paper, we analyze answers that PSTs have created to an interface task on symmetry. The PSTs were asked to clarify a student’s question from a mathematical perspective and then give a suitable elementarized answer. We situate these two steps theoretically and reconstruct the mathematical reasoning in PSTs' answers. Through qualitative content analysis, we examined how PSTs justify figures' symmetries from a university mathematics perspective and when responding to the fictitious student. The scenario of a student questioning the existence of 100° rotationally symmetrical figures elicited rich and varied responses, proving suitable for an interface task. We compared PSTs' reasoning related to mathematical clarification with the reasoning related to elementarization. In many cases, this revealed a productive use of course content. An interesting result is that there is no uniform picture as to whether the arguments are more detailed in the mathematical clarification or in the elementarization.</jats:p>"}],"type":"journal_article","publication":"ZDM – Mathematics Education","language":[{"iso":"eng"}],"user_id":"37888","department":[{"_id":"363"}],"_id":"56197"},{"publication":"Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)","abstract":[{"text":"In our paper, we present a study in which we investigate which strategies pre-service teachers (PSTs) use to find and, if necessary, reject possible candidates for congruence theorems for quadrilaterals. This study was conducted before the PTSs attended a university geometry course. In this way, statements about learning prerequisites can be made. For the study, we analyzed group discussions of PSTs to identify typical approaches and evaluate them from a mathematical perspective. The results can be considered for the further development of courses for PSTs and generate hypotheses\r\nfor further research.","lang":"eng"}],"file":[{"content_type":"application/pdf","success":1,"relation":"main_file","date_updated":"2025-01-02T10:42:21Z","creator":"maxh","date_created":"2025-01-02T10:42:21Z","file_size":315111,"file_id":"57896","file_name":"2024_Hoffmann_Schlueter_CongruenceQuadrilaterals.pdf","access_level":"closed"}],"keyword":["Teachers’ and students’ practices at university level","Transition to","across and from university mathematics","Teaching and learning of specific topics in university mathematics","Congruence","Quadrilaterals"],"ddc":["370","510"],"language":[{"iso":"eng"}],"quality_controlled":"1","year":"2024","publisher":"Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM","date_created":"2025-01-02T10:45:53Z","title":"How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?","type":"conference","editor":[{"full_name":"González-Martín, Alejandro S.","last_name":"González-Martín","first_name":"Alejandro S."},{"full_name":"Gueudet, Ghislaine","last_name":"Gueudet","first_name":"Ghislaine"},{"full_name":"Florensa, Ignasi","last_name":"Florensa","first_name":"Ignasi"},{"first_name":"Nathan","full_name":"Lombard, Nathan","last_name":"Lombard"}],"status":"public","_id":"57895","department":[{"_id":"97"},{"_id":"643"}],"user_id":"32202","file_date_updated":"2025-01-02T10:42:21Z","has_accepted_license":"1","publication_status":"published","place":"Barcelona","citation":{"ieee":"M. Hoffmann and S. Schlüter, “How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?,” in <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>, 2024.","chicago":"Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?” In <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>, edited by Alejandro S. González-Martín, Ghislaine Gueudet, Ignasi Florensa, and Nathan Lombard. Barcelona: Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, 2024.","mla":"Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?” <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>, edited by Alejandro S. González-Martín et al., Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, 2024.","bibtex":"@inproceedings{Hoffmann_Schlüter_2024, place={Barcelona}, title={How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?}, booktitle={Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)}, publisher={Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM}, author={Hoffmann, Max and Schlüter, Sarah}, editor={González-Martín, Alejandro S. and Gueudet, Ghislaine and Florensa, Ignasi and Lombard, Nathan}, year={2024} }","short":"M. Hoffmann, S. Schlüter, in: A.S. González-Martín, G. Gueudet, I. Florensa, N. Lombard (Eds.), Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024), Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, Barcelona, 2024.","ama":"Hoffmann M, Schlüter S. How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals? In: González-Martín AS, Gueudet G, Florensa I, Lombard N, eds. <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>. Escola Univerist`aria Salesiana de Sarri`a – Univ. 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Florensa, M. Hoffmann, A. Romo Vázquez, M. Zandieh, R. Martínez-Planell, in: M. Trigueros, B. Barquero, R. Hochmuth, J. Peters (Eds.), Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022), Hannover, 2023.","mla":"Florensa, Ignasio, et al. “Innovations in University Teaching Based on Mathematic Education Research.” <i>Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)</i>, edited by Marı́a Trigueros et al., 2023.","apa":"Florensa, I., Hoffmann, M., Romo Vázquez, A., Zandieh, M., &#38; Martínez-Planell, R. (2023). Innovations in university teaching based on mathematic education research. In M. Trigueros, B. Barquero, R. Hochmuth, &#38; J. 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In: Trigueros M, Barquero B, Hochmuth R, Peters J, eds. <i>Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)</i>. ; 2023."},"place":"Hannover","language":[{"iso":"eng"}],"ddc":["370","510"],"publication":"Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)","file":[{"relation":"main_file","success":1,"content_type":"application/pdf","file_name":"2022_FlorensaEtAl_indrum_panelInnovations.pdf","file_id":"43098","access_level":"closed","file_size":642388,"date_created":"2023-03-25T10:07:54Z","creator":"maxh","date_updated":"2023-03-25T10:07:54Z"}],"date_created":"2023-03-25T10:09:06Z","title":"Innovations in university teaching based on mathematic education research","quality_controlled":"1","year":"2023"},{"abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>Intending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “<jats:italic>interface ePortfolio</jats:italic>” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of <jats:italic>profession orientation</jats:italic>. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers.</jats:p>","lang":"eng"}],"publication":"ZDM – Mathematics Education","language":[{"iso":"eng"}],"year":"2023","issue":"4","title":"Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course","date_created":"2024-09-23T07:51:34Z","publisher":"Springer Science and Business Media LLC","status":"public","type":"journal_article","department":[{"_id":"363"}],"user_id":"37888","_id":"56200","page":"737-751","intvolume":"        55","citation":{"ama":"Hoffmann M, Biehler R. Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. <i>ZDM – Mathematics Education</i>. 2023;55(4):737-751. doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>","ieee":"M. Hoffmann and R. Biehler, “Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course,” <i>ZDM – Mathematics Education</i>, vol. 55, no. 4, pp. 737–751, 2023, doi: <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>.","chicago":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” <i>ZDM – Mathematics Education</i> 55, no. 4 (2023): 737–51. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>.","apa":"Hoffmann, M., &#38; Biehler, R. (2023). Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. <i>ZDM – Mathematics Education</i>, <i>55</i>(4), 737–751. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>","short":"M. Hoffmann, R. 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Analyse, Zielsetzungen und Konzepte unter heterogenen Voraussetzungen </i>, 2022, pp. 351–368.","ama":"Hoffmann M, Biehler R. Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik - Aufgabenbeispiele und Ergebnisse einer Evaluationsstudie. In: Halverscheid S, Kersten I, Schmidt-Thieme B, eds. <i> Bedarfsgerechte fachmathematische Lehramtsausbildung. Analyse, Zielsetzungen und Konzepte unter heterogenen Voraussetzungen </i>. Springer Spektrum; 2022:351-368."},"page":"351-368","year":"2022","place":"Wiesbaden","author":[{"first_name":"Max","last_name":"Hoffmann","orcid":"0000-0002-6964-7123","id":"32202","full_name":"Hoffmann, Max"},{"first_name":"Rolf","full_name":"Biehler, Rolf","id":"16274","last_name":"Biehler"}],"date_created":"2022-05-22T14:16:52Z","date_updated":"2023-01-11T15:28:21Z","publisher":"Springer Spektrum","title":"Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik - Aufgabenbeispiele und Ergebnisse einer Evaluationsstudie."},{"year":"2022","quality_controlled":"1","title":"Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium","date_created":"2022-05-22T14:03:58Z","publisher":"Springer","publication":" Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik","language":[{"iso":"ger"}],"citation":{"short":"R. Biehler, M. Hoffmann, in: V. Isaev, A. Eichler, F. Loose (Eds.),  Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik, Springer, Berlin, Heidelberg, 2022, pp. 49–72.","bibtex":"@inproceedings{Biehler_Hoffmann_2022, place={Berlin, Heidelberg}, title={Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">10.1007/978-3-662-63948-1_4</a>}, booktitle={ Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik}, publisher={Springer}, author={Biehler, Rolf and Hoffmann, Max}, editor={Isaev, Viktor and Eichler, Andreas and Loose, Frank}, year={2022}, pages={49–72} }","mla":"Biehler, Rolf, and Max Hoffmann. “Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium.” <i> Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik</i>, edited by Viktor Isaev et al., Springer, 2022, pp. 49–72, doi:<a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">10.1007/978-3-662-63948-1_4</a>.","apa":"Biehler, R., &#38; Hoffmann, M. (2022). Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium. In V. Isaev, A. Eichler, &#38; F. Loose (Eds.), <i> Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik</i> (pp. 49–72). Springer. <a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">https://doi.org/10.1007/978-3-662-63948-1_4</a>","ama":"Biehler R, Hoffmann M. Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium. In: Isaev V, Eichler A, Loose F, eds. <i> Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik</i>. Springer; 2022:49–72. doi:<a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">10.1007/978-3-662-63948-1_4</a>","chicago":"Biehler, Rolf, and Max Hoffmann. “Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium.” In <i> Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik</i>, edited by Viktor Isaev, Andreas Eichler, and Frank Loose, 49–72. Berlin, Heidelberg: Springer, 2022. <a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">https://doi.org/10.1007/978-3-662-63948-1_4</a>.","ieee":"R. Biehler and M. Hoffmann, “Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium,” in <i> Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik</i>, 2022, pp. 49–72, doi: <a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">10.1007/978-3-662-63948-1_4</a>."},"page":" 49–72","place":"Berlin, Heidelberg","publication_status":"published","publication_identifier":{"isbn":["9783662639474","9783662639481"],"issn":["2197-8751","2197-876X"]},"main_file_link":[{"url":"https://link.springer.com/chapter/10.1007/978-3-662-63948-1_4"}],"doi":"10.1007/978-3-662-63948-1_4","author":[{"first_name":"Rolf","full_name":"Biehler, Rolf","id":"16274","last_name":"Biehler"},{"first_name":"Max","id":"32202","full_name":"Hoffmann, Max","orcid":"0000-0002-6964-7123","last_name":"Hoffmann"}],"date_updated":"2023-01-11T15:29:09Z","status":"public","editor":[{"last_name":"Isaev","full_name":"Isaev, Viktor","first_name":"Viktor"},{"full_name":"Eichler, Andreas","last_name":"Eichler","first_name":"Andreas"},{"last_name":"Loose","full_name":"Loose, Frank","first_name":"Frank"}],"type":"conference","user_id":"32202","department":[{"_id":"97"}],"_id":"31365"},{"language":[{"iso":"eng"}],"user_id":"49063","department":[{"_id":"97"}],"_id":"31363","status":"public","abstract":[{"text":"Vorgestellt wird ein Entwicklungsforschungsprojekt zur Konzeption und Durchführung einer Veranstaltung \"Geometrie für Lehramtsstudierende\". Die Schwerpunkte des Projekts sind zum einen die inhaltliche Gestaltung der Veranstaltung und zum anderen die Umsetzung von Professionsorientierung. Bezogen auf den inhaltlichen Aufbau wird das auf metrischen Räumen aufbauende Axiomensystem der \"Saccheri-Ebene\" vorgestellt und mit alternativen axiomatischen Zugängen zur ebenen Geometrie verglichen. Die Frage nach der Umsetzung von Professionsorientierung in Fachveranstaltungen ist eng mit der Problematik der zweiten Diskontinuität verbunden. In der Arbeit wird dieses Problem auf Grundlage der Synthese von theoretischen Hintergründen zur Bedeutung von mathematischem Wissen und Können für professionelle Handlungskompetenz von Mathematiklehrkräften diskutiert und darauf aufbauend werden theoriebasierte Entwurfsprinzipien für professionsorientierte Fachveranstaltungen entworfen. Zentrale Elemente der methodischen Gestaltung sind die sogenannten \"Schnittstellenwochen\" zu den Themen Kongruenz und Symmetrie sowie das begleitende Schnittstellen-ePortfolio. Das zentrale Ergebnis der Arbeit ist ein theoretisch fundiertes und empirisch evaluiertes ganzheitliches Veranstaltungskonzept für eine professionsorientierte Geometrie-Veranstaltung für Lehramtsstudierende, dessen Konzeption auf andere Fachveranstaltungen übertragbar ist. Darüber hinaus ergeben sich im Rahmen der durchgeführten Entwicklungsforschung verschiedene neue Beiträge zur Geometriedidaktik in Schule- und Hochschule.","lang":"eng"},{"text":"This thesis presents a design research project on the conception and implementation of a course \"Geometry for Student Teachers\". The focal points of the project are, on the one hand, the content structure of the course and, on the other hand, the implementation of professional orientation. With regard to the content structure, the axiom system of the \"Saccheri plane\", which is based on metric spaces, is presented and compared with alternative axiomatic approaches to plane geometry. The question of implementing professional orientation in mathematics courses is closely connected to the problem of the second discontinuity. In the paper, this problem is discussed on the basis of the synthesis of theoretical backgrounds on the importance of mathematical knowledge and skills for professional competence of mathematics teachers. Building on this, theory-based design principles for profession-oriented subject courses are developed. Central elements of the methodological design are the so-called \"interface weeks\" on the topics of congruence and symmetry and an accompanying interface ePortfolio. The central result of the thesis is a theoretically founded and empirically evaluated holistic course concept for a profession-oriented geometry course for student teachers, the conception of which is transferable to other subject events. In addition, various new contributions to the didactics of geometry in schools and universities result from the desing research.","lang":"eng"}],"type":"dissertation","main_file_link":[{"url":"https://digital.ub.uni-paderborn.de/hs/content/titleinfo/6503170","open_access":"1"}],"doi":"10.17619/UNIPB/1-1313","title":"Von der Axiomatik bis zur Schnittstellenaufgabe: Entwicklung und Erforschung eines ganzheitlichen Lehrkonzepts für eine Veranstaltung Geometrie für Lehramtsstudierende","date_created":"2022-05-22T10:56:47Z","author":[{"full_name":"Hoffmann, Max","id":"32202","last_name":"Hoffmann","orcid":"0000-0002-6964-7123","first_name":"Max"}],"supervisor":[{"full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf"},{"first_name":"Joachim","last_name":"Hilgert","id":"220","full_name":"Hilgert, Joachim"}],"date_updated":"2024-02-19T06:28:58Z","oa":"1","citation":{"apa":"Hoffmann, M. (2022). <i>Von der Axiomatik bis zur Schnittstellenaufgabe: Entwicklung und Erforschung eines ganzheitlichen Lehrkonzepts für eine Veranstaltung Geometrie für Lehramtsstudierende</i>. <a href=\"https://doi.org/10.17619/UNIPB/1-1313\">https://doi.org/10.17619/UNIPB/1-1313</a>","mla":"Hoffmann, Max. <i>Von Der Axiomatik Bis Zur Schnittstellenaufgabe: Entwicklung Und Erforschung Eines Ganzheitlichen Lehrkonzepts Für Eine Veranstaltung Geometrie Für Lehramtsstudierende</i>. 2022, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1313\">10.17619/UNIPB/1-1313</a>.","short":"M. Hoffmann, Von Der Axiomatik Bis Zur Schnittstellenaufgabe: Entwicklung Und Erforschung Eines Ganzheitlichen Lehrkonzepts Für Eine Veranstaltung Geometrie Für Lehramtsstudierende, 2022.","bibtex":"@book{Hoffmann_2022, title={Von der Axiomatik bis zur Schnittstellenaufgabe: Entwicklung und Erforschung eines ganzheitlichen Lehrkonzepts für eine Veranstaltung Geometrie für Lehramtsstudierende}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-1313\">10.17619/UNIPB/1-1313</a>}, author={Hoffmann, Max}, year={2022} }","ama":"Hoffmann M. <i>Von Der Axiomatik Bis Zur Schnittstellenaufgabe: Entwicklung Und Erforschung Eines Ganzheitlichen Lehrkonzepts Für Eine Veranstaltung Geometrie Für Lehramtsstudierende</i>.; 2022. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1313\">10.17619/UNIPB/1-1313</a>","ieee":"M. Hoffmann, <i>Von der Axiomatik bis zur Schnittstellenaufgabe: Entwicklung und Erforschung eines ganzheitlichen Lehrkonzepts für eine Veranstaltung Geometrie für Lehramtsstudierende</i>. 2022.","chicago":"Hoffmann, Max. <i>Von Der Axiomatik Bis Zur Schnittstellenaufgabe: Entwicklung Und Erforschung Eines Ganzheitlichen Lehrkonzepts Für Eine Veranstaltung Geometrie Für Lehramtsstudierende</i>, 2022. <a href=\"https://doi.org/10.17619/UNIPB/1-1313\">https://doi.org/10.17619/UNIPB/1-1313</a>."},"page":"410","year":"2022"},{"department":[{"_id":"363"}],"user_id":"37888","_id":"56201","language":[{"iso":"ger"}],"publication":"Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik","type":"book_chapter","status":"public","author":[{"full_name":"Biehler, Rolf","id":"16274","last_name":"Biehler","first_name":"Rolf"},{"full_name":"Hoffmann, Max","id":"32202","orcid":"0000-0002-6964-7123","last_name":"Hoffmann","first_name":"Max"}],"date_created":"2024-09-23T08:51:39Z","date_updated":"2024-09-25T08:26:46Z","publisher":"Springer Berlin Heidelberg","doi":"10.1007/978-3-662-63948-1_4","main_file_link":[{"url":"https://link.springer.com/chapter/10.1007/978-3-662-63948-1_4"}],"title":"Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium","publication_identifier":{"issn":["2197-8751","2197-876X"],"isbn":["9783662639474","9783662639481"]},"publication_status":"published","citation":{"apa":"Biehler, R., &#38; Hoffmann, M. (2022). Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium. In <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Springer Berlin Heidelberg. <a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">https://doi.org/10.1007/978-3-662-63948-1_4</a>","bibtex":"@inbook{Biehler_Hoffmann_2022, place={Berlin, Heidelberg}, title={Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">10.1007/978-3-662-63948-1_4</a>}, booktitle={Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}, publisher={Springer Berlin Heidelberg}, author={Biehler, Rolf and Hoffmann, Max}, year={2022} }","mla":"Biehler, Rolf, and Max Hoffmann. “Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium.” <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>, Springer Berlin Heidelberg, 2022, doi:<a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">10.1007/978-3-662-63948-1_4</a>.","short":"R. Biehler, M. Hoffmann, in: Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik, Springer Berlin Heidelberg, Berlin, Heidelberg, 2022.","ama":"Biehler R, Hoffmann M. Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium. In: <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Springer Berlin Heidelberg; 2022. doi:<a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">10.1007/978-3-662-63948-1_4</a>","ieee":"R. Biehler and M. Hoffmann, “Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium,” in <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>, Berlin, Heidelberg: Springer Berlin Heidelberg, 2022.","chicago":"Biehler, Rolf, and Max Hoffmann. “Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium.” In <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Berlin, Heidelberg: Springer Berlin Heidelberg, 2022. <a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">https://doi.org/10.1007/978-3-662-63948-1_4</a>."},"year":"2022","place":"Berlin, Heidelberg"},{"title":"Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie","main_file_link":[{"url":"https://link.springer.com/chapter/10.1007/978-3-658-34067-4_20"}],"doi":"10.1007/978-3-658-34067-4_20","publisher":"Springer Fachmedien Wiesbaden","date_updated":"2024-09-25T08:27:00Z","author":[{"id":"32202","full_name":"Hoffmann, Max","orcid":"0000-0002-6964-7123","last_name":"Hoffmann","first_name":"Max"},{"first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274"}],"date_created":"2024-09-23T08:54:03Z","year":"2022","place":"Wiesbaden","citation":{"apa":"Hoffmann, M., &#38; Biehler, R. (2022). Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie. In <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Springer Fachmedien Wiesbaden. <a href=\"https://doi.org/10.1007/978-3-658-34067-4_20\">https://doi.org/10.1007/978-3-658-34067-4_20</a>","short":"M. Hoffmann, R. Biehler, in: Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik, Springer Fachmedien Wiesbaden, Wiesbaden, 2022.","mla":"Hoffmann, Max, and Rolf Biehler. “Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie.” <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>, Springer Fachmedien Wiesbaden, 2022, doi:<a href=\"https://doi.org/10.1007/978-3-658-34067-4_20\">10.1007/978-3-658-34067-4_20</a>.","bibtex":"@inbook{Hoffmann_Biehler_2022, place={Wiesbaden}, title={Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-34067-4_20\">10.1007/978-3-658-34067-4_20</a>}, booktitle={Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}, publisher={Springer Fachmedien Wiesbaden}, author={Hoffmann, Max and Biehler, Rolf}, year={2022} }","ama":"Hoffmann M, Biehler R. Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie. In: <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Springer Fachmedien Wiesbaden; 2022. doi:<a href=\"https://doi.org/10.1007/978-3-658-34067-4_20\">10.1007/978-3-658-34067-4_20</a>","chicago":"Hoffmann, Max, and Rolf Biehler. “Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie.” In <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. <a href=\"https://doi.org/10.1007/978-3-658-34067-4_20\">https://doi.org/10.1007/978-3-658-34067-4_20</a>.","ieee":"M. Hoffmann and R. Biehler, “Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie,” in <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>, Wiesbaden: Springer Fachmedien Wiesbaden, 2022."},"publication_status":"published","publication_identifier":{"issn":["2197-8751","2197-876X"],"isbn":["9783658340667","9783658340674"]},"language":[{"iso":"ger"}],"_id":"56203","user_id":"37888","department":[{"_id":"363"}],"status":"public","type":"book_chapter","publication":"Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik"},{"publication_status":"published","citation":{"chicago":"Hoffmann, Max. “Rezension: Hendrik Kasten und Denis Vogel: Grundlagen der ebenen Geometrie – Eine zugängliche aber exakte Einführung in die ebene Geometrie.” <i>Mathematische Semesterberichte</i>, 2021. <a href=\"https://doi.org/10.1007/s00591-021-00299-3\">https://doi.org/10.1007/s00591-021-00299-3</a>.","ieee":"M. Hoffmann, “Rezension: Hendrik Kasten und Denis Vogel: Grundlagen der ebenen Geometrie – Eine zugängliche aber exakte Einführung in die ebene Geometrie,” <i>Mathematische Semesterberichte</i>, vol. 68. pp. 295–297, 2021, doi: <a href=\"https://doi.org/10.1007/s00591-021-00299-3\">10.1007/s00591-021-00299-3</a>.","ama":"Hoffmann M. Rezension: Hendrik Kasten und Denis Vogel: Grundlagen der ebenen Geometrie – Eine zugängliche aber exakte Einführung in die ebene Geometrie. <i>Mathematische Semesterberichte</i>. 2021;68:295–297. doi:<a href=\"https://doi.org/10.1007/s00591-021-00299-3\">10.1007/s00591-021-00299-3</a>","mla":"Hoffmann, Max. “Rezension: Hendrik Kasten und Denis Vogel: Grundlagen der ebenen Geometrie – Eine zugängliche aber exakte Einführung in die ebene Geometrie.” <i>Mathematische Semesterberichte</i>, vol. 68, 2021, pp. 295–297, doi:<a href=\"https://doi.org/10.1007/s00591-021-00299-3\">10.1007/s00591-021-00299-3</a>.","bibtex":"@article{Hoffmann_2021, title={Rezension: Hendrik Kasten und Denis Vogel: Grundlagen der ebenen Geometrie – Eine zugängliche aber exakte Einführung in die ebene Geometrie}, volume={68}, DOI={<a href=\"https://doi.org/10.1007/s00591-021-00299-3\">10.1007/s00591-021-00299-3</a>}, journal={Mathematische Semesterberichte}, author={Hoffmann, Max}, year={2021}, pages={295–297} }","short":"M. Hoffmann, Mathematische Semesterberichte 68 (2021) 295–297.","apa":"Hoffmann, M. (2021). Rezension: Hendrik Kasten und Denis Vogel: Grundlagen der ebenen Geometrie – Eine zugängliche aber exakte Einführung in die ebene Geometrie. In <i>Mathematische Semesterberichte</i> (Vol. 68, pp. 295–297). <a href=\"https://doi.org/10.1007/s00591-021-00299-3\">https://doi.org/10.1007/s00591-021-00299-3</a>"},"intvolume":"        68","page":"295–297","year":"2021","author":[{"last_name":"Hoffmann","full_name":"Hoffmann, Max","id":"32202","first_name":"Max"}],"date_created":"2022-05-22T15:20:46Z","volume":68,"oa":"1","date_updated":"2022-05-22T15:58:33Z","main_file_link":[{"open_access":"1","url":"https://link.springer.com/article/10.1007/s00591-021-00299-3"}],"doi":"10.1007/s00591-021-00299-3","title":"Rezension: Hendrik Kasten und Denis Vogel: Grundlagen der ebenen Geometrie – Eine zugängliche aber exakte Einführung in die ebene Geometrie","type":"review","publication":"Mathematische Semesterberichte","status":"public","user_id":"32202","department":[{"_id":"97"}],"_id":"31385","language":[{"iso":"ger"}]},{"place":"Berlin, Heidelberg","year":"2021","page":"179–204","citation":{"ama":"Hoffmann M. 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(2021). Einsatz von Schnittstellenaufgaben in Mathematikveranstaltungen – Praxisbeispiele aus der Universität Paderborn. In R. Biehler, A. Eichler, R. Hochmuth, S. Rach, &#38; N. Schaper (Eds.), <i> Lehrinnovationen in der Hochschulmathematik.  praxisrelevant – didaktisch fundiert – forschungsbasiert</i> (pp. 179–204). 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(2020). Rezension: Andrew Granville und Jenniver Granville: Prime Supects: The Anatomy of Integers and Permutations. In <i>Mathematische Semesterberichte</i> (Vol. 67, pp. 119–121). <a href=\"https://doi.org/10.1007/s00591-019-00269-w\">https://doi.org/10.1007/s00591-019-00269-w</a>","mla":"Hoffmann, Max. “Rezension: Andrew Granville und Jenniver Granville: Prime Supects: The Anatomy of Integers and Permutations.” <i>Mathematische Semesterberichte</i>, vol. 67, 2020, pp. 119–121, doi:<a href=\"https://doi.org/10.1007/s00591-019-00269-w\">10.1007/s00591-019-00269-w</a>.","bibtex":"@article{Hoffmann_2020, title={Rezension: Andrew Granville und Jenniver Granville: Prime Supects: The Anatomy of Integers and Permutations}, volume={67}, DOI={<a href=\"https://doi.org/10.1007/s00591-019-00269-w\">10.1007/s00591-019-00269-w</a>}, journal={Mathematische Semesterberichte}, author={Hoffmann, Max}, year={2020}, pages={119–121} }","short":"M. 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