@inproceedings{53439,
  author       = {{Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik  vom 29.08.2022 bis 02.09.2022 in Frankfurt am Main}},
  pages        = {{1125–1128}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Mathematik – Lesen – Lernen: Ein Vorlesungskonzept zur Förderung mathematischer Lesekompetenz}}},
  doi          = {{10.17877/DE290R-23392}},
  year         = {{2023}},
}

@inproceedings{53475,
  author       = {{Malik, Sara Naseem and Rezat, Sebastian}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik  vom 29.08.2022 bis 02.09.2022 in Frankfurt am Main}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Herausforderungen anwendungsbezogener Aufgaben - eine curriculare Perspektive auf den Forschungsstand}}},
  doi          = {{10.17877/DE290R-23380}},
  year         = {{2023}},
}

@inproceedings{53480,
  author       = {{Malik, Sara Naseem and Rezat, Sebastian}},
  booktitle    = {{Proceedings on the Twelfth Congress on the European Society for research in Mathematics Education (CERME 12)}},
  publisher    = {{ERME / Free University of Bozen-Bolzano}},
  title        = {{{Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review}}},
  year         = {{2022}},
}

@article{44689,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Even in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed.</jats:p>}},
  author       = {{Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}},
  issn         = {{1571-0068}},
  journal      = {{International Journal of Science and Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{S1}},
  pages        = {{215--236}},
  publisher    = {{Springer}},
  title        = {{{Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation}}},
  doi          = {{10.1007/s10763-022-10309-y}},
  volume       = {{20}},
  year         = {{2022}},
}

@inproceedings{53477,
  author       = {{Malik, Sara Naseem}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2020. 54. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 09. bis 13. März 2020 in Würzburg}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Die curriculare Entwicklung der Anforderungen von anwendungsbezogenen Aufgaben}}},
  doi          = {{10.17877/DE290R-21455}},
  year         = {{2020}},
}