[{"type":"book_chapter","publication":"Teacher professional vision: Theoretical and Methodological Advances","editor":[{"first_name":"R.","last_name":"Stahnke","full_name":"Stahnke, R."},{"last_name":"Gegenfurtner","full_name":"Gegenfurtner, A.","first_name":"A."}],"status":"public","_id":"45692","user_id":"72183","department":[{"_id":"97"},{"_id":"611"}],"language":[{"iso":"ger"}],"publication_status":"published","year":"2024","citation":{"ama":"Bruns J. Intervention Research on Teachers’ Professional Vision: Challenges of Current Research. In: Stahnke R, Gegenfurtner A, eds. <i>Teacher professional vision: Theoretical and Methodological Advances</i>. Routledge; 2024:156-171.","chicago":"Bruns, Julia. “Intervention Research on Teachers’ Professional Vision: Challenges of Current Research.” In <i>Teacher professional vision: Theoretical and Methodological Advances</i>, edited by R. Stahnke and A. Gegenfurtner, 156–71. Routledge, 2024.","ieee":"J. Bruns, “Intervention Research on Teachers’ Professional Vision: Challenges of Current Research,” in <i>Teacher professional vision: Theoretical and Methodological Advances</i>, R. Stahnke and A. Gegenfurtner, Eds. Routledge, 2024, pp. 156–171.","apa":"Bruns, J. (2024). Intervention Research on Teachers’ Professional Vision: Challenges of Current Research. In R. Stahnke &#38; A. Gegenfurtner (Eds.), <i>Teacher professional vision: Theoretical and Methodological Advances</i> (pp. 156–171). Routledge.","short":"J. Bruns, in: R. Stahnke, A. Gegenfurtner (Eds.), Teacher professional vision: Theoretical and Methodological Advances, Routledge, 2024, pp. 156–171.","bibtex":"@inbook{Bruns_2024, title={Intervention Research on Teachers’ Professional Vision: Challenges of Current Research}, booktitle={Teacher professional vision: Theoretical and Methodological Advances}, publisher={Routledge}, author={Bruns, Julia}, editor={Stahnke, R. and Gegenfurtner, A.}, year={2024}, pages={156–171} }","mla":"Bruns, Julia. “Intervention Research on Teachers’ Professional Vision: Challenges of Current Research.” <i>Teacher professional vision: Theoretical and Methodological Advances</i>, edited by R. Stahnke and A. Gegenfurtner, Routledge, 2024, pp. 156–71."},"page":"156-171","date_updated":"2025-06-02T14:13:12Z","publisher":"Routledge","date_created":"2023-06-20T18:56:33Z","author":[{"first_name":"Julia","id":"72183","full_name":"Bruns, Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864"}],"title":"Intervention Research on Teachers’ Professional Vision: Challenges of Current Research"},{"year":"2023","citation":{"chicago":"Bruns, Julia, Maike Hagena, and Hedwig Gasteiger. “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?” <i>Teaching and Teacher Education</i> 132 (2023). <a href=\"https://doi.org/10.1016/j.tate.2023.104270\">https://doi.org/10.1016/j.tate.2023.104270</a>.","ieee":"J. Bruns, M. Hagena, and H. Gasteiger, “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?,” <i>Teaching and Teacher Education</i>, vol. 132, Art. no. 104270, 2023, doi: <a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>.","ama":"Bruns J, Hagena M, Gasteiger H. Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? <i>Teaching and Teacher Education</i>. 2023;132. doi:<a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>","mla":"Bruns, Julia, et al. “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?” <i>Teaching and Teacher Education</i>, vol. 132, 104270, Elsevier BV, 2023, doi:<a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>.","short":"J. Bruns, M. Hagena, H. Gasteiger, Teaching and Teacher Education 132 (2023).","bibtex":"@article{Bruns_Hagena_Gasteiger_2023, title={Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?}, volume={132}, DOI={<a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>}, number={104270}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Bruns, Julia and Hagena, Maike and Gasteiger, Hedwig}, year={2023} }","apa":"Bruns, J., Hagena, M., &#38; Gasteiger, H. (2023). Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? <i>Teaching and Teacher Education</i>, <i>132</i>, Article 104270. <a href=\"https://doi.org/10.1016/j.tate.2023.104270\">https://doi.org/10.1016/j.tate.2023.104270</a>"},"intvolume":"       132","publication_status":"published","publication_identifier":{"issn":["0742-051X"]},"title":"Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?","doi":"10.1016/j.tate.2023.104270","publisher":"Elsevier BV","date_updated":"2025-06-02T12:59:11Z","date_created":"2023-07-26T08:55:26Z","author":[{"full_name":"Bruns, Julia","id":"72183","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia"},{"first_name":"Maike","last_name":"Hagena","full_name":"Hagena, Maike"},{"first_name":"Hedwig","full_name":"Gasteiger, Hedwig","last_name":"Gasteiger"}],"volume":132,"status":"public","type":"journal_article","publication":"Teaching and Teacher Education","article_number":"104270","keyword":["Education"],"language":[{"iso":"eng"}],"_id":"46155","user_id":"72183","department":[{"_id":"611"}]},{"user_id":"49063","department":[{"_id":"97"},{"_id":"611"}],"_id":"45679","language":[{"iso":"ger"}],"type":"conference","publication":"Beiträge zum Mathematikunterricht 2022","status":"public","date_created":"2023-06-20T18:27:40Z","author":[{"first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","id":"72183","full_name":"Bruns, Julia"},{"first_name":"D.","last_name":"Reuter","full_name":"Reuter, D."}],"publisher":"WTM-Verlag","date_updated":"2023-06-20T18:27:55Z","title":"„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?","publication_status":"published","citation":{"ama":"Bruns J, Reuter D. „Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen? In: <i>Beiträge zum Mathematikunterricht 2022</i>. WTM-Verlag; 2022.","ieee":"J. Bruns and D. Reuter, “„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?,” 2022.","chicago":"Bruns, Julia, and D. Reuter. “„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?” In <i>Beiträge zum Mathematikunterricht 2022</i>. WTM-Verlag, 2022.","mla":"Bruns, Julia, and D. Reuter. “„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?” <i>Beiträge zum Mathematikunterricht 2022</i>, WTM-Verlag, 2022.","short":"J. Bruns, D. Reuter, in: Beiträge zum Mathematikunterricht 2022, WTM-Verlag, 2022.","bibtex":"@inproceedings{Bruns_Reuter_2022, title={„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?}, booktitle={Beiträge zum Mathematikunterricht 2022}, publisher={WTM-Verlag}, author={Bruns, Julia and Reuter, D.}, year={2022} }","apa":"Bruns, J., &#38; Reuter, D. (2022). „Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen? <i>Beiträge zum Mathematikunterricht 2022</i>."},"year":"2022"},{"citation":{"ama":"Bruns J, Hagena M, Gasteiger H. Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education. In: Hodgen J, Geraniou E, Bolondi G, Ferretti F, eds. <i>Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>. ; 2022.","chicago":"Bruns, Julia, M. Hagena, and H. Gasteiger. “Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education.” In <i>Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, edited by J. Hodgen, E. Geraniou, G. Bolondi, and F. Ferretti, 2022.","ieee":"J. Bruns, M. Hagena, and H. Gasteiger, “Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education,” in <i>Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, Free University of Bozen-Bolzano and ERME, 2022.","apa":"Bruns, J., Hagena, M., &#38; Gasteiger, H. (2022). Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education. In J. Hodgen, E. Geraniou, G. Bolondi, &#38; F. Ferretti (Eds.), <i>Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>.","mla":"Bruns, Julia, et al. “Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education.” <i>Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, edited by J. Hodgen et al., 2022.","short":"J. Bruns, M. Hagena, H. Gasteiger, in: J. Hodgen, E. Geraniou, G. Bolondi, F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 2022.","bibtex":"@inproceedings{Bruns_Hagena_Gasteiger_2022, title={Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education}, booktitle={Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}, author={Bruns, Julia and Hagena, M. and Gasteiger, H.}, editor={Hodgen, J. and Geraniou, E. and Bolondi, G. and Ferretti, F.}, year={2022} }"},"year":"2022","publication_status":"published","conference":{"name":"Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)","location":"Free University of Bozen-Bolzano and ERME"},"title":"Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education","date_created":"2023-06-20T18:26:19Z","author":[{"first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","full_name":"Bruns, Julia","id":"72183"},{"last_name":"Hagena","full_name":"Hagena, M.","first_name":"M."},{"first_name":"H.","last_name":"Gasteiger","full_name":"Gasteiger, H."}],"date_updated":"2023-06-20T19:06:39Z","status":"public","editor":[{"first_name":"J.","full_name":"Hodgen, J.","last_name":"Hodgen"},{"first_name":"E.","last_name":"Geraniou","full_name":"Geraniou, E."},{"full_name":"Bolondi, G.","last_name":"Bolondi","first_name":"G."},{"full_name":"Ferretti, F.","last_name":"Ferretti","first_name":"F."}],"type":"conference","publication":"Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)","language":[{"iso":"eng"}],"user_id":"49063","department":[{"_id":"97"},{"_id":"611"}],"_id":"45678"},{"doi":"10.1007/s12662-022-00807-0","title":"Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht","volume":52,"author":[{"last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183","first_name":"Julia"},{"last_name":"Langer","full_name":"Langer, W.","first_name":"W."},{"last_name":"Erhorn","full_name":"Erhorn, J.","first_name":"J."}],"date_created":"2023-06-20T18:22:54Z","date_updated":"2023-06-20T19:06:58Z","intvolume":"        52","page":"386–397","citation":{"ieee":"J. Bruns, W. Langer, and J. Erhorn, “Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht,” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, pp. 386–397, 2022, doi: <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>.","chicago":"Bruns, Julia, W. Langer, and J. Erhorn. “Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht.” <i>German Journal of Exercise and Sport Research</i> 52, no. 3 (2022): 386–397. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>.","apa":"Bruns, J., Langer, W., &#38; Erhorn, J. (2022). Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht. <i>German Journal of Exercise and Sport Research</i>, <i>52</i>(3), 386–397. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>","ama":"Bruns J, Langer W, Erhorn J. Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht. <i>German Journal of Exercise and Sport Research</i>. 2022;52(3):386–397. doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>","short":"J. Bruns, W. Langer, J. Erhorn, German Journal of Exercise and Sport Research 52 (2022) 386–397.","mla":"Bruns, Julia, et al. “Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht.” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, 2022, pp. 386–397, doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>.","bibtex":"@article{Bruns_Langer_Erhorn_2022, title={Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht}, volume={52}, DOI={<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>}, number={3}, journal={German Journal of Exercise and Sport Research}, author={Bruns, Julia and Langer, W. and Erhorn, J.}, year={2022}, pages={386–397} }"},"year":"2022","issue":"3","publication_status":"published","language":[{"iso":"ger"}],"department":[{"_id":"97"},{"_id":"611"}],"user_id":"49063","_id":"45677","status":"public","publication":"German Journal of Exercise and Sport Research","type":"journal_article"},{"quality_controlled":"1","issue":"3","year":"2022","publisher":"Springer","date_created":"2022-12-22T09:22:45Z","title":"Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education","publication":"German Journal of Exercise and Sport Research","abstract":[{"text":"The construct of noticing is considered to be of crucial importance for professional action of (prospective) physical education (PE) teachers in the context of (inclusive) PE. In order to implement the demands of inclusive PE teaching, noticingwith regard to processes of recognition proves to be particularly significant. Due to the relevance of physicality, the design of recognition relationships that encourage pupils' development results in specific requirements for the selective attention and the theory-based interpretation of processes of recognition and disregard in complex teaching situations. This facet of competence has hardly been studied so far, partly due to the lack of instruments for standardised assessment of this construct. In the context of this paper, the development and validation of a standardised, video vignette-based test instrument for the measurement of noticingwith regard to processes of recognition of prospective PE teachers is presented. The validation focuses on the content of the test and the internal structure of the instrument as well as on correlations with related constructs in terms of content. The results from three consecutive validation studies provide indications of the reliability and validity of the test score interpretation of the instrument ViProQiS_A. The findings so far indicate that the standardised measurement of noticingwith regard to processes of recognitionin inclusive PE could be realized on the basis of the test instrument developed here.","lang":"eng"}],"external_id":{"isi":["000788945100004"]},"keyword":["Physical education teacher education","Competence modelling and","measurement","Inclusive physical education","Video-based items","Noticing"],"language":[{"iso":"eng"}],"publication_status":"published","publication_identifier":{"issn":["2509-3142"],"eissn":["2509-3150"]},"citation":{"chicago":"Langer, Wiebke, Julia Bruns, and Jan Erhorn. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” <i>German Journal of Exercise and Sport Research</i> 52, no. 3 (2022): 386–97. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>.","ieee":"W. Langer, J. Bruns, and J. Erhorn, “Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education,” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, pp. 386–397, 2022, doi: <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>.","ama":"Langer W, Bruns J, Erhorn J. Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. <i>German Journal of Exercise and Sport Research</i>. 2022;52(3):386-397. doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>","apa":"Langer, W., Bruns, J., &#38; Erhorn, J. (2022). Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. <i>German Journal of Exercise and Sport Research</i>, <i>52</i>(3), 386–397. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>","bibtex":"@article{Langer_Bruns_Erhorn_2022, title={Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education}, volume={52}, DOI={<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>}, number={3}, journal={German Journal of Exercise and Sport Research}, publisher={Springer}, author={Langer, Wiebke and Bruns, Julia and Erhorn, Jan}, year={2022}, pages={386–397} }","short":"W. Langer, J. Bruns, J. Erhorn, German Journal of Exercise and Sport Research 52 (2022) 386–397.","mla":"Langer, Wiebke, et al. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, Springer, 2022, pp. 386–97, doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>."},"page":"386-397","intvolume":"        52","date_updated":"2023-06-20T19:10:42Z","author":[{"first_name":"Wiebke","last_name":"Langer","full_name":"Langer, Wiebke"},{"id":"72183","full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia"},{"first_name":"Jan","full_name":"Erhorn, Jan","last_name":"Erhorn"}],"volume":52,"doi":"10.1007/s12662-022-00807-0","type":"journal_article","status":"public","_id":"34820","user_id":"49063","department":[{"_id":"97"},{"_id":"611"}],"isi":"1","article_type":"original"},{"doi":"10.1007/s11618-022-01122-y","date_updated":"2023-06-20T19:10:11Z","author":[{"full_name":"Hagena, Maike","last_name":"Hagena","first_name":"Maike"},{"orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","id":"72183","full_name":"Bruns, Julia","first_name":"Julia"},{"full_name":"Gasteiger, Hedwig","last_name":"Gasteiger","first_name":"Hedwig"}],"volume":25,"citation":{"chicago":"Hagena, Maike, Julia Bruns, and Hedwig Gasteiger. “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft.” <i>Zeitschrift für Erziehungswissenschaft</i> 25, no. 6 (2022): 1455–1480. <a href=\"https://doi.org/10.1007/s11618-022-01122-y\">https://doi.org/10.1007/s11618-022-01122-y</a>.","ieee":"M. Hagena, J. Bruns, and H. Gasteiger, “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft,” <i>Zeitschrift für Erziehungswissenschaft</i>, vol. 25, no. 6, pp. 1455–1480, 2022, doi: <a href=\"https://doi.org/10.1007/s11618-022-01122-y\">10.1007/s11618-022-01122-y</a>.","ama":"Hagena M, Bruns J, Gasteiger H. Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft. <i>Zeitschrift für Erziehungswissenschaft</i>. 2022;25(6):1455–1480. doi:<a href=\"https://doi.org/10.1007/s11618-022-01122-y\">10.1007/s11618-022-01122-y</a>","apa":"Hagena, M., Bruns, J., &#38; Gasteiger, H. (2022). Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft. <i>Zeitschrift für Erziehungswissenschaft</i>, <i>25</i>(6), 1455–1480. <a href=\"https://doi.org/10.1007/s11618-022-01122-y\">https://doi.org/10.1007/s11618-022-01122-y</a>","short":"M. Hagena, J. Bruns, H. Gasteiger, Zeitschrift für Erziehungswissenschaft 25 (2022) 1455–1480.","bibtex":"@article{Hagena_Bruns_Gasteiger_2022, title={Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s11618-022-01122-y\">10.1007/s11618-022-01122-y</a>}, number={6}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Vieweg-springer Fachmedien Wiesbaden Gmbh}, author={Hagena, Maike and Bruns, Julia and Gasteiger, Hedwig}, year={2022}, pages={1455–1480} }","mla":"Hagena, Maike, et al. “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft.” <i>Zeitschrift für Erziehungswissenschaft</i>, vol. 25, no. 6, Springer Vieweg-springer Fachmedien Wiesbaden Gmbh, 2022, pp. 1455–1480, doi:<a href=\"https://doi.org/10.1007/s11618-022-01122-y\">10.1007/s11618-022-01122-y</a>."},"page":"1455–1480","intvolume":"        25","publication_status":"published","publication_identifier":{"eissn":["1862-5215"],"issn":["1434-663X"]},"isi":"1","article_type":"original","_id":"34819","user_id":"49063","department":[{"_id":"611"},{"_id":"97"}],"status":"public","type":"journal_article","title":"Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft","publisher":"Springer Vieweg-springer Fachmedien Wiesbaden Gmbh","date_created":"2022-12-22T09:22:45Z","year":"2022","quality_controlled":"1","issue":"6","keyword":["Facilitator professional development","Early childhood teachers","Teaching","experience","Early mathematics education"],"language":[{"iso":"ger"}],"external_id":{"isi":["000852117800001"]},"abstract":[{"lang":"eng","text":"Teachers expect facilitators to have own teaching experience as a teacher in order to be able to carry out effective teacher professional development programs. As part of the project EmMa(M), it is investigated, to which extent the teaching experience of facilitators influences the development of early childhood teachers' (n = 83) mathematical pedagogical content knowledge (MPCK) and early childhood teachers' enjoyment of mathematics in the context of a teacher professional development program. It turns out that the teaching experience of the facilitators has no influence on the development of early childhood teachers' MPCK, but favors the development of early childhood teachers' enjoyment of mathematics. Controlling for this increased enjoyment an influence of teaching experience on the development of early childhood teachers' MPCK emerges, but in favor of the participating facilitators who have no teaching experience but have a university degree."}],"publication":"Zeitschrift für Erziehungswissenschaft"},{"publication":"Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik","type":"book_chapter","status":"public","department":[{"_id":"97"},{"_id":"611"}],"user_id":"49063","_id":"36472","language":[{"iso":"ger"}],"publication_identifier":{"isbn":["9783662632130","9783662632147"]},"quality_controlled":"1","publication_status":"published","citation":{"apa":"Reuter, D., &#38; Bruns, J. (2022). Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich. In <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik</i>. Springer Berlin Heidelberg. <a href=\"https://doi.org/10.1007/978-3-662-63214-7_3\">https://doi.org/10.1007/978-3-662-63214-7_3</a>","bibtex":"@inbook{Reuter_Bruns_2022, place={Berlin, Heidelberg}, title={Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-63214-7_3\">10.1007/978-3-662-63214-7_3</a>}, booktitle={Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik}, publisher={Springer Berlin Heidelberg}, author={Reuter, Dinah and Bruns, Julia}, year={2022} }","mla":"Reuter, Dinah, and Julia Bruns. “Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich.” <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik</i>, Springer Berlin Heidelberg, 2022, doi:<a href=\"https://doi.org/10.1007/978-3-662-63214-7_3\">10.1007/978-3-662-63214-7_3</a>.","short":"D. Reuter, J. Bruns, in: Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik, Springer Berlin Heidelberg, Berlin, Heidelberg, 2022.","ieee":"D. Reuter and J. Bruns, “Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich,” in <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik</i>, Berlin, Heidelberg: Springer Berlin Heidelberg, 2022.","chicago":"Reuter, Dinah, and Julia Bruns. “Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich.” In <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik</i>. Berlin, Heidelberg: Springer Berlin Heidelberg, 2022. <a href=\"https://doi.org/10.1007/978-3-662-63214-7_3\">https://doi.org/10.1007/978-3-662-63214-7_3</a>.","ama":"Reuter D, Bruns J. Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich. In: <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik</i>. Springer Berlin Heidelberg; 2022. doi:<a href=\"https://doi.org/10.1007/978-3-662-63214-7_3\">10.1007/978-3-662-63214-7_3</a>"},"year":"2022","place":"Berlin, Heidelberg","author":[{"last_name":"Reuter","full_name":"Reuter, Dinah","first_name":"Dinah"},{"last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183","first_name":"Julia"}],"date_created":"2023-01-12T14:51:59Z","date_updated":"2023-06-20T19:10:24Z","publisher":"Springer Berlin Heidelberg","doi":"10.1007/978-3-662-63214-7_3","title":"Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich"},{"issue":"2","quality_controlled":"1","year":"2021","date_created":"2022-12-22T09:26:39Z","publisher":"Springer Science and Business Media LLC","title":"Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat","publication":"Journal für Mathematik-Didaktik","abstract":[{"lang":"eng","text":"<jats:title>Zusammenfassung</jats:title><jats:p>Zu den ersten geometrischen Begriffen, die Kinder bereits im Elementar- und Primarbereich lernen, zählen u. a. Viereck, Rechteck und Quadrat. Studien zeigen, dass Lernende bereits früh individuelle Vorstellungen, sog. <jats:italic>individuelle Begriffskonzepte,</jats:italic> zu diesen Begriffen aufbauen. Zwar wird die Entwicklung von Begriffsverständnis in verschiedenen mathematikdidaktischen Stufenmodellen dargestellt, diese sind jedoch generisch und beschreiben nicht explizit die Entwicklung der ersten <jats:italic>individuellen Begriffskonzepte </jats:italic>von Lernenden zu Viereck, Rechteck und Quadrat. Aus empirischer Sicht liegen verschiedene Studien vor, die einzelne Aspekte der individuellen Begriffskonzepte von Lernenden unterschiedlicher Altersgruppen zu diesen Begriffen ausleuchten. Um Begriffsbildungsprozesse aus empirischer Sicht detaillierter entlang der jeweils vorherrschenden individuellen Begriffskonzepte zu beschreiben, fehlen insbesondere Studien in der Grundschule, die alle vier Klassenstufen betrachten und dabei differenzierte Erkenntnisse zu verschiedenen theoretischen Indikatoren des Begriffsverständnisses liefern. Daher geht die vorliegende Studie der Frage nach, welches Verständnis der Begriffe Viereck, Rechteck und Quadrat Schülerinnen und Schüler der Jahrgangsstufen 1, 2, 3 und 4 zeigen. Dazu wurde eine Quasi-Längsschnittstudie mit <jats:italic>N</jats:italic> = 456 Grundschulkindern (ca. 100 pro Jahrgangsstufe) durchgeführt. Die Ergebnisse geben detaillierte Einblicke in die individuellen Begriffskonzepte der Lernenden und zeigen, dass Lernende zunehmend Eigenschaften der Figuren berücksichtigen, jedoch individuelle Begriffskonzepte über lange Zeit auch prototypisch geprägt sind. Implikationen dieser Ergebnisse für Forschung und Praxis werden diskutiert.</jats:p>"}],"language":[{"iso":"ger"}],"keyword":["Education","General Mathematics"],"publication_status":"published","publication_identifier":{"issn":["0173-5322","1869-2699"]},"citation":{"ama":"Bruns J, Unterhauser E, Gasteiger H. Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat. <i>Journal für Mathematik-Didaktik</i>. 2021;42(2):581-623. doi:<a href=\"https://doi.org/10.1007/s13138-021-00185-4\">10.1007/s13138-021-00185-4</a>","ieee":"J. Bruns, E. Unterhauser, and H. Gasteiger, “Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat,” <i>Journal für Mathematik-Didaktik</i>, vol. 42, no. 2, pp. 581–623, 2021, doi: <a href=\"https://doi.org/10.1007/s13138-021-00185-4\">10.1007/s13138-021-00185-4</a>.","chicago":"Bruns, Julia, Elisabeth Unterhauser, and Hedwig Gasteiger. “Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat.” <i>Journal für Mathematik-Didaktik</i> 42, no. 2 (2021): 581–623. <a href=\"https://doi.org/10.1007/s13138-021-00185-4\">https://doi.org/10.1007/s13138-021-00185-4</a>.","apa":"Bruns, J., Unterhauser, E., &#38; Gasteiger, H. (2021). Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat. <i>Journal für Mathematik-Didaktik</i>, <i>42</i>(2), 581–623. <a href=\"https://doi.org/10.1007/s13138-021-00185-4\">https://doi.org/10.1007/s13138-021-00185-4</a>","short":"J. Bruns, E. Unterhauser, H. Gasteiger, Journal für Mathematik-Didaktik 42 (2021) 581–623.","mla":"Bruns, Julia, et al. “Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat.” <i>Journal für Mathematik-Didaktik</i>, vol. 42, no. 2, Springer Science and Business Media LLC, 2021, pp. 581–623, doi:<a href=\"https://doi.org/10.1007/s13138-021-00185-4\">10.1007/s13138-021-00185-4</a>.","bibtex":"@article{Bruns_Unterhauser_Gasteiger_2021, title={Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat}, volume={42}, DOI={<a href=\"https://doi.org/10.1007/s13138-021-00185-4\">10.1007/s13138-021-00185-4</a>}, number={2}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Bruns, Julia and Unterhauser, Elisabeth and Gasteiger, Hedwig}, year={2021}, pages={581–623} }"},"intvolume":"        42","page":"581-623","author":[{"first_name":"Julia","full_name":"Bruns, Julia","id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"},{"first_name":"Elisabeth","last_name":"Unterhauser","full_name":"Unterhauser, Elisabeth"},{"first_name":"Hedwig","full_name":"Gasteiger, Hedwig","last_name":"Gasteiger"}],"volume":42,"date_updated":"2023-10-23T11:14:59Z","doi":"10.1007/s13138-021-00185-4","type":"journal_article","status":"public","user_id":"72183","department":[{"_id":"97"},{"_id":"611"}],"_id":"34827"},{"publication_identifier":{"issn":["2049-6613"]},"publication_status":"published","page":"500-538","intvolume":"         9","citation":{"ama":"Bruns J, Gasteiger H, Strahl C. Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review. <i>Review of Education</i>. 2021;9(2):500-538. doi:<a href=\"https://doi.org/10.1002/rev3.3255\">10.1002/rev3.3255</a>","chicago":"Bruns, Julia, Hedwig Gasteiger, and Carolin Strahl. “Conceptualising and Measuring Domain-Specific Content Knowledge of Early Childhood Educators: A Systematic Review.” <i>Review of Education</i> 9, no. 2 (2021): 500–538. <a href=\"https://doi.org/10.1002/rev3.3255\">https://doi.org/10.1002/rev3.3255</a>.","ieee":"J. Bruns, H. Gasteiger, and C. Strahl, “Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review,” <i>Review of Education</i>, vol. 9, no. 2, pp. 500–538, 2021, doi: <a href=\"https://doi.org/10.1002/rev3.3255\">10.1002/rev3.3255</a>.","apa":"Bruns, J., Gasteiger, H., &#38; Strahl, C. (2021). Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review. <i>Review of Education</i>, <i>9</i>(2), 500–538. <a href=\"https://doi.org/10.1002/rev3.3255\">https://doi.org/10.1002/rev3.3255</a>","short":"J. Bruns, H. Gasteiger, C. Strahl, Review of Education 9 (2021) 500–538.","mla":"Bruns, Julia, et al. “Conceptualising and Measuring Domain-Specific Content Knowledge of Early Childhood Educators: A Systematic Review.” <i>Review of Education</i>, vol. 9, no. 2, Wiley, 2021, pp. 500–38, doi:<a href=\"https://doi.org/10.1002/rev3.3255\">10.1002/rev3.3255</a>.","bibtex":"@article{Bruns_Gasteiger_Strahl_2021, title={Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review}, volume={9}, DOI={<a href=\"https://doi.org/10.1002/rev3.3255\">10.1002/rev3.3255</a>}, number={2}, journal={Review of Education}, publisher={Wiley}, author={Bruns, Julia and Gasteiger, Hedwig and Strahl, Carolin}, year={2021}, pages={500–538} }"},"date_updated":"2023-06-20T19:04:34Z","volume":9,"author":[{"full_name":"Bruns, Julia","id":"72183","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia"},{"last_name":"Gasteiger","full_name":"Gasteiger, Hedwig","first_name":"Hedwig"},{"first_name":"Carolin","full_name":"Strahl, Carolin","last_name":"Strahl"}],"doi":"10.1002/rev3.3255","type":"journal_article","status":"public","_id":"34822","department":[{"_id":"611"},{"_id":"97"}],"user_id":"49063","article_type":"review","isi":"1","quality_controlled":"1","issue":"2","year":"2021","publisher":"Wiley","date_created":"2022-12-22T09:22:46Z","title":"Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review","publication":"Review of Education","abstract":[{"text":"The role of domain-specific content knowledge is discussed controversially for the early childhood context. Therefore, this review aims at untangling the research on domain-specific content knowledge for early childhood educators by systematically reviewing the conceptual and operational definition of and results on early childhood educators' content knowledge in different domains. Using the scientific databases ERIC, PsycInfo and Web of Sciences, we identified 36 studies on early childhood educators' domain-specific content knowledge. By comparing these studies, we found that conceptualizations of early childhood educators' content knowledge move on a continuum between a scientific related perspective and a practice related perspective. The scientific related perspective defines content knowledge as the knowledge of key concepts, facts and rules of the domain integrating knowledge taught in primary, secondary or upper secondary school. The practice related perspective includes knowledge of key concepts, facts and rules of the domain limited to the knowledge explicitly relevant for teaching in early childhood education as well as selected domain-specific knowledge of children and teaching. Our review shows that the results and implications drawn by the study authors depend on how these authors conceptualize early childhood educators' content knowledge on this continuum. Further research, therefore, needs to consider carefully how early childhood educators' content knowledge is conceptualized. The paper further discusses gaps in this research field, such as validating methods for measuring early childhood educators' content knowledge or implementing more rigorous experimental designs to examine effects of early childhood educators' content knowledge.","lang":"eng"}],"external_id":{"isi":["000614156400001"]},"keyword":["content knowledge","domain-specific learning","early childhood education","teacher knowledge"],"language":[{"iso":"eng"}]},{"title":"Eine mustergültige Wissenschaft","volume":11,"date_created":"2023-06-20T18:47:03Z","author":[{"full_name":"Bruns, Julia","id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia"},{"full_name":"Schopferer, T.","last_name":"Schopferer","first_name":"T."}],"date_updated":"2023-06-20T18:47:08Z","intvolume":"        11","page":"28-32","citation":{"mla":"Bruns, Julia, and T. Schopferer. “Eine mustergültige Wissenschaft.” . <i>. TPS – Theorie und Praxis der Sozialpädagogik</i>, vol. 11, 2021, pp. 28–32.","short":"J. Bruns, T. Schopferer, . . TPS – Theorie und Praxis der Sozialpädagogik 11 (2021) 28–32.","bibtex":"@article{Bruns_Schopferer_2021, title={Eine mustergültige Wissenschaft}, volume={11}, journal={. TPS – Theorie und Praxis der Sozialpädagogik}, author={Bruns, Julia and Schopferer, T.}, year={2021}, pages={28–32} }","apa":"Bruns, J., &#38; Schopferer, T. (2021). Eine mustergültige Wissenschaft. . <i>. TPS – Theorie und Praxis der Sozialpädagogik</i>, <i>11</i>, 28–32.","ama":"Bruns J, Schopferer T. Eine mustergültige Wissenschaft. . <i>TPS – Theorie und Praxis der Sozialpädagogik</i>. 2021;11:28-32.","chicago":"Bruns, Julia, and T. Schopferer. “Eine mustergültige Wissenschaft.” . <i>. TPS – Theorie und Praxis der Sozialpädagogik</i> 11 (2021): 28–32.","ieee":"J. Bruns and T. Schopferer, “Eine mustergültige Wissenschaft,” . <i>TPS – Theorie und Praxis der Sozialpädagogik</i>, vol. 11, pp. 28–32, 2021."},"year":"2021","publication_status":"published","language":[{"iso":"ger"}],"department":[{"_id":"97"},{"_id":"611"}],"user_id":"49063","_id":"45687","status":"public","publication":". TPS – Theorie und Praxis der Sozialpädagogik","type":"journal_article"},{"publication_status":"published","quality_controlled":"1","citation":{"chicago":"Jensen, Solveig, Hedwig Gasteiger, and Julia Bruns. “Place Value and Regrouping as Seperate Constructs of Place Value Understanding.” In <i>Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education</i>, edited by Maitree Inprasitha, Narumon Changsri, and Nisakorn Boonsena, 3:101–9, 2021.","ieee":"S. Jensen, H. Gasteiger, and J. Bruns, “Place value and regrouping as seperate constructs of place value understanding,” in <i>Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education</i>, Khon Kaen, Thailand, 2021, vol. 3, pp. 101–109.","mla":"Jensen, Solveig, et al. “Place Value and Regrouping as Seperate Constructs of Place Value Understanding.” <i>Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education</i>, edited by Maitree Inprasitha et al., vol. 3, 2021, pp. 101–09.","bibtex":"@inproceedings{Jensen_Gasteiger_Bruns_2021, title={Place value and regrouping as seperate constructs of place value understanding}, volume={3}, booktitle={Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education}, author={Jensen, Solveig and Gasteiger, Hedwig and Bruns, Julia}, editor={Inprasitha, Maitree and Changsri, Narumon and Boonsena, Nisakorn}, year={2021}, pages={101–109} }","short":"S. Jensen, H. Gasteiger, J. Bruns, in: M. Inprasitha, N. Changsri, N. Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021, pp. 101–109.","ama":"Jensen S, Gasteiger H, Bruns J. Place value and regrouping as seperate constructs of place value understanding. In: Inprasitha M, Changsri N, Boonsena N, eds. <i>Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education</i>. Vol 3. ; 2021:101-109.","apa":"Jensen, S., Gasteiger, H., &#38; Bruns, J. (2021). Place value and regrouping as seperate constructs of place value understanding. In M. Inprasitha, N. Changsri, &#38; N. Boonsena (Eds.), <i>Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education</i> (Vol. 3, pp. 101–109)."},"page":"101-109","intvolume":"         3","year":"2021","date_created":"2023-01-13T08:47:46Z","author":[{"last_name":"Jensen","full_name":"Jensen, Solveig","first_name":"Solveig"},{"first_name":"Hedwig","full_name":"Gasteiger, Hedwig","last_name":"Gasteiger"},{"first_name":"Julia","full_name":"Bruns, Julia","id":"72183","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864"}],"volume":3,"date_updated":"2023-06-20T19:13:24Z","oa":"1","main_file_link":[{"open_access":"1","url":"https://www.igpme.org/wp-content/uploads/2022/04/Volume-3_final.pdf"}],"conference":{"location":"Khon Kaen, Thailand","name":"44th Conference of the International Group for the Psychology of Mathematics Education"},"title":"Place value and regrouping as seperate constructs of place value understanding","type":"conference","publication":"Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education","status":"public","editor":[{"first_name":"Maitree","full_name":"Inprasitha, Maitree","last_name":"Inprasitha"},{"last_name":"Changsri","full_name":"Changsri, Narumon","first_name":"Narumon"},{"first_name":"Nisakorn","full_name":"Boonsena, Nisakorn","last_name":"Boonsena"}],"user_id":"49063","department":[{"_id":"611"},{"_id":"97"}],"_id":"36527","language":[{"iso":"eng"}]},{"publication":"Review of Education","external_id":{"isi":["000614157400001"]},"language":[{"iso":"eng"}],"issue":"2","quality_controlled":"1","year":"2021","date_created":"2022-12-22T09:22:46Z","publisher":"Wiley","title":"Context and Implications Document for: Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review","type":"journal_article","status":"public","department":[{"_id":"611"},{"_id":"97"}],"user_id":"49063","_id":"34823","isi":"1","article_type":"review","publication_identifier":{"issn":["2049-6613"]},"publication_status":"published","page":"539-540","intvolume":"         9","citation":{"apa":"Bruns, J., Gasteiger, H., &#38; Strahl, C. (2021). Context and Implications Document for: Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review. <i>Review of Education</i>, <i>9</i>(2), 539–540. <a href=\"https://doi.org/10.1002/rev3.3256\">https://doi.org/10.1002/rev3.3256</a>","short":"J. Bruns, H. Gasteiger, C. Strahl, Review of Education 9 (2021) 539–540.","mla":"Bruns, Julia, et al. “Context and Implications Document for: Conceptualising and Measuring Domain-Specific Content Knowledge of Early Childhood Educators: A Systematic Review.” <i>Review of Education</i>, vol. 9, no. 2, Wiley, 2021, pp. 539–40, doi:<a href=\"https://doi.org/10.1002/rev3.3256\">10.1002/rev3.3256</a>.","bibtex":"@article{Bruns_Gasteiger_Strahl_2021, title={Context and Implications Document for: Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review}, volume={9}, DOI={<a href=\"https://doi.org/10.1002/rev3.3256\">10.1002/rev3.3256</a>}, number={2}, journal={Review of Education}, publisher={Wiley}, author={Bruns, Julia and Gasteiger, Hedwig and Strahl, Carolin}, year={2021}, pages={539–540} }","ama":"Bruns J, Gasteiger H, Strahl C. Context and Implications Document for: Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review. <i>Review of Education</i>. 2021;9(2):539-540. doi:<a href=\"https://doi.org/10.1002/rev3.3256\">10.1002/rev3.3256</a>","ieee":"J. Bruns, H. Gasteiger, and C. Strahl, “Context and Implications Document for: Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review,” <i>Review of Education</i>, vol. 9, no. 2, pp. 539–540, 2021, doi: <a href=\"https://doi.org/10.1002/rev3.3256\">10.1002/rev3.3256</a>.","chicago":"Bruns, Julia, Hedwig Gasteiger, and Carolin Strahl. “Context and Implications Document for: Conceptualising and Measuring Domain-Specific Content Knowledge of Early Childhood Educators: A Systematic Review.” <i>Review of Education</i> 9, no. 2 (2021): 539–40. <a href=\"https://doi.org/10.1002/rev3.3256\">https://doi.org/10.1002/rev3.3256</a>."},"volume":9,"author":[{"first_name":"Julia","full_name":"Bruns, Julia","id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"},{"first_name":"Hedwig","last_name":"Gasteiger","full_name":"Gasteiger, Hedwig"},{"last_name":"Strahl","full_name":"Strahl, Carolin","first_name":"Carolin"}],"date_updated":"2023-06-20T19:10:58Z","doi":"10.1002/rev3.3256"},{"publication":"Beiträge zum Mathematikunterricht 2021","external_id":{"unknown":["00495419692518"]},"language":[{"iso":"ger"}],"corporate_editor":["Gesellschaft für Didaktik der Mathematik"],"year":"2021","date_created":"2023-01-13T09:05:16Z","publisher":"WTM-Verlag","title":"Stellenwertverständnis: Verständnis von Stellenwertprinzip und Bündelungsprinzip als separate Konstrukte","type":"conference","status":"public","user_id":"49063","department":[{"_id":"611"},{"_id":"97"}],"_id":"36536","publication_status":"published","citation":{"apa":"Jensen, S., Gasteiger, H., &#38; Bruns, J. (2021). Stellenwertverständnis: Verständnis von Stellenwertprinzip und Bündelungsprinzip als separate Konstrukte. In Gesellschaft für Didaktik der Mathematik (Ed.), <i>Beiträge zum Mathematikunterricht 2021</i>. WTM-Verlag. <a href=\"http://dx.doi.org/10.17877/DE290R-22292\">http://dx.doi.org/10.17877/DE290R-22292</a>","ama":"Jensen S, Gasteiger H, Bruns J. Stellenwertverständnis: Verständnis von Stellenwertprinzip und Bündelungsprinzip als separate Konstrukte. In: Gesellschaft für Didaktik der Mathematik, ed. <i>Beiträge zum Mathematikunterricht 2021</i>. WTM-Verlag; 2021. doi:<a href=\"http://dx.doi.org/10.17877/DE290R-22292\">http://dx.doi.org/10.17877/DE290R-22292</a>","mla":"Jensen, Solveig, et al. “Stellenwertverständnis: Verständnis von Stellenwertprinzip und Bündelungsprinzip als separate Konstrukte.” <i>Beiträge zum Mathematikunterricht 2021</i>, edited by Gesellschaft für Didaktik der Mathematik, WTM-Verlag, 2021, doi:<a href=\"http://dx.doi.org/10.17877/DE290R-22292\">http://dx.doi.org/10.17877/DE290R-22292</a>.","short":"S. Jensen, H. Gasteiger, J. Bruns, in: Gesellschaft für Didaktik der Mathematik (Ed.), Beiträge zum Mathematikunterricht 2021, WTM-Verlag, 2021.","bibtex":"@inproceedings{Jensen_Gasteiger_Bruns_2021, title={Stellenwertverständnis: Verständnis von Stellenwertprinzip und Bündelungsprinzip als separate Konstrukte}, DOI={<a href=\"http://dx.doi.org/10.17877/DE290R-22292\">http://dx.doi.org/10.17877/DE290R-22292</a>}, booktitle={Beiträge zum Mathematikunterricht 2021}, publisher={WTM-Verlag}, author={Jensen, Solveig and Gasteiger, Hedwig and Bruns, Julia}, editor={Gesellschaft für Didaktik der Mathematik}, year={2021} }","ieee":"S. Jensen, H. Gasteiger, and J. Bruns, “Stellenwertverständnis: Verständnis von Stellenwertprinzip und Bündelungsprinzip als separate Konstrukte,” in <i>Beiträge zum Mathematikunterricht 2021</i>, Lüneburg, 2021, doi: <a href=\"http://dx.doi.org/10.17877/DE290R-22292\">http://dx.doi.org/10.17877/DE290R-22292</a>.","chicago":"Jensen, Solveig, Hedwig Gasteiger, and Julia Bruns. “Stellenwertverständnis: Verständnis von Stellenwertprinzip und Bündelungsprinzip als separate Konstrukte.” In <i>Beiträge zum Mathematikunterricht 2021</i>, edited by Gesellschaft für Didaktik der Mathematik. WTM-Verlag, 2021. <a href=\"http://dx.doi.org/10.17877/DE290R-22292\">http://dx.doi.org/10.17877/DE290R-22292</a>."},"author":[{"last_name":"Jensen","full_name":"Jensen, Solveig","first_name":"Solveig"},{"first_name":"Hedwig","last_name":"Gasteiger","full_name":"Gasteiger, Hedwig"},{"first_name":"Julia","id":"72183","full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"}],"date_updated":"2023-06-20T19:15:25Z","oa":"1","main_file_link":[{"url":"https://eldorado.tu-dortmund.de/bitstream/2003/40417/1/BzMU21_JENSEN_Stellenwertverständnis.pdf","open_access":"1"}],"conference":{"name":"55. Jahrestagung der Gesellschaft für Didaktik der Mathematik","location":"Lüneburg"},"doi":"http://dx.doi.org/10.17877/DE290R-22292"},{"editor":[{"full_name":"Born-Rauchecker, E.","last_name":"Born-Rauchecker","first_name":"E."},{"first_name":"A.","full_name":"Vogtländer, A.","last_name":"Vogtländer"},{"last_name":"Weber","full_name":"Weber, K.","first_name":"K."}],"status":"public","type":"book_chapter","publication":"Frühe alltagsintegrierte mathematische Bildung. Handreichung für Lehrende","language":[{"iso":"ger"}],"_id":"45688","user_id":"49063","department":[{"_id":"97"},{"_id":"611"}],"year":"2020","place":"Hannover","citation":{"ama":"Bruns J, Vogtländer A. Frühe alltagsintegrierte mathematische Bildung. Eine Einleitung. In: Born-Rauchecker E, Vogtländer A, Weber K, eds. <i>Frühe alltagsintegrierte mathematische Bildung. Handreichung für Lehrende</i>. Kallmeyer; 2020:37-46.","chicago":"Bruns, Julia, and A. Vogtländer. “Frühe alltagsintegrierte mathematische Bildung. Eine Einleitung.” In <i>Frühe alltagsintegrierte mathematische Bildung. Handreichung für Lehrende</i>, edited by E. Born-Rauchecker, A. Vogtländer, and K. Weber, 37–46. Hannover: Kallmeyer, 2020.","ieee":"J. Bruns and A. Vogtländer, “Frühe alltagsintegrierte mathematische Bildung. Eine Einleitung,” in <i>Frühe alltagsintegrierte mathematische Bildung. Handreichung für Lehrende</i>, E. Born-Rauchecker, A. Vogtländer, and K. Weber, Eds. Hannover: Kallmeyer, 2020, pp. 37–46.","mla":"Bruns, Julia, and A. Vogtländer. “Frühe alltagsintegrierte mathematische Bildung. Eine Einleitung.” <i>Frühe alltagsintegrierte mathematische Bildung. Handreichung für Lehrende</i>, edited by E. Born-Rauchecker et al., Kallmeyer, 2020, pp. 37–46.","short":"J. Bruns, A. Vogtländer, in: E. Born-Rauchecker, A. Vogtländer, K. Weber (Eds.), Frühe alltagsintegrierte mathematische Bildung. Handreichung für Lehrende, Kallmeyer, Hannover, 2020, pp. 37–46.","bibtex":"@inbook{Bruns_Vogtländer_2020, place={Hannover}, title={Frühe alltagsintegrierte mathematische Bildung. Eine Einleitung}, booktitle={Frühe alltagsintegrierte mathematische Bildung. Handreichung für Lehrende}, publisher={Kallmeyer}, author={Bruns, Julia and Vogtländer, A.}, editor={Born-Rauchecker, E. and Vogtländer, A. and Weber, K.}, year={2020}, pages={37–46} }","apa":"Bruns, J., &#38; Vogtländer, A. (2020). Frühe alltagsintegrierte mathematische Bildung. Eine Einleitung. In E. Born-Rauchecker, A. Vogtländer, &#38; K. Weber (Eds.), <i>Frühe alltagsintegrierte mathematische Bildung. Handreichung für Lehrende</i> (pp. 37–46). Kallmeyer."},"page":"37-46","publication_status":"published","title":"Frühe alltagsintegrierte mathematische Bildung. Eine Einleitung","date_updated":"2023-06-20T18:48:58Z","publisher":"Kallmeyer","date_created":"2023-06-20T18:48:54Z","author":[{"full_name":"Bruns, Julia","id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia"},{"last_name":"Vogtländer","full_name":"Vogtländer, A.","first_name":"A."}]},{"type":"journal_article","publication":"Unterrichtswissenschaft","abstract":[{"lang":"eng","text":"<jats:title>Zusammenfassung</jats:title><jats:p>Frühe mathematische Bildung findet in der Kindertagesstätte insbesondere in spontanen Alltagssituationen statt. Damit diese Alltagssituationen zu natürlichen Lernsituationen für die Kinder werden, müssen (angehende) frühpädagogische Fachkräfte zunächst das mathematische Potenzial in diesen Situationen erkennen. Diese Fähigkeit zur <jats:italic>situativen Beobachtung und Wahrnehmung </jats:italic>ist bisher unzureichend erforscht, was unter anderem auf begrenzte Methoden zur standardisierten Erfassung dieses Konstrukts zurückzuführen ist. Um diesem Bedarf zu begegnen, wurde das videobasierte Testinstrument <jats:italic>Vimas_num</jats:italic> zur Erfassung der Fähigkeit zur situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mengen und Zahlen entwickelt. Auf der Grundlage von drei aufeinander aufbauenden Studien wird die Validität verschiedener Aspekte der Testwertinterpretation untersucht. Die Ergebnisse geben Hinweise auf die Validität der Testwertinterpretation in Bezug auf den Testinhalt, die interne Struktur des Tests und die Zusammenhänge mit theoretisch verbundenen Konstrukten.</jats:p>"}],"status":"public","_id":"34816","user_id":"49063","department":[{"_id":"611"},{"_id":"97"}],"keyword":["Education"],"language":[{"iso":"ger"}],"publication_status":"published","quality_controlled":"1","publication_identifier":{"issn":["0340-4099","2520-873X"]},"issue":"3","year":"2020","citation":{"short":"J. Bruns, C. Strahl, H. Gasteiger, Unterrichtswissenschaft 49 (2020) 345–371.","mla":"Bruns, Julia, et al. “Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments.” <i>Unterrichtswissenschaft</i>, vol. 49, no. 3, Springer Science and Business Media LLC, 2020, pp. 345–71, doi:<a href=\"https://doi.org/10.1007/s42010-020-00091-7\">10.1007/s42010-020-00091-7</a>.","bibtex":"@article{Bruns_Strahl_Gasteiger_2020, title={Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments}, volume={49}, DOI={<a href=\"https://doi.org/10.1007/s42010-020-00091-7\">10.1007/s42010-020-00091-7</a>}, number={3}, journal={Unterrichtswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Bruns, Julia and Strahl, Carolin and Gasteiger, Hedwig}, year={2020}, pages={345–371} }","apa":"Bruns, J., Strahl, C., &#38; Gasteiger, H. (2020). Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments. <i>Unterrichtswissenschaft</i>, <i>49</i>(3), 345–371. <a href=\"https://doi.org/10.1007/s42010-020-00091-7\">https://doi.org/10.1007/s42010-020-00091-7</a>","ama":"Bruns J, Strahl C, Gasteiger H. Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments. <i>Unterrichtswissenschaft</i>. 2020;49(3):345-371. doi:<a href=\"https://doi.org/10.1007/s42010-020-00091-7\">10.1007/s42010-020-00091-7</a>","ieee":"J. Bruns, C. Strahl, and H. Gasteiger, “Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments,” <i>Unterrichtswissenschaft</i>, vol. 49, no. 3, pp. 345–371, 2020, doi: <a href=\"https://doi.org/10.1007/s42010-020-00091-7\">10.1007/s42010-020-00091-7</a>.","chicago":"Bruns, Julia, Carolin Strahl, and Hedwig Gasteiger. “Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments.” <i>Unterrichtswissenschaft</i> 49, no. 3 (2020): 345–71. <a href=\"https://doi.org/10.1007/s42010-020-00091-7\">https://doi.org/10.1007/s42010-020-00091-7</a>."},"page":"345-371","intvolume":"        49","date_updated":"2023-06-20T19:04:46Z","publisher":"Springer Science and Business Media LLC","date_created":"2022-12-22T09:18:04Z","author":[{"first_name":"Julia","id":"72183","full_name":"Bruns, Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864"},{"first_name":"Carolin","full_name":"Strahl, Carolin","last_name":"Strahl"},{"first_name":"Hedwig","last_name":"Gasteiger","full_name":"Gasteiger, Hedwig"}],"volume":49,"title":"Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments","doi":"10.1007/s42010-020-00091-7"},{"place":"Münster","year":"2020","page":"1253-1256","citation":{"ama":"Meyer L, Tabeling L, Gasteiger H, Bruns J. Interaktionen in mathematischen Spielsituationen in Kindertagesstätte und Familie. In: Siller H-S, Weigel W, Wörler J, eds. <i>Beiträge zum Mathematikunterricht 2020</i>. WTM-Verlag; 2020:1253-1256.","ieee":"L. Meyer, L. Tabeling, H. Gasteiger, and J. Bruns, “Interaktionen in mathematischen Spielsituationen in Kindertagesstätte und Familie,” in <i>Beiträge zum Mathematikunterricht 2020</i>, Würzburg, 2020, pp. 1253–1256.","chicago":"Meyer, Lena, Laura Tabeling, Hedwig Gasteiger, and Julia Bruns. “Interaktionen in mathematischen Spielsituationen in Kindertagesstätte und Familie.” In <i>Beiträge zum Mathematikunterricht 2020</i>, edited by Hans-Stefan Siller, Wolfgang Weigel, and Jan Wörler, 1253–56. Münster: WTM-Verlag, 2020.","bibtex":"@inproceedings{Meyer_Tabeling_Gasteiger_Bruns_2020, place={Münster}, title={Interaktionen in mathematischen Spielsituationen in Kindertagesstätte und Familie}, booktitle={Beiträge zum Mathematikunterricht 2020}, publisher={WTM-Verlag}, author={Meyer, Lena and Tabeling, Laura and Gasteiger, Hedwig and Bruns, Julia}, editor={Siller, Hans-Stefan and Weigel, Wolfgang and Wörler, Jan}, year={2020}, pages={1253–1256} }","short":"L. Meyer, L. Tabeling, H. Gasteiger, J. Bruns, in: H.-S. Siller, W. Weigel, J. Wörler (Eds.), Beiträge zum Mathematikunterricht 2020, WTM-Verlag, Münster, 2020, pp. 1253–1256.","mla":"Meyer, Lena, et al. “Interaktionen in mathematischen Spielsituationen in Kindertagesstätte und Familie.” <i>Beiträge zum Mathematikunterricht 2020</i>, edited by Hans-Stefan Siller et al., WTM-Verlag, 2020, pp. 1253–56.","apa":"Meyer, L., Tabeling, L., Gasteiger, H., &#38; Bruns, J. (2020). Interaktionen in mathematischen Spielsituationen in Kindertagesstätte und Familie. In H.-S. Siller, W. Weigel, &#38; J. Wörler (Eds.), <i>Beiträge zum Mathematikunterricht 2020</i> (pp. 1253–1256). WTM-Verlag."},"publication_status":"published","related_material":{"link":[{"relation":"confirmation","url":"https://eldorado.tu-dortmund.de/bitstream/2003/39567/1/BzMu2020_MEYER-id135.pdf"}]},"title":"Interaktionen in mathematischen Spielsituationen in Kindertagesstätte und Familie","conference":{"location":"Würzburg","name":"54. Jahrestagung der Gesellschaft für Didaktik der Mathematik"},"main_file_link":[{"open_access":"1"}],"date_updated":"2023-06-20T19:06:16Z","publisher":"WTM-Verlag","oa":"1","author":[{"full_name":"Meyer, Lena","last_name":"Meyer","first_name":"Lena"},{"first_name":"Laura","last_name":"Tabeling","full_name":"Tabeling, Laura"},{"first_name":"Hedwig","last_name":"Gasteiger","full_name":"Gasteiger, Hedwig"},{"first_name":"Julia","full_name":"Bruns, Julia","id":"72183","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864"}],"date_created":"2023-01-13T09:26:42Z","editor":[{"last_name":"Siller","full_name":"Siller, Hans-Stefan","first_name":"Hans-Stefan"},{"first_name":"Wolfgang","full_name":"Weigel, Wolfgang","last_name":"Weigel"},{"last_name":"Wörler","full_name":"Wörler, Jan","first_name":"Jan"}],"status":"public","publication":"Beiträge zum Mathematikunterricht 2020","type":"conference","language":[{"iso":"ger"}],"_id":"36546","department":[{"_id":"611"},{"_id":"97"}],"user_id":"49063"},{"citation":{"ama":"Bruns J, Schopferer T, Gasteiger H. Adaptionshandlungen von Multiplikatorinnen und Multiplikatoren zur frühen mathematischen Bildung – Beschreibung und Bewertung aus fachbezogener Perspektive. <i>Journal für Mathematik-Didaktik</i>. 2020;42(1):243-271. doi:<a href=\"https://doi.org/10.1007/s13138-020-00175-y\">10.1007/s13138-020-00175-y</a>","chicago":"Bruns, Julia, Theresa Schopferer, and Hedwig Gasteiger. “Adaptionshandlungen von Multiplikatorinnen und Multiplikatoren zur frühen mathematischen Bildung – Beschreibung und Bewertung aus fachbezogener Perspektive.” <i>Journal für Mathematik-Didaktik</i> 42, no. 1 (2020): 243–71. <a href=\"https://doi.org/10.1007/s13138-020-00175-y\">https://doi.org/10.1007/s13138-020-00175-y</a>.","ieee":"J. Bruns, T. Schopferer, and H. Gasteiger, “Adaptionshandlungen von Multiplikatorinnen und Multiplikatoren zur frühen mathematischen Bildung – Beschreibung und Bewertung aus fachbezogener Perspektive,” <i>Journal für Mathematik-Didaktik</i>, vol. 42, no. 1, pp. 243–271, 2020, doi: <a href=\"https://doi.org/10.1007/s13138-020-00175-y\">10.1007/s13138-020-00175-y</a>.","apa":"Bruns, J., Schopferer, T., &#38; Gasteiger, H. (2020). Adaptionshandlungen von Multiplikatorinnen und Multiplikatoren zur frühen mathematischen Bildung – Beschreibung und Bewertung aus fachbezogener Perspektive. <i>Journal für Mathematik-Didaktik</i>, <i>42</i>(1), 243–271. <a href=\"https://doi.org/10.1007/s13138-020-00175-y\">https://doi.org/10.1007/s13138-020-00175-y</a>","bibtex":"@article{Bruns_Schopferer_Gasteiger_2020, title={Adaptionshandlungen von Multiplikatorinnen und Multiplikatoren zur frühen mathematischen Bildung – Beschreibung und Bewertung aus fachbezogener Perspektive}, volume={42}, DOI={<a href=\"https://doi.org/10.1007/s13138-020-00175-y\">10.1007/s13138-020-00175-y</a>}, number={1}, journal={Journal für Mathematik-Didaktik}, author={Bruns, Julia and Schopferer, Theresa and Gasteiger, Hedwig}, year={2020}, pages={243–271} }","short":"J. Bruns, T. Schopferer, H. Gasteiger, Journal für Mathematik-Didaktik 42 (2020) 243–271.","mla":"Bruns, Julia, et al. “Adaptionshandlungen von Multiplikatorinnen und Multiplikatoren zur frühen mathematischen Bildung – Beschreibung und Bewertung aus fachbezogener Perspektive.” <i>Journal für Mathematik-Didaktik</i>, vol. 42, no. 1, 2020, pp. 243–71, doi:<a href=\"https://doi.org/10.1007/s13138-020-00175-y\">10.1007/s13138-020-00175-y</a>."},"intvolume":"        42","page":"243-271","publication_status":"published","publication_identifier":{"issn":["0173-5322","1869-2699"]},"doi":"10.1007/s13138-020-00175-y","author":[{"first_name":"Julia","id":"72183","full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"},{"first_name":"Theresa","last_name":"Schopferer","full_name":"Schopferer, Theresa"},{"first_name":"Hedwig","full_name":"Gasteiger, Hedwig","last_name":"Gasteiger"}],"volume":42,"date_updated":"2023-06-20T19:12:42Z","status":"public","type":"journal_article","user_id":"49063","department":[{"_id":"97"},{"_id":"611"}],"_id":"21529","year":"2020","issue":"1","quality_controlled":"1","title":"Adaptionshandlungen von Multiplikatorinnen und Multiplikatoren zur frühen mathematischen Bildung – Beschreibung und Bewertung aus fachbezogener Perspektive","date_created":"2021-03-17T15:19:29Z","abstract":[{"text":"<jats:title>Zusammenfassung</jats:title><jats:p>Die Implementation früher mathematischer Bildung in Kindertagesstätten kann durch fachdidaktische Fortbildungen für frühpädagogische Fachkräfte unterstützt werden. Um Fachkräfte in der Breite zu erreichen, erscheint ein scaling up Ansatz geeignet, bei dem aufbauend auf das Fortbildungskonzept <jats:italic>EmMa – Erzieherinnen und Erzieher machen Mathematik </jats:italic>Multiplikatorinnen und Multiplikatoren qualifiziert werden. Dabei ergibt sich die Herausforderung, dass Fortbildende im Elementarbereich kaum mathematisches und mathematikdidaktisches Wissen mitbringen. Der Kontext dieser Studie ist der scaling up Prozess der Fortbildung <jats:italic>EmMa</jats:italic> unter diesen Umständen. Das Erkenntnisinteresse liegt in der Beschreibung und Bewertung der Adaptionshandlungen der Multiplikatorinnen und Multiplikatoren. Für die Bewertung der Adaptionen werden zwei Kriterien herangezogen: (1) das Kriterium der Präzision, das die Vollständigkeit und Klarheit der Inhalte umfasst und (2) das Kriterium der fachlichen Korrektheit, das durch das Ausbleiben fachbezogener Fehler beschrieben wird. Analysiert werden dabei die theoretischen, fachbezogenen Phasen der von Multiplikatorinnen und Multiplikatoren durchgeführten Fortbildung zur frühen mathematischen Bildung, da davon ausgegangen wird, dass insbesondere diese theoretischen Inhalte für diese Gruppe von Multiplikatorinnen und Multiplikatoren eine Herausforderung darstellen. Zur Untersuchung wurde eine videogestützte, qualitative Feldstudie mit <jats:italic>N</jats:italic> = 8 Fällen durchgeführt. Mit Hilfe der qualitativen Inhaltsanalyse wurden die Adaptionshandlungen der Multiplikatorinnen und Multiplikatoren charakterisiert und hinsichtlich ihrer Präzision und der fachlichen Fehler in diesen Adaptionen analysiert. Dabei zeigte sich, dass der eigenständige Umgang mit den mathematischen und mathematikdidaktischen Inhalten des Fortbildungskonzepts <jats:italic>EmMa </jats:italic>trotz intensiver Unterstützung anspruchsvoll und bei vielen Multiplikatorinnen und Multiplikatoren mit fachbezogenen Fehlern verbunden ist. Implikationen dieser Ergebnisse für die weitere Forschung werden diskutiert.</jats:p>","lang":"eng"}],"publication":"Journal für Mathematik-Didaktik","language":[{"iso":"ger"}]},{"_id":"21530","user_id":"49063","department":[{"_id":"97"},{"_id":"611"}],"language":[{"iso":"eng"}],"type":"book_chapter","publication":"Mathematics Education in the Early Years","status":"public","date_updated":"2023-06-20T19:11:15Z","publisher":"Springer","date_created":"2021-03-17T15:19:40Z","author":[{"full_name":"Bruns, Julia","id":"72183","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia"},{"first_name":"Martin","full_name":"Carlsen, Martin","last_name":"Carlsen"},{"first_name":"Lars","last_name":"Eichen","full_name":"Eichen, Lars"},{"first_name":"Ingvald","last_name":"Erfjord","full_name":"Erfjord, Ingvald"},{"first_name":"Per Sigurd","last_name":"Hundeland","full_name":"Hundeland, Per Sigurd"}],"title":"Situational Perception in Mathematics (SPiM)—Results of a Cross-Country Study in Austria and Norway","doi":"10.1007/978-3-030-34776-5_19","publication_status":"published","publication_identifier":{"isbn":["9783030347758","9783030347765"]},"quality_controlled":"1","place":"Cham","year":"2020","citation":{"mla":"Bruns, Julia, et al. “Situational Perception in Mathematics (SPiM)—Results of a Cross-Country Study in Austria and Norway.” <i>Mathematics Education in the Early Years</i>, Springer, 2020, pp. 317–332, doi:<a href=\"https://doi.org/10.1007/978-3-030-34776-5_19\">10.1007/978-3-030-34776-5_19</a>.","bibtex":"@inbook{Bruns_Carlsen_Eichen_Erfjord_Hundeland_2020, place={Cham}, title={Situational Perception in Mathematics (SPiM)—Results of a Cross-Country Study in Austria and Norway}, DOI={<a href=\"https://doi.org/10.1007/978-3-030-34776-5_19\">10.1007/978-3-030-34776-5_19</a>}, booktitle={Mathematics Education in the Early Years}, publisher={Springer}, author={Bruns, Julia and Carlsen, Martin and Eichen, Lars and Erfjord, Ingvald and Hundeland, Per Sigurd}, year={2020}, pages={317–332} }","short":"J. Bruns, M. Carlsen, L. Eichen, I. Erfjord, P.S. Hundeland, in: Mathematics Education in the Early Years, Springer, Cham, 2020, pp. 317–332.","apa":"Bruns, J., Carlsen, M., Eichen, L., Erfjord, I., &#38; Hundeland, P. S. (2020). Situational Perception in Mathematics (SPiM)—Results of a Cross-Country Study in Austria and Norway. In <i>Mathematics Education in the Early Years</i> (pp. 317–332). Springer. <a href=\"https://doi.org/10.1007/978-3-030-34776-5_19\">https://doi.org/10.1007/978-3-030-34776-5_19</a>","ieee":"J. Bruns, M. Carlsen, L. Eichen, I. Erfjord, and P. S. Hundeland, “Situational Perception in Mathematics (SPiM)—Results of a Cross-Country Study in Austria and Norway,” in <i>Mathematics Education in the Early Years</i>, Cham: Springer, 2020, pp. 317–332.","chicago":"Bruns, Julia, Martin Carlsen, Lars Eichen, Ingvald Erfjord, and Per Sigurd Hundeland. “Situational Perception in Mathematics (SPiM)—Results of a Cross-Country Study in Austria and Norway.” In <i>Mathematics Education in the Early Years</i>, 317–332. Cham: Springer, 2020. <a href=\"https://doi.org/10.1007/978-3-030-34776-5_19\">https://doi.org/10.1007/978-3-030-34776-5_19</a>.","ama":"Bruns J, Carlsen M, Eichen L, Erfjord I, Hundeland PS. Situational Perception in Mathematics (SPiM)—Results of a Cross-Country Study in Austria and Norway. In: <i>Mathematics Education in the Early Years</i>. Springer; 2020:317–332. doi:<a href=\"https://doi.org/10.1007/978-3-030-34776-5_19\">10.1007/978-3-030-34776-5_19</a>"},"page":"317–332"},{"_id":"45689","department":[{"_id":"97"},{"_id":"611"}],"user_id":"49063","language":[{"iso":"ger"}],"publication":"KiTa aktuell Österreich","type":"journal_article","status":"public","date_updated":"2023-06-20T18:51:53Z","volume":7,"author":[{"first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","id":"72183","full_name":"Bruns, Julia"},{"first_name":"L.","full_name":"Eichen, L.","last_name":"Eichen"}],"date_created":"2023-06-20T18:49:45Z","title":"Frühe mathematische Bildung im elementarpädagogischen Alltag","publication_status":"published","issue":"5","year":"2019","intvolume":"         7","page":"85-86","citation":{"bibtex":"@article{Bruns_Eichen_2019, title={Frühe mathematische Bildung im elementarpädagogischen Alltag}, volume={7}, number={5}, journal={KiTa aktuell Österreich}, author={Bruns, Julia and Eichen, L.}, year={2019}, pages={85–86} }","short":"J. Bruns, L. Eichen, KiTa aktuell Österreich 7 (2019) 85–86.","mla":"Bruns, Julia, and L. Eichen. “Frühe mathematische Bildung im elementarpädagogischen Alltag.” <i>KiTa aktuell Österreich</i>, vol. 7, no. 5, 2019, pp. 85–86.","apa":"Bruns, J., &#38; Eichen, L. (2019). Frühe mathematische Bildung im elementarpädagogischen Alltag. <i>KiTa aktuell Österreich</i>, <i>7</i>(5), 85–86.","ieee":"J. Bruns and L. Eichen, “Frühe mathematische Bildung im elementarpädagogischen Alltag,” <i>KiTa aktuell Österreich</i>, vol. 7, no. 5, pp. 85–86, 2019.","chicago":"Bruns, Julia, and L. Eichen. “Frühe mathematische Bildung im elementarpädagogischen Alltag.” <i>KiTa aktuell Österreich</i> 7, no. 5 (2019): 85–86.","ama":"Bruns J, Eichen L. Frühe mathematische Bildung im elementarpädagogischen Alltag. <i>KiTa aktuell Österreich</i>. 2019;7(5):85-86."}}]