[{"status":"public","abstract":[{"lang":"eng","text":"<jats:p> Zusammenfassung: Frühe mathematische Bildung, die ihren Ausgangspunkt in den (Spiel-)Situationen der Kindertagesstätte nimmt, kann breite mathematische Erfahrungen ermöglichen, wenn die (Spiel-)Situationen entsprechende Möglichkeiten bieten. Erste Studien weisen darauf hin, dass in diesen Situationen verschiedene mathematische Inhalte angesprochen werden können. Allerdings konzentrieren sich bisherige Studien auf ausgewählte Kontexte oder Inhaltsbereiche. Diese Studie zielt daher auf eine vertiefte Analyse der Gelegenheiten für mathematische Erfahrungen, die in verschiedenen (Spiel-)Situationen im Alltag der Kindertagesstätte entstehen können. Dazu wurde eine videobasierte Beobachtungsstudie mittels einer Action-Kamera in einer Kindertagesstätte durchgeführt. Die Ergebnisse zeigen, dass eine Vielfalt von mathematischen Inhalten in (Spiel-)Situationen in der Kindertagesstätte beobachtet werden kann, einzelne Inhalte jedoch nur in formellen Lernsituationen auftreten. </jats:p>"}],"type":"journal_article","publication":"Frühe Bildung","alternative_title":["Analyse von Gelegenheiten zur frühen mathematischen Bildung im Alltag einer Kindertagesstätte"],"language":[{"iso":"ger"}],"user_id":"72183","department":[{"_id":"611"}],"_id":"61519","citation":{"ama":"Bruns J, Mette T. Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden? <i>Frühe Bildung</i>. 2025;14(4):193-200. doi:<a href=\"https://doi.org/10.1026/2191-9186/a000730\">10.1026/2191-9186/a000730</a>","ieee":"J. Bruns and T. Mette, “Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?,” <i>Frühe Bildung</i>, vol. 14, no. 4, pp. 193–200, 2025, doi: <a href=\"https://doi.org/10.1026/2191-9186/a000730\">10.1026/2191-9186/a000730</a>.","chicago":"Bruns, Julia, and Tessa Mette. “Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?” <i>Frühe Bildung</i> 14, no. 4 (2025): 193–200. <a href=\"https://doi.org/10.1026/2191-9186/a000730\">https://doi.org/10.1026/2191-9186/a000730</a>.","apa":"Bruns, J., &#38; Mette, T. (2025). Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden? <i>Frühe Bildung</i>, <i>14</i>(4), 193–200. <a href=\"https://doi.org/10.1026/2191-9186/a000730\">https://doi.org/10.1026/2191-9186/a000730</a>","bibtex":"@article{Bruns_Mette_2025, title={Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?}, volume={14}, DOI={<a href=\"https://doi.org/10.1026/2191-9186/a000730\">10.1026/2191-9186/a000730</a>}, number={4}, journal={Frühe Bildung}, publisher={Hogrefe Publishing Group}, author={Bruns, Julia and Mette, Tessa}, year={2025}, pages={193–200} }","mla":"Bruns, Julia, and Tessa Mette. “Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?” <i>Frühe Bildung</i>, vol. 14, no. 4, Hogrefe Publishing Group, 2025, pp. 193–200, doi:<a href=\"https://doi.org/10.1026/2191-9186/a000730\">10.1026/2191-9186/a000730</a>.","short":"J. Bruns, T. Mette, Frühe Bildung 14 (2025) 193–200."},"intvolume":"        14","page":"193-200","year":"2025","issue":"4","publication_status":"published","publication_identifier":{"issn":["2191-9186","2191-9194"]},"doi":"10.1026/2191-9186/a000730","title":"Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?","date_created":"2025-10-05T17:56:06Z","author":[{"first_name":"Julia","id":"72183","full_name":"Bruns, Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864"},{"first_name":"Tessa","last_name":"Mette","full_name":"Mette, Tessa"}],"volume":14,"publisher":"Hogrefe Publishing Group","date_updated":"2025-10-05T17:56:50Z"},{"language":[{"iso":"ger"}],"_id":"54970","department":[{"_id":"611"}],"user_id":"72183","status":"public","publication":"Frühe Bildung","type":"journal_article","title":"Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte","doi":"https://doi.org/10.1026/2191-9186/a000712","date_updated":"2026-03-11T14:31:13Z","volume":14,"date_created":"2024-07-02T07:31:26Z","author":[{"last_name":"Quack","id":"77311","full_name":"Quack, Carolin","first_name":"Carolin"},{"id":"72183","full_name":"Bruns, Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia"}],"year":"2025","page":"72-78","intvolume":"        14","citation":{"ama":"Quack C, Bruns J. Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte. <i>Frühe Bildung</i>. 2025;14(2):72-78. doi:<a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>","ieee":"C. Quack and J. Bruns, “Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte,” <i>Frühe Bildung</i>, vol. 14, no. 2, pp. 72–78, 2025, doi: <a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>.","chicago":"Quack, Carolin, and Julia Bruns. “Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte.” <i>Frühe Bildung</i> 14, no. 2 (2025): 72–78. <a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>.","short":"C. Quack, J. Bruns, Frühe Bildung 14 (2025) 72–78.","mla":"Quack, Carolin, and Julia Bruns. “Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte.” <i>Frühe Bildung</i>, vol. 14, no. 2, 2025, pp. 72–78, doi:<a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>.","bibtex":"@article{Quack_Bruns_2025, title={Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte}, volume={14}, DOI={<a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>}, number={2}, journal={Frühe Bildung}, author={Quack, Carolin and Bruns, Julia}, year={2025}, pages={72–78} }","apa":"Quack, C., &#38; Bruns, J. (2025). Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte. <i>Frühe Bildung</i>, <i>14</i>(2), 72–78. <a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>"},"issue":"2"},{"publication_status":"published","publication_identifier":{"issn":["1866-6671"]},"issue":"1","year":"2024","citation":{"chicago":"Langer, Wiebke, Julia Bruns, and Jan Erhorn. “Entwicklung Und Validierung Eines Videobasierten Testinstruments Zur Erfassung Des Noticing Mit Dem Fokus Auf Individuelle Förderung Im Inklusiven Sportunterricht.” <i>Journal for Educational Research Online</i> 2023, no. 1 (2024): 51–73. <a href=\"https://doi.org/10.31244/jero.2023.01.03\">https://doi.org/10.31244/jero.2023.01.03</a>.","ieee":"W. Langer, J. Bruns, and J. Erhorn, “Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht,” <i>Journal for Educational Research Online</i>, vol. 2023, no. 1, pp. 51–73, 2024, doi: <a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>.","ama":"Langer W, Bruns J, Erhorn J. Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht. <i>Journal for Educational Research Online</i>. 2024;2023(1):51-73. doi:<a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>","apa":"Langer, W., Bruns, J., &#38; Erhorn, J. (2024). Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht. <i>Journal for Educational Research Online</i>, <i>2023</i>(1), 51–73. <a href=\"https://doi.org/10.31244/jero.2023.01.03\">https://doi.org/10.31244/jero.2023.01.03</a>","short":"W. Langer, J. Bruns, J. Erhorn, Journal for Educational Research Online 2023 (2024) 51–73.","mla":"Langer, Wiebke, et al. “Entwicklung Und Validierung Eines Videobasierten Testinstruments Zur Erfassung Des Noticing Mit Dem Fokus Auf Individuelle Förderung Im Inklusiven Sportunterricht.” <i>Journal for Educational Research Online</i>, vol. 2023, no. 1, Waxmann, 2024, pp. 51–73, doi:<a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>.","bibtex":"@article{Langer_Bruns_Erhorn_2024, title={Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht}, volume={2023}, DOI={<a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>}, number={1}, journal={Journal for Educational Research Online}, publisher={Waxmann}, author={Langer, Wiebke and Bruns, Julia and Erhorn, Jan}, year={2024}, pages={51–73} }"},"page":"51-73","intvolume":"      2023","publisher":"Waxmann","date_updated":"2025-06-02T14:14:25Z","date_created":"2025-06-02T14:13:18Z","author":[{"full_name":"Langer, Wiebke","last_name":"Langer","first_name":"Wiebke"},{"orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","id":"72183","full_name":"Bruns, Julia","first_name":"Julia"},{"full_name":"Erhorn, Jan","last_name":"Erhorn","first_name":"Jan"}],"volume":2023,"title":"Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht","doi":"10.31244/jero.2023.01.03","type":"journal_article","publication":"Journal for Educational Research Online","abstract":[{"lang":"eng","text":"<jats:p>Noticing besitzt eine hohe Bedeutung für das professionelle Handeln von Sportlehrkräften, insbesondere für den inklusiven Sportunterricht. Um eine angemessene Berücksichtigung individueller Lernvoraussetzungen und -prozesse bei der Planung und Durchführung von Unterricht zu gewährleisten, müssen die Sportlehrkräfte ihre Aufmerksamkeit gezielt auf die für die individuelle Förderung der Schüler*innen relevanten Ereignisse im zum Teil unübersichtlichen interaktiven Geschehens in der Sporthalle richten und diese auf theoretischer Grundlage interpretieren. Noticing, welches die selektive Aufmerksamkeitslenkung und das theoriegeleitete Deuten umfasst, bildet somit eine wichtige Voraussetzung, um allen Schüler*innen eine individuelle Förderung im inklusiven Sportunterricht zu ermöglichen. Die Fähigkeiten angehender Sportlehrkräften im Bereich Noticing insbesondere in inklusiven Settings sind bislang kaum untersucht worden. Diese Forschungslücke kann u.a. auf fehlende Forschungsinstrumente zur standardisierten Erfassung dieses Konstrukts zurückgeführt werden. Im Rahmen des Beitrags wird daher die Entwicklung und Validierung eines standardisierten, Videovignetten-basiertes Testinstruments zur Messung des Noticing von angehenden Sportlehrkräften im Hinblick auf individuelle Förderung im inklusiven Sportunterricht vorgestellt. Im Fokus der Validierung stehen der Testinhalt, die interne Struktur des Instruments sowie Zusammenhänge mit verwandten inhaltlichen Konstrukten. Die Ergebnisse aus drei aufeinander aufbauenden Validierungsstudien geben Hinweise auf die Reliabilität und Validität der Testwertinterpretation des Instruments ViProQiS_IF im Sinne des Noticing im Hinblick auf individuelle Förderung im inklusiven Sportunterricht.</jats:p>"}],"status":"public","_id":"60103","user_id":"72183","department":[{"_id":"611"}],"language":[{"iso":"eng"}]},{"type":"journal_article","publication":"Journal für Mathematik-Didaktik","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n          <jats:p>The understanding of place value systems, especially the base-ten place value system, is one of the most important prerequisites to develop numeracy. The understanding of place value systems can be ascribed to two concepts, which in the tradition of the German subject-matter didactics are called <jats:italic>regrouping principle</jats:italic> and <jats:italic>place value principle</jats:italic>. Our study aims at clarifying whether these two principles can be used systematically for an effective identification of the gaps in students’ understanding to give a basis for individual support. We therefore conducted a study with <jats:italic>N</jats:italic> = 100 third graders (8 to 10 years old). We asked the students to work on 7 tasks on translating named units into written numbers using the place value system, in which the place value principle, the regrouping principle or both principles had to be considered. We analysed the errors qualitatively regarding which principle was violated and developed a typification of solution behaviour. The identified individual difficulties by taking the perspective of the two principles can be a starting point for individual support. Our tasks are shown to be a quick and easy way to diagnose students’ individual problems in understanding the base-ten place value system.</jats:p>"}],"status":"public","_id":"60104","user_id":"72183","department":[{"_id":"611"}],"article_number":"11","language":[{"iso":"eng"}],"publication_status":"published","publication_identifier":{"issn":["0173-5322","1869-2699"]},"issue":"2","year":"2024","citation":{"chicago":"Jensen, Solveig, Hedwig Gasteiger, and Julia Bruns. “Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert Und Bündelung Als Hilfreiche Konstrukte Zur Diagnose von Schwierigkeiten Beim Verständnis Des Stellenwertsystems.” <i>Journal Für Mathematik-Didaktik</i> 45, no. 2 (2024). <a href=\"https://doi.org/10.1007/s13138-024-00234-8\">https://doi.org/10.1007/s13138-024-00234-8</a>.","ieee":"S. Jensen, H. Gasteiger, and J. Bruns, “Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems,” <i>Journal für Mathematik-Didaktik</i>, vol. 45, no. 2, Art. no. 11, 2024, doi: <a href=\"https://doi.org/10.1007/s13138-024-00234-8\">10.1007/s13138-024-00234-8</a>.","ama":"Jensen S, Gasteiger H, Bruns J. Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems. <i>Journal für Mathematik-Didaktik</i>. 2024;45(2). doi:<a href=\"https://doi.org/10.1007/s13138-024-00234-8\">10.1007/s13138-024-00234-8</a>","apa":"Jensen, S., Gasteiger, H., &#38; Bruns, J. (2024). Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems. <i>Journal Für Mathematik-Didaktik</i>, <i>45</i>(2), Article 11. <a href=\"https://doi.org/10.1007/s13138-024-00234-8\">https://doi.org/10.1007/s13138-024-00234-8</a>","short":"S. Jensen, H. Gasteiger, J. Bruns, Journal Für Mathematik-Didaktik 45 (2024).","bibtex":"@article{Jensen_Gasteiger_Bruns_2024, title={Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems}, volume={45}, DOI={<a href=\"https://doi.org/10.1007/s13138-024-00234-8\">10.1007/s13138-024-00234-8</a>}, number={211}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Jensen, Solveig and Gasteiger, Hedwig and Bruns, Julia}, year={2024} }","mla":"Jensen, Solveig, et al. “Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert Und Bündelung Als Hilfreiche Konstrukte Zur Diagnose von Schwierigkeiten Beim Verständnis Des Stellenwertsystems.” <i>Journal Für Mathematik-Didaktik</i>, vol. 45, no. 2, 11, Springer Science and Business Media LLC, 2024, doi:<a href=\"https://doi.org/10.1007/s13138-024-00234-8\">10.1007/s13138-024-00234-8</a>."},"intvolume":"        45","publisher":"Springer Science and Business Media LLC","date_updated":"2025-06-02T14:14:34Z","author":[{"first_name":"Solveig","full_name":"Jensen, Solveig","last_name":"Jensen"},{"first_name":"Hedwig","last_name":"Gasteiger","full_name":"Gasteiger, Hedwig"},{"full_name":"Bruns, Julia","id":"72183","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia"}],"date_created":"2025-06-02T14:13:34Z","volume":45,"title":"Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems","doi":"10.1007/s13138-024-00234-8"},{"department":[{"_id":"97"},{"_id":"611"}],"user_id":"72183","_id":"45693","language":[{"iso":"ger"}],"publication":"Teacher professional vision: Empirical perspectives","type":"book_chapter","status":"public","editor":[{"first_name":"R.","last_name":"Stahnke","full_name":"Stahnke, R."},{"full_name":"Gegenfurtner, A.","last_name":"Gegenfurtner","first_name":"A."}],"author":[{"first_name":"W.","full_name":"Langer, W.","last_name":"Langer"},{"first_name":"Julia","full_name":"Bruns, Julia","id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"},{"first_name":"J.","last_name":"Erhorn","full_name":"Erhorn, J."}],"date_created":"2023-06-20T18:58:10Z","date_updated":"2025-06-02T14:12:58Z","publisher":"Routledge","title":"Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education","publication_status":"published","page":"232-248","citation":{"apa":"Langer, W., Bruns, J., &#38; Erhorn, J. (2024). Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education. In R. Stahnke &#38; A. Gegenfurtner (Eds.), <i>Teacher professional vision: Empirical perspectives</i> (pp. 232–248). Routledge.","short":"W. Langer, J. Bruns, J. Erhorn, in: R. Stahnke, A. Gegenfurtner (Eds.), Teacher professional vision: Empirical perspectives, Routledge, 2024, pp. 232–248.","mla":"Langer, W., et al. “Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education.” <i>Teacher professional vision: Empirical perspectives</i>, edited by R. Stahnke and A. Gegenfurtner, Routledge, 2024, pp. 232–48.","bibtex":"@inbook{Langer_Bruns_Erhorn_2024, title={Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education}, booktitle={Teacher professional vision: Empirical perspectives}, publisher={Routledge}, author={Langer, W. and Bruns, Julia and Erhorn, J.}, editor={Stahnke, R. and Gegenfurtner, A.}, year={2024}, pages={232–248} }","chicago":"Langer, W., Julia Bruns, and J. Erhorn. “Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education.” In <i>Teacher professional vision: Empirical perspectives</i>, edited by R. Stahnke and A. Gegenfurtner, 232–48. Routledge, 2024.","ieee":"W. Langer, J. Bruns, and J. Erhorn, “Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education,” in <i>Teacher professional vision: Empirical perspectives</i>, R. Stahnke and A. Gegenfurtner, Eds. Routledge, 2024, pp. 232–248.","ama":"Langer W, Bruns J, Erhorn J. Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education. In: Stahnke R, Gegenfurtner A, eds. <i>Teacher professional vision: Empirical perspectives</i>. Routledge; 2024:232-248."},"year":"2024"},{"title":"Intervention Research on Teachers’ Professional Vision: Challenges of Current Research","date_updated":"2025-06-02T14:13:12Z","publisher":"Routledge","date_created":"2023-06-20T18:56:33Z","author":[{"full_name":"Bruns, Julia","id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia"}],"year":"2024","page":"156-171","citation":{"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.","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.","short":"J. Bruns, in: R. Stahnke, A. Gegenfurtner (Eds.), Teacher professional vision: Theoretical and Methodological Advances, Routledge, 2024, pp. 156–171.","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."},"publication_status":"published","language":[{"iso":"ger"}],"_id":"45692","department":[{"_id":"97"},{"_id":"611"}],"user_id":"72183","editor":[{"first_name":"R.","full_name":"Stahnke, R.","last_name":"Stahnke"},{"full_name":"Gegenfurtner, A.","last_name":"Gegenfurtner","first_name":"A."}],"status":"public","publication":"Teacher professional vision: Theoretical and Methodological Advances","type":"book_chapter"},{"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"}],"year":"2023","citation":{"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>","short":"J. Bruns, M. Hagena, H. Gasteiger, Teaching and Teacher Education 132 (2023).","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>.","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} }","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>"},"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","date_updated":"2025-06-02T12:59:11Z","publisher":"Elsevier BV","author":[{"orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","full_name":"Bruns, Julia","id":"72183","first_name":"Julia"},{"last_name":"Hagena","full_name":"Hagena, Maike","first_name":"Maike"},{"last_name":"Gasteiger","full_name":"Gasteiger, Hedwig","first_name":"Hedwig"}],"date_created":"2023-07-26T08:55:26Z","volume":132},{"status":"public","type":"conference","publication":"Beiträge zum Mathematikunterricht 2022","language":[{"iso":"ger"}],"_id":"45679","user_id":"49063","department":[{"_id":"97"},{"_id":"611"}],"year":"2022","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.","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.","ieee":"J. Bruns and D. Reuter, “„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?,” 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>.","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} }","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."},"publication_status":"published","title":"„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?","date_updated":"2023-06-20T18:27:55Z","publisher":"WTM-Verlag","author":[{"first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","id":"72183","full_name":"Bruns, Julia"},{"first_name":"D.","full_name":"Reuter, D.","last_name":"Reuter"}],"date_created":"2023-06-20T18:27:40Z"},{"_id":"45678","department":[{"_id":"97"},{"_id":"611"}],"user_id":"49063","language":[{"iso":"eng"}],"publication":"Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)","type":"conference","editor":[{"last_name":"Hodgen","full_name":"Hodgen, J.","first_name":"J."},{"first_name":"E.","full_name":"Geraniou, E.","last_name":"Geraniou"},{"full_name":"Bolondi, G.","last_name":"Bolondi","first_name":"G."},{"full_name":"Ferretti, F.","last_name":"Ferretti","first_name":"F."}],"status":"public","date_updated":"2023-06-20T19:06:39Z","author":[{"first_name":"Julia","full_name":"Bruns, Julia","id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"},{"first_name":"M.","full_name":"Hagena, M.","last_name":"Hagena"},{"first_name":"H.","last_name":"Gasteiger","full_name":"Gasteiger, H."}],"date_created":"2023-06-20T18:26:19Z","title":"Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education","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"},"publication_status":"published","year":"2022","citation":{"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.","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} }","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.","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>.","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.","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.","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."}},{"type":"journal_article","publication":"German Journal of Exercise and Sport Research","status":"public","_id":"45677","user_id":"49063","department":[{"_id":"97"},{"_id":"611"}],"language":[{"iso":"ger"}],"publication_status":"published","issue":"3","year":"2022","citation":{"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>.","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>.","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} }","short":"J. Bruns, W. Langer, J. Erhorn, German Journal of Exercise and Sport Research 52 (2022) 386–397.","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>","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>"},"page":"386–397","intvolume":"        52","date_updated":"2023-06-20T19:06:58Z","date_created":"2023-06-20T18:22:54Z","author":[{"first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","id":"72183","full_name":"Bruns, Julia"},{"full_name":"Langer, W.","last_name":"Langer","first_name":"W."},{"first_name":"J.","last_name":"Erhorn","full_name":"Erhorn, J."}],"volume":52,"title":"Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht","doi":"10.1007/s12662-022-00807-0"},{"language":[{"iso":"eng"}],"keyword":["Physical education teacher education","Competence modelling and","measurement","Inclusive physical education","Video-based items","Noticing"],"external_id":{"isi":["000788945100004"]},"abstract":[{"lang":"eng","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."}],"publication":"German Journal of Exercise and Sport Research","title":"Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education","date_created":"2022-12-22T09:22:45Z","publisher":"Springer","year":"2022","issue":"3","quality_controlled":"1","article_type":"original","isi":"1","user_id":"49063","department":[{"_id":"97"},{"_id":"611"}],"_id":"34820","status":"public","type":"journal_article","doi":"10.1007/s12662-022-00807-0","author":[{"first_name":"Wiebke","last_name":"Langer","full_name":"Langer, Wiebke"},{"first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183"},{"first_name":"Jan","full_name":"Erhorn, Jan","last_name":"Erhorn"}],"volume":52,"date_updated":"2023-06-20T19:10:42Z","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","publication_status":"published","publication_identifier":{"issn":["2509-3142"],"eissn":["2509-3150"]}},{"publication":"Zeitschrift für Erziehungswissenschaft","abstract":[{"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.","lang":"eng"}],"external_id":{"isi":["000852117800001"]},"language":[{"iso":"ger"}],"keyword":["Facilitator professional development","Early childhood teachers","Teaching","experience","Early mathematics education"],"issue":"6","quality_controlled":"1","year":"2022","date_created":"2022-12-22T09:22:45Z","publisher":"Springer Vieweg-springer Fachmedien Wiesbaden Gmbh","title":"Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft","type":"journal_article","status":"public","department":[{"_id":"611"},{"_id":"97"}],"user_id":"49063","_id":"34819","isi":"1","article_type":"original","publication_identifier":{"issn":["1434-663X"],"eissn":["1862-5215"]},"publication_status":"published","page":"1455–1480","intvolume":"        25","citation":{"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>","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>.","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} }","short":"M. Hagena, J. Bruns, H. Gasteiger, Zeitschrift für Erziehungswissenschaft 25 (2022) 1455–1480.","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>"},"volume":25,"author":[{"first_name":"Maike","last_name":"Hagena","full_name":"Hagena, Maike"},{"last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183","first_name":"Julia"},{"last_name":"Gasteiger","full_name":"Gasteiger, Hedwig","first_name":"Hedwig"}],"date_updated":"2023-06-20T19:10:11Z","doi":"10.1007/s11618-022-01122-y"},{"_id":"36472","user_id":"49063","department":[{"_id":"97"},{"_id":"611"}],"language":[{"iso":"ger"}],"type":"book_chapter","publication":"Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik","status":"public","publisher":"Springer Berlin Heidelberg","date_updated":"2023-06-20T19:10:24Z","date_created":"2023-01-12T14:51:59Z","author":[{"first_name":"Dinah","full_name":"Reuter, Dinah","last_name":"Reuter"},{"first_name":"Julia","full_name":"Bruns, Julia","id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"}],"title":"Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich","doi":"10.1007/978-3-662-63214-7_3","publication_status":"published","publication_identifier":{"isbn":["9783662632130","9783662632147"]},"quality_controlled":"1","year":"2022","place":"Berlin, Heidelberg","citation":{"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>","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>.","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>","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>.","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} }","short":"D. Reuter, J. Bruns, in: Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik, Springer Berlin Heidelberg, Berlin, Heidelberg, 2022."}},{"language":[{"iso":"ger"}],"keyword":["Education","General Mathematics"],"publication":"Journal für Mathematik-Didaktik","abstract":[{"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>","lang":"eng"}],"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","issue":"2","quality_controlled":"1","year":"2021","user_id":"72183","department":[{"_id":"97"},{"_id":"611"}],"_id":"34827","type":"journal_article","status":"public","author":[{"first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183"},{"last_name":"Unterhauser","full_name":"Unterhauser, Elisabeth","first_name":"Elisabeth"},{"full_name":"Gasteiger, Hedwig","last_name":"Gasteiger","first_name":"Hedwig"}],"volume":42,"date_updated":"2023-10-23T11:14:59Z","doi":"10.1007/s13138-021-00185-4","publication_status":"published","publication_identifier":{"issn":["0173-5322","1869-2699"]},"citation":{"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} }","short":"J. Bruns, E. Unterhauser, H. Gasteiger, Journal für Mathematik-Didaktik 42 (2021) 581–623.","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>","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>."},"intvolume":"        42","page":"581-623"},{"external_id":{"isi":["000614156400001"]},"keyword":["content knowledge","domain-specific learning","early childhood education","teacher knowledge"],"language":[{"iso":"eng"}],"publication":"Review of Education","abstract":[{"lang":"eng","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."}],"publisher":"Wiley","date_created":"2022-12-22T09:22:46Z","title":"Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review","quality_controlled":"1","issue":"2","year":"2021","_id":"34822","department":[{"_id":"611"},{"_id":"97"}],"user_id":"49063","article_type":"review","isi":"1","type":"journal_article","status":"public","date_updated":"2023-06-20T19:04:34Z","volume":9,"author":[{"full_name":"Bruns, Julia","id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia"},{"last_name":"Gasteiger","full_name":"Gasteiger, Hedwig","first_name":"Hedwig"},{"last_name":"Strahl","full_name":"Strahl, Carolin","first_name":"Carolin"}],"doi":"10.1002/rev3.3255","publication_identifier":{"issn":["2049-6613"]},"publication_status":"published","intvolume":"         9","page":"500-538","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} }"}},{"status":"public","publication":". TPS – Theorie und Praxis der Sozialpädagogik","type":"journal_article","language":[{"iso":"ger"}],"department":[{"_id":"97"},{"_id":"611"}],"user_id":"49063","_id":"45687","intvolume":"        11","page":"28-32","citation":{"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.","ama":"Bruns J, Schopferer T. Eine mustergültige Wissenschaft. . <i>TPS – Theorie und Praxis der Sozialpädagogik</i>. 2021;11:28-32.","mla":"Bruns, Julia, and T. Schopferer. “Eine mustergültige Wissenschaft.” . <i>. TPS – Theorie und Praxis der Sozialpädagogik</i>, vol. 11, 2021, pp. 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} }","short":"J. Bruns, T. Schopferer, . . TPS – Theorie und Praxis der Sozialpädagogik 11 (2021) 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."},"year":"2021","publication_status":"published","title":"Eine mustergültige Wissenschaft","volume":11,"author":[{"full_name":"Bruns, Julia","id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia"},{"first_name":"T.","full_name":"Schopferer, T.","last_name":"Schopferer"}],"date_created":"2023-06-20T18:47:03Z","date_updated":"2023-06-20T18:47:08Z"},{"_id":"36527","department":[{"_id":"611"},{"_id":"97"}],"user_id":"49063","language":[{"iso":"eng"}],"publication":"Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education","type":"conference","editor":[{"first_name":"Maitree","last_name":"Inprasitha","full_name":"Inprasitha, Maitree"},{"last_name":"Changsri","full_name":"Changsri, Narumon","first_name":"Narumon"},{"first_name":"Nisakorn","full_name":"Boonsena, Nisakorn","last_name":"Boonsena"}],"status":"public","date_updated":"2023-06-20T19:13:24Z","oa":"1","volume":3,"date_created":"2023-01-13T08:47:46Z","author":[{"first_name":"Solveig","full_name":"Jensen, Solveig","last_name":"Jensen"},{"first_name":"Hedwig","full_name":"Gasteiger, Hedwig","last_name":"Gasteiger"},{"first_name":"Julia","id":"72183","full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"}],"title":"Place value and regrouping as seperate constructs of place value understanding","conference":{"name":"44th Conference of the International Group for the Psychology of Mathematics Education","location":"Khon Kaen, Thailand"},"main_file_link":[{"url":"https://www.igpme.org/wp-content/uploads/2022/04/Volume-3_final.pdf","open_access":"1"}],"quality_controlled":"1","publication_status":"published","year":"2021","page":"101-109","intvolume":"         3","citation":{"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).","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.","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."}},{"status":"public","type":"journal_article","article_type":"review","isi":"1","_id":"34823","user_id":"49063","department":[{"_id":"611"},{"_id":"97"}],"citation":{"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>","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>.","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>.","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>","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} }","short":"J. Bruns, H. Gasteiger, C. Strahl, Review of Education 9 (2021) 539–540."},"intvolume":"         9","page":"539-540","publication_status":"published","publication_identifier":{"issn":["2049-6613"]},"doi":"10.1002/rev3.3256","date_updated":"2023-06-20T19:10:58Z","author":[{"orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","full_name":"Bruns, Julia","id":"72183","first_name":"Julia"},{"full_name":"Gasteiger, Hedwig","last_name":"Gasteiger","first_name":"Hedwig"},{"full_name":"Strahl, Carolin","last_name":"Strahl","first_name":"Carolin"}],"volume":9,"publication":"Review of Education","language":[{"iso":"eng"}],"external_id":{"isi":["000614157400001"]},"year":"2021","quality_controlled":"1","issue":"2","title":"Context and Implications Document for: Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review","publisher":"Wiley","date_created":"2022-12-22T09:22:46Z"},{"status":"public","type":"conference","_id":"36536","department":[{"_id":"611"},{"_id":"97"}],"user_id":"49063","citation":{"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>.","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>","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>","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>.","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} }","short":"S. Jensen, H. Gasteiger, J. Bruns, in: Gesellschaft für Didaktik der Mathematik (Ed.), Beiträge zum Mathematikunterricht 2021, WTM-Verlag, 2021."},"publication_status":"published","doi":"http://dx.doi.org/10.17877/DE290R-22292","conference":{"name":"55. Jahrestagung der Gesellschaft für Didaktik der Mathematik","location":"Lüneburg"},"main_file_link":[{"open_access":"1","url":"https://eldorado.tu-dortmund.de/bitstream/2003/40417/1/BzMU21_JENSEN_Stellenwertverständnis.pdf"}],"oa":"1","date_updated":"2023-06-20T19:15:25Z","author":[{"last_name":"Jensen","full_name":"Jensen, Solveig","first_name":"Solveig"},{"first_name":"Hedwig","last_name":"Gasteiger","full_name":"Gasteiger, Hedwig"},{"first_name":"Julia","full_name":"Bruns, Julia","id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"}],"publication":"Beiträge zum Mathematikunterricht 2021","language":[{"iso":"ger"}],"external_id":{"unknown":["00495419692518"]},"year":"2021","corporate_editor":["Gesellschaft für Didaktik der Mathematik"],"title":"Stellenwertverständnis: Verständnis von Stellenwertprinzip und Bündelungsprinzip als separate Konstrukte","publisher":"WTM-Verlag","date_created":"2023-01-13T09:05:16Z"},{"publication_status":"published","year":"2020","place":"Hannover","citation":{"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.","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.","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.","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.","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."},"page":"37-46","date_updated":"2023-06-20T18:48:58Z","publisher":"Kallmeyer","author":[{"first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","id":"72183","full_name":"Bruns, Julia"},{"first_name":"A.","full_name":"Vogtländer, A.","last_name":"Vogtländer"}],"date_created":"2023-06-20T18:48:54Z","title":"Frühe alltagsintegrierte mathematische Bildung. Eine Einleitung","type":"book_chapter","publication":"Frühe alltagsintegrierte mathematische Bildung. Handreichung für Lehrende","editor":[{"full_name":"Born-Rauchecker, E.","last_name":"Born-Rauchecker","first_name":"E."},{"last_name":"Vogtländer","full_name":"Vogtländer, A.","first_name":"A."},{"last_name":"Weber","full_name":"Weber, K.","first_name":"K."}],"status":"public","_id":"45688","user_id":"49063","department":[{"_id":"97"},{"_id":"611"}],"language":[{"iso":"ger"}]}]