[{"date_updated":"2026-04-07T08:14:45Z","status":"public","title":"Counting Frobenius extensions over local function fields","year":"2026","author":[{"id":"21202","full_name":"Klüners, Jürgen","first_name":"Jürgen","last_name":"Klüners"},{"full_name":"Müller, Raphael","first_name":"Raphael","last_name":"Müller","id":"55246"}],"user_id":"82981","_id":"65358","language":[{"iso":"eng"}],"abstract":[{"text":"We determine the asymptotic growth of extensions of local function fields of characteristic p counted by discriminant, where the Galois group is a subgroup of the affine group AGL_1(p). More general, we solve the corresponding counting problems for all groups which arise in a tower of a cyclic extension of order p over a cyclic extension of degree d coprime to p. This in particular give answers for certain non-abelian groups including S_3, dihedral groups of order 2p, and many Frobenius groups.","lang":"eng"}],"publication":"arXiv:2604.02152","citation":{"bibtex":"@article{Klüners_Müller_2026, title={Counting Frobenius extensions over local function fields}, journal={arXiv:2604.02152}, author={Klüners, Jürgen and Müller, Raphael}, year={2026} }","chicago":"Klüners, Jürgen, and Raphael Müller. “Counting Frobenius Extensions over Local Function Fields.” <i>ArXiv:2604.02152</i>, 2026.","ama":"Klüners J, Müller R. Counting Frobenius extensions over local function fields. <i>arXiv:260402152</i>. Published online 2026.","short":"J. Klüners, R. Müller, ArXiv:2604.02152 (2026).","ieee":"J. Klüners and R. Müller, “Counting Frobenius extensions over local function fields,” <i>arXiv:2604.02152</i>. 2026.","mla":"Klüners, Jürgen, and Raphael Müller. “Counting Frobenius Extensions over Local Function Fields.” <i>ArXiv:2604.02152</i>, 2026.","apa":"Klüners, J., &#38; Müller, R. (2026). Counting Frobenius extensions over local function fields. In <i>arXiv:2604.02152</i>."},"type":"preprint","external_id":{"arxiv":["2604.02152"]},"date_created":"2026-04-07T08:13:59Z"},{"citation":{"ieee":"P. Wiesner, S. Krauss, N. Stegmüller, and K. Binder, “Is flipped classroom really superior?—Questioning the flip in K-12 teaching,” <i>Frontiers in Education</i>, vol. 11, Art. no. 1741733, 2026, doi: <a href=\"https://doi.org/10.3389/feduc.2026.1741733\">10.3389/feduc.2026.1741733</a>.","apa":"Wiesner, P., Krauss, S., Stegmüller, N., &#38; Binder, K. (2026). Is flipped classroom really superior?—Questioning the flip in K-12 teaching. <i>Frontiers in Education</i>, <i>11</i>, Article 1741733. <a href=\"https://doi.org/10.3389/feduc.2026.1741733\">https://doi.org/10.3389/feduc.2026.1741733</a>","chicago":"Wiesner, Patrick, Stefan Krauss, Nathalie Stegmüller, and Karin Binder. “Is Flipped Classroom Really Superior?—Questioning the Flip in K-12 Teaching.” <i>Frontiers in Education</i> 11 (2026). <a href=\"https://doi.org/10.3389/feduc.2026.1741733\">https://doi.org/10.3389/feduc.2026.1741733</a>.","short":"P. Wiesner, S. Krauss, N. Stegmüller, K. Binder, Frontiers in Education 11 (2026).","mla":"Wiesner, Patrick, et al. “Is Flipped Classroom Really Superior?—Questioning the Flip in K-12 Teaching.” <i>Frontiers in Education</i>, vol. 11, 1741733, Frontiers Media SA, 2026, doi:<a href=\"https://doi.org/10.3389/feduc.2026.1741733\">10.3389/feduc.2026.1741733</a>.","bibtex":"@article{Wiesner_Krauss_Stegmüller_Binder_2026, title={Is flipped classroom really superior?—Questioning the flip in K-12 teaching}, volume={11}, DOI={<a href=\"https://doi.org/10.3389/feduc.2026.1741733\">10.3389/feduc.2026.1741733</a>}, number={1741733}, journal={Frontiers in Education}, publisher={Frontiers Media SA}, author={Wiesner, Patrick and Krauss, Stefan and Stegmüller, Nathalie and Binder, Karin}, year={2026} }","ama":"Wiesner P, Krauss S, Stegmüller N, Binder K. Is flipped classroom really superior?—Questioning the flip in K-12 teaching. <i>Frontiers in Education</i>. 2026;11. doi:<a href=\"https://doi.org/10.3389/feduc.2026.1741733\">10.3389/feduc.2026.1741733</a>"},"file_date_updated":"2026-04-20T16:27:58Z","_id":"64580","publisher":"Frontiers Media SA","volume":11,"user_id":"83381","ddc":["370"],"status":"public","has_accepted_license":"1","date_created":"2026-02-21T08:08:32Z","file":[{"creator":"binder","date_created":"2026-04-20T16:27:58Z","date_updated":"2026-04-20T16:27:58Z","relation":"main_file","access_level":"closed","file_size":1315590,"file_name":"Wiesner Krauss Stegmüller Binder 2026 Is flipped classroom really superior.pdf","success":1,"content_type":"application/pdf","file_id":"65471"}],"type":"journal_article","publication":"Frontiers in Education","abstract":[{"lang":"eng","text":"<jats:p>\r\n                    There is a contradiction between seven meta-analyses, all of which indicate a substantial benefit of the flipped classroom (FC) method for K-12 teaching and some larger study that found no such benefit when compared to “traditional” teaching. In the theoretical part of the paper, we shed light on this contradiction by consulting general literature on meta-analyses. Ranking the 50 included FC studies by the number of classes per experimental condition, we found a negative correlation between the “size” of a study and the effect in favor of FC. In the empirical part, we present an FC study with three conditions concerning mathematical teaching, based on\r\n                    <jats:italic>n</jats:italic>\r\n                     = 950 students aged 11–13, in which many relevant covariates (e.g., quality of instruction) were addressed. One FC condition was based on students’ knowledge acquisition through instructional videos at home (FCn:\r\n                    <jats:italic>n</jats:italic>\r\n                     = 12 classes). Considering that self-regulation support might play a crucial role especially for young students working at home, another FC condition (FCS:\r\n                    <jats:italic>n</jats:italic>\r\n                     = 12 classes) was implemented, in which students could learn additional math-free strategies concerning watching instructional videos. Both FC-conditions were experimentally compared with a control group of traditional teaching (TT:\r\n                    <jats:italic>n</jats:italic>\r\n                     = 13 classes). No significant effect on learning gains was found between FCn and TT, indicating that “flipping” alone may not be more effective per se. However, a significant difference was found between FCS and FCn. Thus, supporting students’ self-regulation in addition may in indeed open the door to successful FC, even with very young students.\r\n                  </jats:p>"}],"language":[{"iso":"eng"}],"article_number":"1741733","doi":"10.3389/feduc.2026.1741733","publication_identifier":{"issn":["2504-284X"]},"author":[{"last_name":"Wiesner","first_name":"Patrick","full_name":"Wiesner, Patrick"},{"first_name":"Stefan","last_name":"Krauss","full_name":"Krauss, Stefan"},{"full_name":"Stegmüller, Nathalie","first_name":"Nathalie","last_name":"Stegmüller"},{"id":"83381","full_name":"Binder, Karin","last_name":"Binder","first_name":"Karin"}],"year":"2026","title":"Is flipped classroom really superior?—Questioning the flip in K-12 teaching","intvolume":"        11","publication_status":"published","date_updated":"2026-04-20T16:28:13Z"},{"date_created":"2026-03-01T13:18:24Z","file":[{"success":1,"content_type":"application/pdf","file_id":"65467","date_updated":"2026-04-20T16:18:30Z","relation":"main_file","file_size":1447145,"access_level":"closed","file_name":"Birk, Loth, Jotzo, Binder, Frischemeier 2025 IASE Satellite Editorial.pdf","date_created":"2026-04-20T16:18:30Z","creator":"binder"}],"department":[{"_id":"979"}],"type":"conference_editor","title":"14th IASE Satellite Conference \"Statistics and Data Science Education in STEAM\"","year":"2026","publication_status":"published","date_updated":"2026-04-20T16:19:18Z","language":[{"iso":"eng"}],"alternative_title":["Editorial"],"doi":"10.52041/iase25.158","citation":{"chicago":"Birk, Lisa, Gerrit Loth, Luca Jotzo, Karin Binder, and Daniel Frischemeier, eds. <i>14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.”</i> International Association for Statistics Education, 2026. <a href=\"https://doi.org/10.52041/iase25.158\">https://doi.org/10.52041/iase25.158</a>.","short":"L. Birk, G. Loth, L. Jotzo, K. Binder, D. Frischemeier, eds., 14th IASE Satellite Conference “Statistics and Data Science Education in STEAM,” International Association for Statistics Education, 2026.","ieee":"L. Birk, G. Loth, L. Jotzo, K. Binder, and D. Frischemeier, Eds., <i>14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.”</i> International Association for Statistics Education, 2026.","apa":"Birk, L., Loth, G., Jotzo, L., Binder, K., &#38; Frischemeier, D. (Eds.). (2026). <i>14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.”</i> International Association for Statistics Education. <a href=\"https://doi.org/10.52041/iase25.158\">https://doi.org/10.52041/iase25.158</a>","bibtex":"@book{Birk_Loth_Jotzo_Binder_Frischemeier_2026, title={14th IASE Satellite Conference “Statistics and Data Science Education in STEAM”}, DOI={<a href=\"https://doi.org/10.52041/iase25.158\">10.52041/iase25.158</a>}, publisher={International Association for Statistics Education}, year={2026} }","ama":"Birk L, Loth G, Jotzo L, Binder K, Frischemeier D, eds. <i>14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.”</i> International Association for Statistics Education; 2026. doi:<a href=\"https://doi.org/10.52041/iase25.158\">10.52041/iase25.158</a>","mla":"Birk, Lisa, et al., editors. <i>14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.”</i> International Association for Statistics Education, 2026, doi:<a href=\"https://doi.org/10.52041/iase25.158\">10.52041/iase25.158</a>."},"file_date_updated":"2026-04-20T16:18:30Z","conference":{"end_date":"2025-10-02","location":"Münster","start_date":"2025-09-30","name":"14th IASE Satellite Conference \"Statistics and Data Science Education in STEAM\""},"status":"public","has_accepted_license":"1","_id":"64797","publisher":"International Association for Statistics Education","editor":[{"full_name":"Birk, Lisa","first_name":"Lisa","last_name":"Birk"},{"first_name":"Gerrit","last_name":"Loth","full_name":"Loth, Gerrit"},{"last_name":"Jotzo","first_name":"Luca","orcid":"0009-0003-1440-6466","full_name":"Jotzo, Luca","id":"88811"},{"full_name":"Binder, Karin","first_name":"Karin","last_name":"Binder","id":"83381"},{"full_name":"Frischemeier, Daniel","first_name":"Daniel","last_name":"Frischemeier"}],"user_id":"83381","ddc":["370"]},{"doi":"10.52041/iase25.106","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2026-04-20T16:25:06Z","year":"2026","title":"Effects of a simulation-based training on students conceptual understanding of the Binomial test","author":[{"id":"83381","full_name":"Binder, Karin","last_name":"Binder","first_name":"Karin"},{"last_name":"Schnaitmann","first_name":"Stephan","full_name":"Schnaitmann, Stephan"},{"last_name":"Erickson","first_name":"Tim","full_name":"Erickson, Tim"}],"type":"conference","file":[{"relation":"main_file","date_updated":"2026-04-20T16:24:49Z","file_name":"Binder Schnaitmann Erickson 2026 Effects of a simulation-based training on students conceptual understanding of the Binomial test.pdf","access_level":"closed","file_size":1069410,"file_id":"65470","content_type":"application/pdf","success":1,"creator":"binder","date_created":"2026-04-20T16:24:49Z"}],"date_created":"2026-02-21T15:10:45Z","publication":"Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM","user_id":"83381","ddc":["370"],"editor":[{"full_name":"Birk, Lisa","last_name":"Birk","first_name":"Lisa"},{"full_name":"Loth, Gerrit","first_name":"Gerrit","last_name":"Loth"},{"full_name":"Jotzo, Luca","last_name":"Jotzo","first_name":"Luca"},{"full_name":"Binder, Karin","first_name":"Karin","last_name":"Binder"},{"first_name":"Daniel","last_name":"Frischemeier","full_name":"Frischemeier, Daniel"}],"_id":"64581","publisher":"International Association for Statistics Education","has_accepted_license":"1","status":"public","file_date_updated":"2026-04-20T16:24:49Z","citation":{"chicago":"Binder, Karin, Stephan Schnaitmann, and Tim Erickson. “Effects of a Simulation-Based Training on Students Conceptual Understanding of the Binomial Test.” In <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, edited by Lisa Birk, Gerrit Loth, Luca Jotzo, Karin Binder, and Daniel Frischemeier. International Association for Statistics Education, 2026. <a href=\"https://doi.org/10.52041/iase25.106\">https://doi.org/10.52041/iase25.106</a>.","short":"K. Binder, S. Schnaitmann, T. Erickson, in: L. Birk, G. Loth, L. Jotzo, K. Binder, D. Frischemeier (Eds.), Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM, International Association for Statistics Education, 2026.","apa":"Binder, K., Schnaitmann, S., &#38; Erickson, T. (2026). Effects of a simulation-based training on students conceptual understanding of the Binomial test. In L. Birk, G. Loth, L. Jotzo, K. Binder, &#38; D. Frischemeier (Eds.), <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. International Association for Statistics Education. <a href=\"https://doi.org/10.52041/iase25.106\">https://doi.org/10.52041/iase25.106</a>","ieee":"K. Binder, S. Schnaitmann, and T. Erickson, “Effects of a simulation-based training on students conceptual understanding of the Binomial test,” in <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, 2026, doi: <a href=\"https://doi.org/10.52041/iase25.106\">10.52041/iase25.106</a>.","ama":"Binder K, Schnaitmann S, Erickson T. Effects of a simulation-based training on students conceptual understanding of the Binomial test. In: Birk L, Loth G, Jotzo L, Binder K, Frischemeier D, eds. <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. International Association for Statistics Education; 2026. doi:<a href=\"https://doi.org/10.52041/iase25.106\">10.52041/iase25.106</a>","bibtex":"@inproceedings{Binder_Schnaitmann_Erickson_2026, title={Effects of a simulation-based training on students conceptual understanding of the Binomial test}, DOI={<a href=\"https://doi.org/10.52041/iase25.106\">10.52041/iase25.106</a>}, booktitle={Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM}, publisher={International Association for Statistics Education}, author={Binder, Karin and Schnaitmann, Stephan and Erickson, Tim}, editor={Birk, Lisa and Loth, Gerrit and Jotzo, Luca and Binder, Karin and Frischemeier, Daniel}, year={2026} }","mla":"Binder, Karin, et al. “Effects of a Simulation-Based Training on Students Conceptual Understanding of the Binomial Test.” <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, edited by Lisa Birk et al., International Association for Statistics Education, 2026, doi:<a href=\"https://doi.org/10.52041/iase25.106\">10.52041/iase25.106</a>."}},{"has_accepted_license":"1","status":"public","volume":47,"ddc":["370"],"user_id":"83381","_id":"65512","publisher":"Springer Science and Business Media LLC","citation":{"ieee":"M. Rößner, K. Binder, and J. Albrecht, “Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams,” <i>Journal für Mathematik-Didaktik</i>, vol. 47, no. 1, Art. no. 5, 2026, doi: <a href=\"https://doi.org/10.1007/s13138-026-00267-1\">10.1007/s13138-026-00267-1</a>.","apa":"Rößner, M., Binder, K., &#38; Albrecht, J. (2026). Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams. <i>Journal für Mathematik-Didaktik</i>, <i>47</i>(1), Article 5. <a href=\"https://doi.org/10.1007/s13138-026-00267-1\">https://doi.org/10.1007/s13138-026-00267-1</a>","chicago":"Rößner, Michael, Karin Binder, and Julian Albrecht. “Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams.” <i>Journal für Mathematik-Didaktik</i> 47, no. 1 (2026). <a href=\"https://doi.org/10.1007/s13138-026-00267-1\">https://doi.org/10.1007/s13138-026-00267-1</a>.","short":"M. Rößner, K. Binder, J. Albrecht, Journal für Mathematik-Didaktik 47 (2026).","mla":"Rößner, Michael, et al. “Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams.” <i>Journal für Mathematik-Didaktik</i>, vol. 47, no. 1, 5, Springer Science and Business Media LLC, 2026, doi:<a href=\"https://doi.org/10.1007/s13138-026-00267-1\">10.1007/s13138-026-00267-1</a>.","bibtex":"@article{Rößner_Binder_Albrecht_2026, title={Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams}, volume={47}, DOI={<a href=\"https://doi.org/10.1007/s13138-026-00267-1\">10.1007/s13138-026-00267-1</a>}, number={15}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Rößner, Michael and Binder, Karin and Albrecht, Julian}, year={2026} }","ama":"Rößner M, Binder K, Albrecht J. Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams. <i>Journal für Mathematik-Didaktik</i>. 2026;47(1). doi:<a href=\"https://doi.org/10.1007/s13138-026-00267-1\">10.1007/s13138-026-00267-1</a>"},"file_date_updated":"2026-04-29T08:28:25Z","intvolume":"        47","date_updated":"2026-04-29T08:29:01Z","publication_status":"published","publication_identifier":{"issn":["0173-5322","1869-2699"]},"author":[{"last_name":"Rößner","first_name":"Michael","full_name":"Rößner, Michael","id":"87801"},{"first_name":"Karin","last_name":"Binder","full_name":"Binder, Karin","id":"83381"},{"full_name":"Albrecht, Julian","last_name":"Albrecht","first_name":"Julian"}],"title":"Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams","year":"2026","doi":"10.1007/s13138-026-00267-1","language":[{"iso":"ger"}],"article_number":"5","abstract":[{"lang":"eng","text":"<jats:title>Zusammenfassung</jats:title>\r\n                  <jats:p>Risikokompetenz beinhaltet auch die Fähigkeit, stochastische Informationen, wie beispielsweise Anteile und Wahrscheinlichkeiten, richtig zu versprachlichen. Aus der Forschung zu bedingten Wahrscheinlichkeiten und Bayesianischen Aufgaben ist bekannt, dass die Nutzung von Visualisierungen und sogenannten „natürlichen Häufigkeiten“ (z. B. „80 von 100 Personen“) statt Wahrscheinlichkeiten in Prozent Verwechslungen beim Bestimmen von Wahrscheinlichkeiten eindämmen kann. Über den umgekehrten Prozess – das Versprachlichen von in Visualisierungen dargestellten Informationen – ist bisher jedoch wenig bekannt, obwohl diese Versprachlichungen auch für den Aufbau konzeptuellen Wissen als essentiell angesehen werden. In der vorliegenden Studie wurde daher untersucht, wie gut Schüler:innen die Versprachlichung von in Visualisierungen dargestellten Anteilen und natürlichen Häufigkeiten gelingt. Dazu wurde mit 138 Realschüler:innen aus der 9. Jahrgangsstufe ein Papier-und-Bleistift-Test durchgeführt, bei dem den Teilnehmenden nacheinander je ein (vollständig ausgefülltes) Baumdiagramm und ein Netzdiagramm präsentiert wurde. Die Schüler:innen sollten die inhaltliche Bedeutung der in der Visualisierung dargestellten stochastischen Informationen möglichst genau versprachlichen. Fokus der Studie ist der Einfluss der Visualisierung (Baumdiagramm vs. Netzdiagramm) und des Informationsformats der Visualisierung (Anteile in Prozent vs. natürliche Häufigkeiten) auf die richtige Versprachlichung von verschiedenen Relationstypen (Schnittinformationen vs. bedingte Informationen). Die Ergebnisse zeigen unter anderem, dass Informationen in natürlichen Häufigkeiten deutlich besser versprachlicht werden als in Prozenten und dass Schnittinformationen in Prozent besser anhand von Netzdiagrammen als von Baumdiagrammen versprachlicht werden. Die gewonnenen Erkenntnisse geben überdies Einblicke in typische (fehlerhafte) Versprachlichungen von Schüler:innen und könnten als Basis für die Entwicklung eines sprachsensiblen Unterrichts zu Anteilen und Wahrscheinlichkeiten im schulischen Stochastikunterricht dienen.</jats:p>"}],"publication":"Journal für Mathematik-Didaktik","issue":"1","department":[{"_id":"983"}],"type":"journal_article","date_created":"2026-04-29T08:25:18Z","file":[{"relation":"main_file","date_updated":"2026-04-29T08:28:25Z","file_name":"Rößner Binder Albrecht 2026 Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen.pdf","file_size":2993685,"access_level":"closed","file_id":"65514","success":1,"content_type":"application/pdf","creator":"binder","date_created":"2026-04-29T08:28:25Z"}]},{"author":[{"first_name":"Ursula","last_name":"Berger","full_name":"Berger, Ursula"},{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler","id":"16274"},{"last_name":"Binder","first_name":"Karin","full_name":"Binder, Karin","id":"83381"},{"full_name":"Elmer, Christina","first_name":"Christina","last_name":"Elmer"},{"full_name":"Ertz, Florian","first_name":"Florian","last_name":"Ertz"},{"last_name":"Hotz","first_name":"Thomas","full_name":"Hotz, Thomas"},{"last_name":"Huber","first_name":"Sarah","full_name":"Huber, Sarah"},{"first_name":"Katja","last_name":"Ickstadt","full_name":"Ickstadt, Katja"},{"first_name":"Göran","last_name":"Kauermann","full_name":"Kauermann, Göran"},{"full_name":"Küchenhoff, Helmut","first_name":"Helmut","last_name":"Küchenhoff"},{"first_name":"Karsten","last_name":"Lübke","full_name":"Lübke, Karsten"},{"full_name":"Münnich, Ralf","first_name":"Ralf","last_name":"Münnich"},{"last_name":"Schüller","first_name":"Katharina","full_name":"Schüller, Katharina"},{"first_name":"Thomas","last_name":"Skill","full_name":"Skill, Thomas"},{"full_name":"Weihs, Claus","last_name":"Weihs","first_name":"Claus"},{"full_name":"Weinert, Henrike","last_name":"Weinert","first_name":"Henrike"},{"full_name":"Weisser, Christoph","first_name":"Christoph","last_name":"Weisser"}],"publication_identifier":{"issn":["1863-8155","1863-8163"]},"year":"2026","title":"Daten, Künstliche Intelligenz und Evidenz – neue Anforderungen an die Statistikausbildung an Hochschulen Data, artificial intelligence, and evidence—new requirements for statistics education at universities","date_updated":"2026-05-24T16:59:32Z","publication_status":"published","language":[{"iso":"ger"}],"alternative_title":["Diskussion und Erwiderung","Discussion and rejoinder"],"doi":"10.1007/s11943-026-00372-0","publication":"AStA Wirtschafts- und Sozialstatistisches Archiv","abstract":[{"text":"<jats:title>Zusammenfassung</jats:title>\r\n                  <jats:p>Das Positionspapier formuliert neun Thesen zur Weiterentwicklung der Statistikausbildung im Kontext von Data Science und Künstlicher Intelligenz. Im Zentrum stehen Data &amp; Statistical Literacy, Datenqualität und -ethik, die Verbindung von Statistik und Machine Learning sowie die Stärkung einer eigenständigen Statistikdidaktik.</jats:p>\r\n                  <jats:p>Die Diskussionsbeiträge erweitern diese Perspektiven: Christina Elmer betont Wissenschaftskommunikation und AI Literacy, Helmut Küchenhoff projektbasiertes Lernen und Datenschutz, Christoph Weisser die industrielle Praxis und organisationsweite Datenkompetenz, Göran Kauermann die Verzahnung von Statistik und Data Science, und Rolf Biehler sowie Karin Binder die didaktische und institutionelle Weiterentwicklung.</jats:p>\r\n                  <jats:p>Die Replik greift diese Impulse auf und unterstreicht die interdisziplinäre Verantwortung für eine zukunftsfähige Statistikausbildung.</jats:p>","lang":"eng"}],"date_created":"2026-05-24T16:58:03Z","file":[{"success":1,"content_type":"application/pdf","file_id":"65680","date_updated":"2026-05-24T16:58:30Z","relation":"main_file","access_level":"closed","file_size":275639,"file_name":"Berger_et_al-2026-AStA_Wirtschafts-_und_Sozialstatistisches_Archiv-1.pdf","date_created":"2026-05-24T16:58:30Z","creator":"binder"}],"type":"journal_article","status":"public","has_accepted_license":"1","_id":"65679","publisher":"Springer Science and Business Media LLC","ddc":["310"],"user_id":"83381","citation":{"ama":"Berger U, Biehler R, Binder K, et al. Daten, Künstliche Intelligenz und Evidenz – neue Anforderungen an die Statistikausbildung an Hochschulen Data, artificial intelligence, and evidence—new requirements for statistics education at universities. <i>AStA Wirtschafts- und Sozialstatistisches Archiv</i>. Published online 2026. doi:<a href=\"https://doi.org/10.1007/s11943-026-00372-0\">10.1007/s11943-026-00372-0</a>","bibtex":"@article{Berger_Biehler_Binder_Elmer_Ertz_Hotz_Huber_Ickstadt_Kauermann_Küchenhoff_et al._2026, title={Daten, Künstliche Intelligenz und Evidenz – neue Anforderungen an die Statistikausbildung an Hochschulen Data, artificial intelligence, and evidence—new requirements for statistics education at universities}, DOI={<a href=\"https://doi.org/10.1007/s11943-026-00372-0\">10.1007/s11943-026-00372-0</a>}, journal={AStA Wirtschafts- und Sozialstatistisches Archiv}, publisher={Springer Science and Business Media LLC}, author={Berger, Ursula and Biehler, Rolf and Binder, Karin and Elmer, Christina and Ertz, Florian and Hotz, Thomas and Huber, Sarah and Ickstadt, Katja and Kauermann, Göran and Küchenhoff, Helmut and et al.}, year={2026} }","mla":"Berger, Ursula, et al. “Daten, Künstliche Intelligenz und Evidenz – neue Anforderungen an die Statistikausbildung an Hochschulen Data, artificial intelligence, and evidence—new requirements for statistics education at universities.” <i>AStA Wirtschafts- und Sozialstatistisches Archiv</i>, Springer Science and Business Media LLC, 2026, doi:<a href=\"https://doi.org/10.1007/s11943-026-00372-0\">10.1007/s11943-026-00372-0</a>.","short":"U. Berger, R. Biehler, K. Binder, C. Elmer, F. Ertz, T. Hotz, S. Huber, K. Ickstadt, G. Kauermann, H. Küchenhoff, K. Lübke, R. Münnich, K. Schüller, T. Skill, C. Weihs, H. Weinert, C. Weisser, AStA Wirtschafts- und Sozialstatistisches Archiv (2026).","chicago":"Berger, Ursula, Rolf Biehler, Karin Binder, Christina Elmer, Florian Ertz, Thomas Hotz, Sarah Huber, et al. “Daten, Künstliche Intelligenz und Evidenz – neue Anforderungen an die Statistikausbildung an Hochschulen Data, artificial intelligence, and evidence—new requirements for statistics education at universities.” <i>AStA Wirtschafts- und Sozialstatistisches Archiv</i>, 2026. <a href=\"https://doi.org/10.1007/s11943-026-00372-0\">https://doi.org/10.1007/s11943-026-00372-0</a>.","apa":"Berger, U., Biehler, R., Binder, K., Elmer, C., Ertz, F., Hotz, T., Huber, S., Ickstadt, K., Kauermann, G., Küchenhoff, H., Lübke, K., Münnich, R., Schüller, K., Skill, T., Weihs, C., Weinert, H., &#38; Weisser, C. (2026). Daten, Künstliche Intelligenz und Evidenz – neue Anforderungen an die Statistikausbildung an Hochschulen Data, artificial intelligence, and evidence—new requirements for statistics education at universities. <i>AStA Wirtschafts- und Sozialstatistisches Archiv</i>. <a href=\"https://doi.org/10.1007/s11943-026-00372-0\">https://doi.org/10.1007/s11943-026-00372-0</a>","ieee":"U. Berger <i>et al.</i>, “Daten, Künstliche Intelligenz und Evidenz – neue Anforderungen an die Statistikausbildung an Hochschulen Data, artificial intelligence, and evidence—new requirements for statistics education at universities,” <i>AStA Wirtschafts- und Sozialstatistisches Archiv</i>, 2026, doi: <a href=\"https://doi.org/10.1007/s11943-026-00372-0\">10.1007/s11943-026-00372-0</a>."},"file_date_updated":"2026-05-24T16:58:30Z"},{"year":"2026","title":"Impulse zur Stochastik in der Oberstufe","author":[{"id":"16274","first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf"},{"last_name":"Binder","first_name":"Karin","full_name":"Binder, Karin","id":"83381"},{"full_name":"Haverkamp, Michael","last_name":"Haverkamp","first_name":"Michael"},{"first_name":"Leander","last_name":"Kempen","full_name":"Kempen, Leander"}],"date_updated":"2026-07-13T21:15:12Z","language":[{"iso":"eng"}],"doi":"10.17185/duepublico/86715","publication":"Mathematikabitur „Status Quo – Quo Vadis“: Tagungsband zur Fachtagung zum Mathematikabitur am 11./12. Februar 2025 in Dresden","file":[{"relation":"main_file","date_updated":"2026-07-13T21:12:48Z","file_name":"Biehler_Binder_Haverkamp_Kempen_2026_Impulse_Stochastik_Oberstufe.pdf","file_size":1411159,"access_level":"closed","file_id":"66474","success":1,"content_type":"application/pdf","creator":"binder","date_created":"2026-07-13T21:12:48Z"}],"date_created":"2026-07-13T21:14:17Z","type":"book_chapter","status":"public","has_accepted_license":"1","page":"56-70","publisher":"DuEPublico, 2026","_id":"66473","user_id":"83381","ddc":["370"],"editor":[{"full_name":"Barzel, Bärbel","last_name":"Barzel","first_name":"Bärbel"},{"full_name":"Schnasse, Saskia","last_name":"Schnasse","first_name":"Saskia"},{"last_name":"Ebers","first_name":"Patrick","full_name":"Ebers, Patrick"}],"file_date_updated":"2026-07-13T21:12:48Z","citation":{"mla":"Biehler, Rolf, et al. “Impulse Zur Stochastik in Der Oberstufe.” <i>Mathematikabitur „Status Quo – Quo Vadis“: Tagungsband Zur Fachtagung Zum Mathematikabitur Am 11./12. Februar 2025 in Dresden</i>, edited by Bärbel Barzel et al., DuEPublico, 2026, 2026, pp. 56–70, doi:<a href=\"https://doi.org/10.17185/duepublico/86715\">10.17185/duepublico/86715</a>.","ama":"Biehler R, Binder K, Haverkamp M, Kempen L. Impulse zur Stochastik in der Oberstufe. In: Barzel B, Schnasse S, Ebers P, eds. <i>Mathematikabitur „Status Quo – Quo Vadis“: Tagungsband Zur Fachtagung Zum Mathematikabitur Am 11./12. Februar 2025 in Dresden</i>. DuEPublico, 2026; 2026:56-70. doi:<a href=\"https://doi.org/10.17185/duepublico/86715\">10.17185/duepublico/86715</a>","bibtex":"@inbook{Biehler_Binder_Haverkamp_Kempen_2026, title={Impulse zur Stochastik in der Oberstufe}, DOI={<a href=\"https://doi.org/10.17185/duepublico/86715\">10.17185/duepublico/86715</a>}, booktitle={Mathematikabitur „Status Quo – Quo Vadis“: Tagungsband zur Fachtagung zum Mathematikabitur am 11./12. Februar 2025 in Dresden}, publisher={DuEPublico, 2026}, author={Biehler, Rolf and Binder, Karin and Haverkamp, Michael and Kempen, Leander}, editor={Barzel, Bärbel and Schnasse, Saskia and Ebers, Patrick}, year={2026}, pages={56–70} }","apa":"Biehler, R., Binder, K., Haverkamp, M., &#38; Kempen, L. (2026). Impulse zur Stochastik in der Oberstufe. In B. Barzel, S. Schnasse, &#38; P. Ebers (Eds.), <i>Mathematikabitur „Status Quo – Quo Vadis“: Tagungsband zur Fachtagung zum Mathematikabitur am 11./12. Februar 2025 in Dresden</i> (pp. 56–70). DuEPublico, 2026. <a href=\"https://doi.org/10.17185/duepublico/86715\">https://doi.org/10.17185/duepublico/86715</a>","ieee":"R. Biehler, K. Binder, M. Haverkamp, and L. Kempen, “Impulse zur Stochastik in der Oberstufe,” in <i>Mathematikabitur „Status Quo – Quo Vadis“: Tagungsband zur Fachtagung zum Mathematikabitur am 11./12. Februar 2025 in Dresden</i>, B. Barzel, S. Schnasse, and P. Ebers, Eds. DuEPublico, 2026, 2026, pp. 56–70.","short":"R. Biehler, K. Binder, M. Haverkamp, L. Kempen, in: B. Barzel, S. Schnasse, P. Ebers (Eds.), Mathematikabitur „Status Quo – Quo Vadis“: Tagungsband Zur Fachtagung Zum Mathematikabitur Am 11./12. Februar 2025 in Dresden, DuEPublico, 2026, 2026, pp. 56–70.","chicago":"Biehler, Rolf, Karin Binder, Michael Haverkamp, and Leander Kempen. “Impulse Zur Stochastik in Der Oberstufe.” In <i>Mathematikabitur „Status Quo – Quo Vadis“: Tagungsband Zur Fachtagung Zum Mathematikabitur Am 11./12. Februar 2025 in Dresden</i>, edited by Bärbel Barzel, Saskia Schnasse, and Patrick Ebers, 56–70. DuEPublico, 2026, 2026. <a href=\"https://doi.org/10.17185/duepublico/86715\">https://doi.org/10.17185/duepublico/86715</a>."}},{"status":"public","has_accepted_license":"1","publisher":"Springer Science and Business Media LLC","_id":"65386","volume":47,"user_id":"83381","ddc":["370"],"citation":{"ama":"Eichler A, Büchter T, Binder K. Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie. <i>Journal für Mathematik-Didaktik</i>. 2026;47(1). doi:<a href=\"https://doi.org/10.1007/s13138-026-00268-0\">10.1007/s13138-026-00268-0</a>","bibtex":"@article{Eichler_Büchter_Binder_2026, title={Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie}, volume={47}, DOI={<a href=\"https://doi.org/10.1007/s13138-026-00268-0\">10.1007/s13138-026-00268-0</a>}, number={12}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Eichler, Andreas and Büchter, Theresa and Binder, Karin}, year={2026} }","mla":"Eichler, Andreas, et al. “Conceptualising Risk and Risk Literacy—Results of a Delphi Study Konzeptualisierung von Risiko Und Risikokompetenz – Ergebnisse Einer Delphi-Studie.” <i>Journal Für Mathematik-Didaktik</i>, vol. 47, no. 1, 2, Springer Science and Business Media LLC, 2026, doi:<a href=\"https://doi.org/10.1007/s13138-026-00268-0\">10.1007/s13138-026-00268-0</a>.","short":"A. Eichler, T. Büchter, K. Binder, Journal Für Mathematik-Didaktik 47 (2026).","chicago":"Eichler, Andreas, Theresa Büchter, and Karin Binder. “Conceptualising Risk and Risk Literacy—Results of a Delphi Study Konzeptualisierung von Risiko Und Risikokompetenz – Ergebnisse Einer Delphi-Studie.” <i>Journal Für Mathematik-Didaktik</i> 47, no. 1 (2026). <a href=\"https://doi.org/10.1007/s13138-026-00268-0\">https://doi.org/10.1007/s13138-026-00268-0</a>.","apa":"Eichler, A., Büchter, T., &#38; Binder, K. (2026). Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie. <i>Journal Für Mathematik-Didaktik</i>, <i>47</i>(1), Article 2. <a href=\"https://doi.org/10.1007/s13138-026-00268-0\">https://doi.org/10.1007/s13138-026-00268-0</a>","ieee":"A. Eichler, T. Büchter, and K. Binder, “Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie,” <i>Journal für Mathematik-Didaktik</i>, vol. 47, no. 1, Art. no. 2, 2026, doi: <a href=\"https://doi.org/10.1007/s13138-026-00268-0\">10.1007/s13138-026-00268-0</a>."},"file_date_updated":"2026-04-20T16:20:33Z","project":[{"name":"„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21. Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk","_id":"2784"}],"author":[{"first_name":"Andreas","last_name":"Eichler","full_name":"Eichler, Andreas"},{"last_name":"Büchter","first_name":"Theresa","full_name":"Büchter, Theresa"},{"full_name":"Binder, Karin","first_name":"Karin","last_name":"Binder","id":"83381"}],"publication_identifier":{"issn":["0173-5322","1869-2699"]},"title":"Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie","year":"2026","intvolume":"        47","publication_status":"published","date_updated":"2026-08-06T14:22:44Z","language":[{"iso":"eng"}],"article_number":"2","doi":"10.1007/s13138-026-00268-0","issue":"1","publication":"Journal für Mathematik-Didaktik","abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n                  <jats:p>\r\n                    Risk is an integral part of modern societies and therefore school education, and in particular mathematics education, should develop students’ risk literacy. Students’ risk literacy is part of the interdisciplinary research project siMINT (Understanding complex STEM topics: Using simulations to promote competences for the 21st century). One first challenge in this project was to find a common ground for the inconsistently conceptualised terms of risk and risk literacy. Consequently, the aim of this paper is to contribute to the conceptualisation of risk and risk literacy. The first part of this paper provides a literature review on these areas, resulting in a working conceptualisation of the two concepts. We further carried out two consecutive steps of a Delphi study with\r\n                    <jats:italic>N</jats:italic>\r\n                     = 15 and\r\n                    <jats:italic>N</jats:italic>\r\n                     = 12 experts respectively, to develop a common conceptualisation based on the plurality of different dimensions and elements of risk and risk literacy. Based on the results of the first step of the Delphi study, we modified our working conceptualisation, using a common model of risk and risk literacy with different dimensions. In the second step of the Delphi study, the experts comment on (i) the dimensions and (ii) the elements of risk and risk literacy in these dimensions. The results showed that the experts are able to locate their individual definitions of risk in the model with three dimensions (relation between risk/uncertainty, connotation, and mathematical object) that we developed and to formulate reasons for their allocation. Furthermore, the results revealed that risk literacy consists of subsets of mathematical and non-mathematical elements that the experts rate differently with regard to their importance. In general, the results contribute to clarifying the constructs of risk and risk literacy as a basis for developing approaches to improve risk literacy.\r\n                  </jats:p>","lang":"eng"}],"date_created":"2026-04-10T05:49:41Z","file":[{"date_created":"2026-04-20T16:20:33Z","creator":"binder","file_id":"65468","content_type":"application/pdf","success":1,"relation":"main_file","date_updated":"2026-04-20T16:20:33Z","file_name":"Eichler Büchter Binder 2026 Conceptualising Risk and Risk Literacy - results of a Delphi Study.pdf","access_level":"closed","file_size":2030179}],"type":"journal_article"},{"publication":"Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM","date_created":"2026-02-22T10:00:03Z","file":[{"file_id":"65469","success":1,"content_type":"application/pdf","file_name":"Büchter Binder Eichler 2025 The integration of probability-based arguments in risk-related contexts.pdf","access_level":"closed","file_size":498856,"relation":"main_file","date_updated":"2026-04-20T16:23:48Z","date_created":"2026-04-20T16:23:48Z","creator":"binder"}],"type":"conference","author":[{"full_name":"Büchter, Theresa","last_name":"Büchter","first_name":"Theresa"},{"id":"83381","first_name":"Karin","last_name":"Binder","full_name":"Binder, Karin"},{"full_name":"Eichler, Andreas","last_name":"Eichler","first_name":"Andreas"}],"title":"The integration of probability-based arguments in risk-related contexts","year":"2026","date_updated":"2026-08-06T14:22:09Z","publication_status":"published","language":[{"iso":"eng"}],"doi":"10.52041/iase25.125","citation":{"short":"T. Büchter, K. Binder, A. Eichler, in: L. Birk, G. Loth, L. Jotzo, K. Binder, D. Frischemeier (Eds.), Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM, International Association for Statistics Education, 2026.","chicago":"Büchter, Theresa, Karin Binder, and Andreas Eichler. “The Integration of Probability-Based Arguments in Risk-Related Contexts.” In <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, edited by Lisa Birk, Gerrit Loth, Luca Jotzo, Karin Binder, and Daniel Frischemeier. International Association for Statistics Education, 2026. <a href=\"https://doi.org/10.52041/iase25.125\">https://doi.org/10.52041/iase25.125</a>.","ieee":"T. Büchter, K. Binder, and A. Eichler, “The integration of probability-based arguments in risk-related contexts,” in <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, 2026, doi: <a href=\"https://doi.org/10.52041/iase25.125\">10.52041/iase25.125</a>.","apa":"Büchter, T., Binder, K., &#38; Eichler, A. (2026). The integration of probability-based arguments in risk-related contexts. In L. Birk, G. Loth, L. Jotzo, K. Binder, &#38; D. Frischemeier (Eds.), <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. International Association for Statistics Education. <a href=\"https://doi.org/10.52041/iase25.125\">https://doi.org/10.52041/iase25.125</a>","bibtex":"@inproceedings{Büchter_Binder_Eichler_2026, title={The integration of probability-based arguments in risk-related contexts}, DOI={<a href=\"https://doi.org/10.52041/iase25.125\">10.52041/iase25.125</a>}, booktitle={Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM}, publisher={International Association for Statistics Education}, author={Büchter, Theresa and Binder, Karin and Eichler, Andreas}, editor={Birk, Lisa and Loth, Gerrit and Jotzo, Luca and Binder, Karin and Frischemeier, Daniel}, year={2026} }","ama":"Büchter T, Binder K, Eichler A. The integration of probability-based arguments in risk-related contexts. In: Birk L, Loth G, Jotzo L, Binder K, Frischemeier D, eds. <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. International Association for Statistics Education; 2026. doi:<a href=\"https://doi.org/10.52041/iase25.125\">10.52041/iase25.125</a>","mla":"Büchter, Theresa, et al. “The Integration of Probability-Based Arguments in Risk-Related Contexts.” <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, edited by Lisa Birk et al., International Association for Statistics Education, 2026, doi:<a href=\"https://doi.org/10.52041/iase25.125\">10.52041/iase25.125</a>."},"file_date_updated":"2026-04-20T16:23:48Z","project":[{"name":"„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21. Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk","_id":"2784"}],"status":"public","has_accepted_license":"1","_id":"64583","publisher":"International Association for Statistics Education","editor":[{"first_name":"Lisa","last_name":"Birk","full_name":"Birk, Lisa"},{"first_name":"Gerrit","last_name":"Loth","full_name":"Loth, Gerrit"},{"full_name":"Jotzo, Luca","last_name":"Jotzo","first_name":"Luca"},{"full_name":"Binder, Karin","last_name":"Binder","first_name":"Karin"},{"full_name":"Frischemeier, Daniel","last_name":"Frischemeier","first_name":"Daniel"}],"ddc":["370"],"user_id":"83381"},{"year":"2026","status":"public","title":"Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht","date_updated":"2026-08-06T14:21:43Z","intvolume":"        72","page":"2-5","language":[{"iso":"eng"}],"_id":"66676","publisher":"Friedrich Verlag","user_id":"83381","volume":72,"editor":[{"full_name":"Büchter, Theresa","last_name":"Büchter","first_name":"Theresa"},{"full_name":"Eichler, Andreas","last_name":"Eichler","first_name":"Andreas"},{"id":"83381","first_name":"Karin","last_name":"Binder","full_name":"Binder, Karin"}],"issue":"3","publication":"Der Mathematikunterricht","citation":{"chicago":"Büchter, Theresa, Andreas Eichler, and Karin Binder, eds. <i>Simulationen in Der MINT-Bildung - Impulse Für Den Mathematikunterricht</i>. <i>Der Mathematikunterricht</i>. Vol. 72. Friedrich Verlag, 2026.","short":"T. Büchter, A. Eichler, K. Binder, eds., Simulationen in Der MINT-Bildung - Impulse Für Den Mathematikunterricht, Friedrich Verlag, 2026.","apa":"Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht. (2026). In T. Büchter, A. Eichler, &#38; K. Binder (Eds.), <i>Der Mathematikunterricht</i> (Vol. 72, Issue 3, pp. 2–5). Friedrich Verlag.","ieee":"T. Büchter, A. Eichler, and K. Binder, Eds., <i>Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht</i>, vol. 72, no. 3. Friedrich Verlag, 2026, pp. 2–5.","ama":"Büchter T, Eichler A, Binder K, eds. <i>Simulationen in Der MINT-Bildung - Impulse Für Den Mathematikunterricht</i>. Vol 72. Friedrich Verlag; 2026:2-5.","bibtex":"@book{Büchter_Eichler_Binder_2026, title={Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht}, volume={72}, number={3}, journal={Der Mathematikunterricht}, publisher={Friedrich Verlag}, year={2026}, pages={2–5} }","mla":"Büchter, Theresa, et al., editors. “Simulationen in Der MINT-Bildung - Impulse Für Den Mathematikunterricht.” <i>Der Mathematikunterricht</i>, vol. 72, no. 3, Friedrich Verlag, 2026, pp. 2–5."},"project":[{"name":"„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21. Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk","_id":"2784"}],"date_created":"2026-08-06T14:19:31Z","type":"journal_editor","department":[{"_id":"983"}]},{"volume":73,"user_id":"83381","_id":"66677","language":[{"iso":"eng"}],"page":"6-15","intvolume":"        73","date_updated":"2026-08-06T14:21:29Z","author":[{"full_name":"Büchter, Theresa","first_name":"Theresa","last_name":"Büchter"},{"id":"83381","full_name":"Binder, Karin","last_name":"Binder","first_name":"Karin"},{"last_name":"Eichler","first_name":"Andreas","full_name":"Eichler, Andreas"}],"status":"public","year":"2026","title":"Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele und unterrichtlicher Einsatz","department":[{"_id":"983"}],"type":"journal_article","date_created":"2026-08-06T14:21:24Z","project":[{"_id":"2784","name":"„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21. Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk"}],"citation":{"bibtex":"@article{Büchter_Binder_Eichler_2026, title={Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele und unterrichtlicher Einsatz}, volume={73}, number={3}, journal={Der Mathematikunterricht}, author={Büchter, Theresa and Binder, Karin and Eichler, Andreas}, year={2026}, pages={6–15} }","ama":"Büchter T, Binder K, Eichler A. Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele und unterrichtlicher Einsatz. <i>Der Mathematikunterricht</i>. 2026;73(3):6-15.","mla":"Büchter, Theresa, et al. “Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele Und Unterrichtlicher Einsatz.” <i>Der Mathematikunterricht</i>, vol. 73, no. 3, 2026, pp. 6–15.","chicago":"Büchter, Theresa, Karin Binder, and Andreas Eichler. “Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele Und Unterrichtlicher Einsatz.” <i>Der Mathematikunterricht</i> 73, no. 3 (2026): 6–15.","short":"T. Büchter, K. Binder, A. Eichler, Der Mathematikunterricht 73 (2026) 6–15.","ieee":"T. Büchter, K. Binder, and A. Eichler, “Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele und unterrichtlicher Einsatz,” <i>Der Mathematikunterricht</i>, vol. 73, no. 3, pp. 6–15, 2026.","apa":"Büchter, T., Binder, K., &#38; Eichler, A. (2026). Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele und unterrichtlicher Einsatz. <i>Der Mathematikunterricht</i>, <i>73</i>(3), 6–15."},"publication":"Der Mathematikunterricht","issue":"3"},{"user_id":"83381","ddc":["370"],"doi":"10.1007/s10649-024-10372-y","_id":"59438","publisher":"Springer Science and Business Media LLC","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2025-05-17T18:05:23Z","publication_identifier":{"issn":["0013-1954","1573-0816"]},"author":[{"first_name":"Michael","last_name":"Rößner","full_name":"Rößner, Michael"},{"last_name":"Binder","first_name":"Karin","full_name":"Binder, Karin","id":"83381"},{"full_name":"Geier, Corbinian","first_name":"Corbinian","last_name":"Geier"},{"full_name":"Krauss, Stefan","first_name":"Stefan","last_name":"Krauss"}],"title":"Students’ performance and typical errors in filling empty probabilistic visualizations with probabilities or frequencies","status":"public","year":"2025","type":"journal_article","date_created":"2025-04-08T11:35:36Z","file":[{"creator":"binder","date_created":"2025-05-17T18:05:03Z","relation":"main_file","date_updated":"2025-05-17T18:05:03Z","file_name":"Rößner et al. 2025 Typical student errors.pdf","file_size":2982734,"access_level":"closed","file_id":"59926","success":1,"content_type":"application/pdf"}],"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n          <jats:p>It has been established that, in Bayesian tasks, performance and typical errors in <jats:italic>reading</jats:italic> information from filled visualizations depend both on the type of the provided visualization and information format. However, apart from reading visualizations, students should also be able to create visualizations on their own and successfully use them as heuristic tools in modeling tasks. In this paper, we first want to broaden the view on Bayesian reasoning to probabilistic tasks with two binary events in general and embed the whole process of solving these tasks using probabilistic visualizations in a modified modeling framework. Thereby, it becomes apparent that most of the steps remained untouched by existing research. Second, in the present empirical study, we focused on one part of the largely unexplored creation process and examined <jats:italic>entering</jats:italic> statistical information into empty visualizations as heuristic tools. <jats:italic>N</jats:italic> = 172 participants had to enter conditional and joint probabilities or the corresponding frequencies into empty visualizations in a paper-and-pencil test. We analyze (a) students’ performance when entering information in visualizations and (b) typical errors, both dependent on the <jats:italic>information format</jats:italic> (probabilities vs. natural frequencies), which <jats:italic>empty visualization structure</jats:italic> (2⨯2 table, double tree, net diagram) was provided, and <jats:italic>type of information</jats:italic> (conditional vs. joint information). The well-known positive effect of natural frequencies on participants’ performance was evident when entering conditional information into 2⨯2 tables and net diagrams. However, with respect to joint information, no superior effect of frequencies was observed. Furthermore, the theoretical implementation of our research in a modeling cycle allows us to identify desiderata for future research.</jats:p>"}],"citation":{"mla":"Rößner, Michael, et al. “Students’ Performance and Typical Errors in Filling Empty Probabilistic Visualizations with Probabilities or Frequencies.” <i>Educational Studies in Mathematics</i>, Springer Science and Business Media LLC, 2025, doi:<a href=\"https://doi.org/10.1007/s10649-024-10372-y\">10.1007/s10649-024-10372-y</a>.","ama":"Rößner M, Binder K, Geier C, Krauss S. Students’ performance and typical errors in filling empty probabilistic visualizations with probabilities or frequencies. <i>Educational Studies in Mathematics</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1007/s10649-024-10372-y\">10.1007/s10649-024-10372-y</a>","bibtex":"@article{Rößner_Binder_Geier_Krauss_2025, title={Students’ performance and typical errors in filling empty probabilistic visualizations with probabilities or frequencies}, DOI={<a href=\"https://doi.org/10.1007/s10649-024-10372-y\">10.1007/s10649-024-10372-y</a>}, journal={Educational Studies in Mathematics}, publisher={Springer Science and Business Media LLC}, author={Rößner, Michael and Binder, Karin and Geier, Corbinian and Krauss, Stefan}, year={2025} }","apa":"Rößner, M., Binder, K., Geier, C., &#38; Krauss, S. (2025). Students’ performance and typical errors in filling empty probabilistic visualizations with probabilities or frequencies. <i>Educational Studies in Mathematics</i>. <a href=\"https://doi.org/10.1007/s10649-024-10372-y\">https://doi.org/10.1007/s10649-024-10372-y</a>","ieee":"M. Rößner, K. Binder, C. Geier, and S. Krauss, “Students’ performance and typical errors in filling empty probabilistic visualizations with probabilities or frequencies,” <i>Educational Studies in Mathematics</i>, 2025, doi: <a href=\"https://doi.org/10.1007/s10649-024-10372-y\">10.1007/s10649-024-10372-y</a>.","chicago":"Rößner, Michael, Karin Binder, Corbinian Geier, and Stefan Krauss. “Students’ Performance and Typical Errors in Filling Empty Probabilistic Visualizations with Probabilities or Frequencies.” <i>Educational Studies in Mathematics</i>, 2025. <a href=\"https://doi.org/10.1007/s10649-024-10372-y\">https://doi.org/10.1007/s10649-024-10372-y</a>.","short":"M. Rößner, K. Binder, C. Geier, S. Krauss, Educational Studies in Mathematics (2025)."},"file_date_updated":"2025-05-17T18:05:03Z","publication":"Educational Studies in Mathematics"},{"author":[{"last_name":"Garnelo Abellanas","first_name":"Irene","full_name":"Garnelo Abellanas, Irene","id":"93843"}],"year":"2025","status":"public","title":"Towards design principles for learning environments based on theorem provers","date_updated":"2026-01-15T10:23:49Z","language":[{"iso":"eng"}],"_id":"63622","user_id":"93843","citation":{"ieee":"I. Garnelo Abellanas, “Towards design principles for learning environments based on theorem provers,” 2025.","apa":"Garnelo Abellanas, I. (2025). Towards design principles for learning environments based on theorem provers. <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>.","chicago":"Garnelo Abellanas, Irene. “Towards Design Principles for Learning Environments Based on Theorem Provers.” In <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, 2025.","short":"I. Garnelo Abellanas, in: Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), 2025.","mla":"Garnelo Abellanas, Irene. “Towards Design Principles for Learning Environments Based on Theorem Provers.” <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, 2025.","bibtex":"@inproceedings{Garnelo Abellanas_2025, title={Towards design principles for learning environments based on theorem provers}, booktitle={Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)}, author={Garnelo Abellanas, Irene}, year={2025} }","ama":"Garnelo Abellanas I. Towards design principles for learning environments based on theorem provers. In: <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>. ; 2025."},"publication":"Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)","date_created":"2026-01-15T10:23:32Z","department":[{"_id":"979"}],"type":"conference"},{"type":"conference","department":[{"_id":"979"}],"date_created":"2026-01-15T10:31:16Z","publication":"Beiträge zum Mathematikunterricht 2025","citation":{"bibtex":"@inproceedings{Garnelo Abellanas_2025, title={Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern}, booktitle={Beiträge zum Mathematikunterricht 2025}, author={Garnelo Abellanas, Irene}, year={2025} }","ama":"Garnelo Abellanas I. Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern. In: <i>Beiträge Zum Mathematikunterricht 2025</i>. ; 2025.","mla":"Garnelo Abellanas, Irene. “Ein Designprinzip Für Lernumgebungen Zu Inter-Aktiven Theorembeweisern.” <i>Beiträge Zum Mathematikunterricht 2025</i>, 2025.","short":"I. Garnelo Abellanas, in: Beiträge Zum Mathematikunterricht 2025, 2025.","chicago":"Garnelo Abellanas, Irene. “Ein Designprinzip Für Lernumgebungen Zu Inter-Aktiven Theorembeweisern.” In <i>Beiträge Zum Mathematikunterricht 2025</i>, 2025.","ieee":"I. Garnelo Abellanas, “Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern,” 2025.","apa":"Garnelo Abellanas, I. (2025). Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern. <i>Beiträge Zum Mathematikunterricht 2025</i>."},"user_id":"93843","language":[{"iso":"eng"}],"_id":"63629","date_updated":"2026-01-15T10:31:29Z","year":"2025","title":"Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern","status":"public","author":[{"last_name":"Garnelo Abellanas","first_name":"Irene","full_name":"Garnelo Abellanas, Irene","id":"93843"}]},{"publisher":"PME","_id":"62115","page":"387-394","editor":[{"full_name":"Cornejo, Claudia","last_name":"Cornejo","first_name":"Claudia"},{"first_name":"Patricio","last_name":"Felmer","full_name":"Felmer, Patricio"},{"last_name":"Gómez","first_name":"David M. ","full_name":"Gómez, David M. "},{"full_name":"Dartnell, Pablo","last_name":"Dartnell","first_name":"Pablo"},{"full_name":"Araya, Paulina","last_name":"Araya","first_name":"Paulina"},{"full_name":"Peri, Armano","first_name":"Armano","last_name":"Peri"},{"first_name":"Valeria","last_name":"Randolph","full_name":"Randolph, Valeria"}],"volume":2,"ddc":["510"],"user_id":"116395","conference":{"location":"Santiago de Chile","name":"48th Conference of the International Group for the Psychology of Mathematics Education","start_date":"2025-07-28","end_date":"2025-08-02"},"status":"public","has_accepted_license":"1","place":"Santiago de Chile","citation":{"ieee":"L. Wiemann, S. Schroeder, and S. Halverscheid, “The Influence of Mathematical Achievement on the Development of Intuitive Probabilistic Reasoning in Lower Secondary School Students,” in <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Eduction: Research Reports, Vol. 2</i>, Santiago de Chile, 2025, vol. 2, pp. 387–394.","apa":"Wiemann, L., Schroeder, S., &#38; Halverscheid, S. (2025). The Influence of Mathematical Achievement on the Development of Intuitive Probabilistic Reasoning in Lower Secondary School Students. In C. Cornejo, P. Felmer, D. M. Gómez, P. Dartnell, P. Araya, A. Peri, &#38; V. Randolph (Eds.), <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Eduction: Research Reports, Vol. 2</i> (Vol. 2, pp. 387–394). PME.","short":"L. Wiemann, S. Schroeder, S. Halverscheid, in: C. Cornejo, P. Felmer, D.M. Gómez, P. Dartnell, P. Araya, A. Peri, V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Eduction: Research Reports, Vol. 2, PME, Santiago de Chile, 2025, pp. 387–394.","chicago":"Wiemann, Leon, Sascha Schroeder, and Stefan Halverscheid. “The Influence of Mathematical Achievement on the Development of Intuitive Probabilistic Reasoning in Lower Secondary School Students.” In <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Eduction: Research Reports, Vol. 2</i>, edited by Claudia Cornejo, Patricio Felmer, David M.  Gómez, Pablo Dartnell, Paulina Araya, Armano Peri, and Valeria Randolph, 2:387–94. Santiago de Chile: PME, 2025.","mla":"Wiemann, Leon, et al. “The Influence of Mathematical Achievement on the Development of Intuitive Probabilistic Reasoning in Lower Secondary School Students.” <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Eduction: Research Reports, Vol. 2</i>, edited by Claudia Cornejo et al., vol. 2, PME, 2025, pp. 387–94.","bibtex":"@inproceedings{Wiemann_Schroeder_Halverscheid_2025, place={Santiago de Chile}, title={The Influence of Mathematical Achievement on the Development of Intuitive Probabilistic Reasoning in Lower Secondary School Students}, volume={2}, booktitle={Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Eduction: Research Reports, Vol. 2}, publisher={PME}, author={Wiemann, Leon and Schroeder, Sascha and Halverscheid, Stefan}, editor={Cornejo, Claudia and Felmer, Patricio and Gómez, David M.  and Dartnell, Pablo and Araya, Paulina and Peri, Armano and Randolph, Valeria}, year={2025}, pages={387–394} }","ama":"Wiemann L, Schroeder S, Halverscheid S. The Influence of Mathematical Achievement on the Development of Intuitive Probabilistic Reasoning in Lower Secondary School Students. In: Cornejo C, Felmer P, Gómez DM, et al., eds. <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Eduction: Research Reports, Vol. 2</i>. Vol 2. PME; 2025:387-394."},"file_date_updated":"2025-11-06T13:42:07Z","quality_controlled":"1","language":[{"iso":"eng"}],"author":[{"first_name":"Leon","last_name":"Wiemann","full_name":"Wiemann, Leon","id":"116395"},{"last_name":"Schroeder","first_name":"Sascha","full_name":"Schroeder, Sascha"},{"first_name":"Stefan","last_name":"Halverscheid","full_name":"Halverscheid, Stefan"}],"title":"The Influence of Mathematical Achievement on the Development of Intuitive Probabilistic Reasoning in Lower Secondary School Students","year":"2025","intvolume":"         2","date_updated":"2026-01-31T09:20:18Z","publication_status":"published","date_created":"2025-11-06T13:43:36Z","file":[{"relation":"main_file","date_updated":"2025-11-06T13:42:07Z","file_name":"PME48_ResearchReports_Vol2_E-ISSN_2790-3648.pdf","access_level":"closed","file_size":6188150,"file_id":"62117","success":1,"content_type":"application/pdf","creator":"lwiemann","date_created":"2025-11-06T13:42:07Z"}],"type":"conference","publication":"Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Eduction: Research Reports, Vol. 2"},{"conference":{"start_date":"2025-03-03","name":"58. Jahrestagung der Gesellschaft für Didaktik der Mathematik","location":"Saarbrücken","end_date":"2025-03-07"},"status":"public","has_accepted_license":"1","_id":"63822","publisher":"WTM","editor":[{"first_name":"Lisa","last_name":"Schick","full_name":"Schick, Lisa"},{"first_name":"Melanie","last_name":"Platz","full_name":"Platz, Melanie"},{"full_name":"Lambert, Anselm","last_name":"Lambert","first_name":"Anselm"}],"ddc":["370"],"user_id":"116395","citation":{"bibtex":"@inproceedings{Wiemann_2025, title={Die Konstruktion eines Fragebogens zur Messung der probabilistischen Intuition von Schüler*innen der Sekundarstufe I}, booktitle={Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik}, publisher={WTM}, author={Wiemann, Leon}, editor={Schick, Lisa and Platz, Melanie and Lambert, Anselm}, year={2025} }","short":"L. Wiemann, in: L. Schick, M. Platz, A. Lambert (Eds.), Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik, WTM, 2025.","ama":"Wiemann L. Die Konstruktion eines Fragebogens zur Messung der probabilistischen Intuition von Schüler*innen der Sekundarstufe I. In: Schick L, Platz M, Lambert A, eds. <i>Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>. WTM; 2025.","chicago":"Wiemann, Leon. “Die Konstruktion eines Fragebogens zur Messung der probabilistischen Intuition von Schüler*innen der Sekundarstufe I.” In <i>Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, edited by Lisa Schick, Melanie Platz, and Anselm Lambert. WTM, 2025.","ieee":"L. Wiemann, “Die Konstruktion eines Fragebogens zur Messung der probabilistischen Intuition von Schüler*innen der Sekundarstufe I,” in <i>Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, Saarbrücken, 2025.","mla":"Wiemann, Leon. “Die Konstruktion eines Fragebogens zur Messung der probabilistischen Intuition von Schüler*innen der Sekundarstufe I.” <i>Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, edited by Lisa Schick et al., WTM, 2025.","apa":"Wiemann, L. (2025). Die Konstruktion eines Fragebogens zur Messung der probabilistischen Intuition von Schüler*innen der Sekundarstufe I. In L. Schick, M. Platz, &#38; A. Lambert (Eds.), <i>Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>. WTM."},"file_date_updated":"2026-01-31T09:10:07Z","oa":"1","author":[{"id":"116395","full_name":"Wiemann, Leon","last_name":"Wiemann","first_name":"Leon"}],"year":"2025","title":"Die Konstruktion eines Fragebogens zur Messung der probabilistischen Intuition von Schüler*innen der Sekundarstufe I","date_updated":"2026-01-31T09:16:24Z","publication_status":"published","language":[{"iso":"ger"}],"publication":"Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik","date_created":"2026-01-31T09:10:15Z","file":[{"content_type":"application/pdf","file_id":"63823","date_updated":"2026-01-31T09:10:07Z","relation":"main_file","access_level":"open_access","file_size":1393040,"file_name":"BzMU25_WIEMANN_Intuition.pdf","date_created":"2026-01-31T09:10:07Z","creator":"lwiemann"}],"type":"conference"},{"date_updated":"2026-02-21T08:06:57Z","has_accepted_license":"1","status":"public","year":"2025","title":"Data Literacy im Wissenschaftsjournalismus – Facetten journalistischer Datenkompetenz und Fortbildungsbausteine zu deren Schulung","author":[{"id":"83381","first_name":"Karin","last_name":"Binder","full_name":"Binder, Karin"},{"first_name":"Markus","last_name":"Vogel","full_name":"Vogel, Markus"}],"doi":"10.18716/OJS/MD/2025.2300","user_id":"83381","publisher":"LibreCat University","_id":"63746","file_date_updated":"2026-01-26T16:50:49Z","citation":{"mla":"Binder, Karin, and Markus Vogel. <i>Data Literacy Im Wissenschaftsjournalismus – Facetten Journalistischer Datenkompetenz Und Fortbildungsbausteine Zu Deren Schulung</i>. LibreCat University, 2025, doi:<a href=\"https://doi.org/10.18716/OJS/MD/2025.2300\">10.18716/OJS/MD/2025.2300</a>.","bibtex":"@book{Binder_Vogel_2025, title={Data Literacy im Wissenschaftsjournalismus – Facetten journalistischer Datenkompetenz und Fortbildungsbausteine zu deren Schulung}, DOI={<a href=\"https://doi.org/10.18716/OJS/MD/2025.2300\">10.18716/OJS/MD/2025.2300</a>}, publisher={LibreCat University}, author={Binder, Karin and Vogel, Markus}, year={2025} }","ama":"Binder K, Vogel M. <i>Data Literacy Im Wissenschaftsjournalismus – Facetten Journalistischer Datenkompetenz Und Fortbildungsbausteine Zu Deren Schulung</i>. LibreCat University; 2025. doi:<a href=\"https://doi.org/10.18716/OJS/MD/2025.2300\">10.18716/OJS/MD/2025.2300</a>","ieee":"K. Binder and M. Vogel, <i>Data Literacy im Wissenschaftsjournalismus – Facetten journalistischer Datenkompetenz und Fortbildungsbausteine zu deren Schulung</i>. LibreCat University, 2025.","apa":"Binder, K., &#38; Vogel, M. (2025). <i>Data Literacy im Wissenschaftsjournalismus – Facetten journalistischer Datenkompetenz und Fortbildungsbausteine zu deren Schulung</i>. LibreCat University. <a href=\"https://doi.org/10.18716/OJS/MD/2025.2300\">https://doi.org/10.18716/OJS/MD/2025.2300</a>","short":"K. Binder, M. Vogel, Data Literacy Im Wissenschaftsjournalismus – Facetten Journalistischer Datenkompetenz Und Fortbildungsbausteine Zu Deren Schulung, LibreCat University, 2025.","chicago":"Binder, Karin, and Markus Vogel. <i>Data Literacy Im Wissenschaftsjournalismus – Facetten Journalistischer Datenkompetenz Und Fortbildungsbausteine Zu Deren Schulung</i>. LibreCat University, 2025. <a href=\"https://doi.org/10.18716/OJS/MD/2025.2300\">https://doi.org/10.18716/OJS/MD/2025.2300</a>."},"type":"research_data","file":[{"success":1,"content_type":"application/pdf","file_id":"63750","file_size":640001,"access_level":"closed","file_name":"MD2025_Binder_Vogel_data-literacy.pdf","date_updated":"2026-01-26T16:50:49Z","relation":"main_file","date_created":"2026-01-26T16:50:49Z","creator":"binder"}],"date_created":"2026-01-26T16:45:27Z"},{"author":[{"id":"87801","full_name":"Rößner, Michael","first_name":"Michael","last_name":"Rößner"},{"full_name":"Binder, Karin","first_name":"Karin","last_name":"Binder","id":"83381"},{"first_name":"Stefan","last_name":"Ufer","full_name":"Ufer, Stefan"}],"year":"2025","title":"Simulationsbasiert Signifikanztests verstehen","status":"public","has_accepted_license":"1","date_updated":"2026-02-21T08:07:14Z","publisher":"LibreCat University","_id":"63747","doi":"10.18716/OJS/MD/2025.2296","user_id":"83381","citation":{"short":"M. Rößner, K. Binder, S. Ufer, Simulationsbasiert Signifikanztests Verstehen, LibreCat University, 2025.","chicago":"Rößner, Michael, Karin Binder, and Stefan Ufer. <i>Simulationsbasiert Signifikanztests Verstehen</i>. LibreCat University, 2025. <a href=\"https://doi.org/10.18716/OJS/MD/2025.2296\">https://doi.org/10.18716/OJS/MD/2025.2296</a>.","apa":"Rößner, M., Binder, K., &#38; Ufer, S. (2025). <i>Simulationsbasiert Signifikanztests verstehen</i>. LibreCat University. <a href=\"https://doi.org/10.18716/OJS/MD/2025.2296\">https://doi.org/10.18716/OJS/MD/2025.2296</a>","ieee":"M. Rößner, K. Binder, and S. Ufer, <i>Simulationsbasiert Signifikanztests verstehen</i>. LibreCat University, 2025.","ama":"Rößner M, Binder K, Ufer S. <i>Simulationsbasiert Signifikanztests Verstehen</i>. LibreCat University; 2025. doi:<a href=\"https://doi.org/10.18716/OJS/MD/2025.2296\">10.18716/OJS/MD/2025.2296</a>","bibtex":"@book{Rößner_Binder_Ufer_2025, title={Simulationsbasiert Signifikanztests verstehen}, DOI={<a href=\"https://doi.org/10.18716/OJS/MD/2025.2296\">10.18716/OJS/MD/2025.2296</a>}, publisher={LibreCat University}, author={Rößner, Michael and Binder, Karin and Ufer, Stefan}, year={2025} }","mla":"Rößner, Michael, et al. <i>Simulationsbasiert Signifikanztests Verstehen</i>. LibreCat University, 2025, doi:<a href=\"https://doi.org/10.18716/OJS/MD/2025.2296\">10.18716/OJS/MD/2025.2296</a>."},"file_date_updated":"2026-01-26T16:49:59Z","date_created":"2026-01-26T16:45:47Z","file":[{"date_created":"2026-01-26T16:49:59Z","creator":"binder","file_id":"63749","content_type":"application/pdf","success":1,"file_name":"md2025_Rössner_et_al.pdf","file_size":1058530,"access_level":"closed","relation":"main_file","date_updated":"2026-01-26T16:49:59Z"}],"type":"research_data"},{"type":"conference","department":[{"_id":"979"},{"_id":"983"}],"date_created":"2026-01-12T17:16:19Z","abstract":[{"lang":"ger","text":"Prüfungen sind ein wesentlicher Bestandteil des Mathematikunterrichts. Mündliche Prüfungsformate sind insbesondere in Abschlussprüfungen üblich, wurden aber bislang kaum untersucht. Dieses Projekt widmet sich dem Vorkommen und der Bedeutung verschiedener Wissensarten in mündlichen Prüfungen. Dazu soll auf Grundlage videografierter Prüfungsgespräche eine Taxonomie für abgefragte Wissensarten entwickelt werden. Der Vortrag präsentiert die Konzeption sowie erste Ergebnisse einer Vorstudie, die als Basis für eine vertiefte Analyse realer Prüfungen dient."}],"publication":"Beiträge zum Mathematikunterricht 2025","citation":{"bibtex":"@inproceedings{Hellmund_2025, title={Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden abgefragt?}, DOI={<a href=\"https://doi.org/10.17877/DE290R-25900\">10.17877/DE290R-25900</a>}, booktitle={Beiträge zum Mathematikunterricht 2025}, publisher={WTM}, author={Hellmund, Johannes}, editor={Schick, L. and Platz, M. and Lambert, A.}, year={2025}, pages={1417} }","ama":"Hellmund J. Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden abgefragt? In: Schick L, Platz M, Lambert A, eds. <i>Beiträge zum Mathematikunterricht 2025</i>. WTM; 2025:1417. doi:<a href=\"https://doi.org/10.17877/DE290R-25900\">10.17877/DE290R-25900</a>","mla":"Hellmund, Johannes. “Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden abgefragt?” <i>Beiträge zum Mathematikunterricht 2025</i>, edited by L. Schick et al., WTM, 2025, p. 1417, doi:<a href=\"https://doi.org/10.17877/DE290R-25900\">10.17877/DE290R-25900</a>.","short":"J. Hellmund, in: L. Schick, M. Platz, A. Lambert (Eds.), Beiträge zum Mathematikunterricht 2025, WTM, 2025, p. 1417.","chicago":"Hellmund, Johannes. “Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden abgefragt?” In <i>Beiträge zum Mathematikunterricht 2025</i>, edited by L. Schick, M. Platz, and A. Lambert, 1417. WTM, 2025. <a href=\"https://doi.org/10.17877/DE290R-25900\">https://doi.org/10.17877/DE290R-25900</a>.","ieee":"J. Hellmund, “Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden abgefragt?,” in <i>Beiträge zum Mathematikunterricht 2025</i>, Saarbrücken, 2025, p. 1417, doi: <a href=\"https://doi.org/10.17877/DE290R-25900\">10.17877/DE290R-25900</a>.","apa":"Hellmund, J. (2025). Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden abgefragt? In L. Schick, M. Platz, &#38; A. Lambert (Eds.), <i>Beiträge zum Mathematikunterricht 2025</i> (p. 1417). WTM. <a href=\"https://doi.org/10.17877/DE290R-25900\">https://doi.org/10.17877/DE290R-25900</a>"},"doi":"10.17877/DE290R-25900","user_id":"111364","editor":[{"first_name":"L.","last_name":"Schick","full_name":"Schick, L."},{"full_name":"Platz, M.","last_name":"Platz","first_name":"M."},{"last_name":"Lambert","first_name":"A.","full_name":"Lambert, A."}],"page":"1417","publisher":"WTM","_id":"63571","language":[{"iso":"ger"}],"date_updated":"2026-01-12T17:18:39Z","title":"Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden abgefragt?","status":"public","year":"2025","conference":{"name":"58. Jahrestagung der Gesellschaft für Didaktik der Mathematik","start_date":"2025-03-03","location":"Saarbrücken","end_date":"2025-03-07"},"author":[{"id":"111364","last_name":"Hellmund","first_name":"Johannes","full_name":"Hellmund, Johannes"}]},{"_id":"59435","publisher":"Springer Science and Business Media LLC","page":"481-505","volume":115,"ddc":["370"],"user_id":"83381","status":"public","citation":{"mla":"Büchter, Theresa, et al. “Covariational Reasoning in Bayesian Situations.” <i>Educational Studies in Mathematics</i>, vol. 115, no. 3, Springer Science and Business Media LLC, 2024, pp. 481–505, doi:<a href=\"https://doi.org/10.1007/s10649-023-10274-5\">10.1007/s10649-023-10274-5</a>.","bibtex":"@article{Büchter_Eichler_Böcherer-Linder_Vogel_Binder_Krauss_Steib_2024, title={Covariational reasoning in Bayesian situations}, volume={115}, DOI={<a href=\"https://doi.org/10.1007/s10649-023-10274-5\">10.1007/s10649-023-10274-5</a>}, number={3}, journal={Educational Studies in Mathematics}, publisher={Springer Science and Business Media LLC}, author={Büchter, Theresa and Eichler, Andreas and Böcherer-Linder, Katharina and Vogel, Markus and Binder, Karin and Krauss, Stefan and Steib, Nicole}, year={2024}, pages={481–505} }","ama":"Büchter T, Eichler A, Böcherer-Linder K, et al. Covariational reasoning in Bayesian situations. <i>Educational Studies in Mathematics</i>. 2024;115(3):481-505. doi:<a href=\"https://doi.org/10.1007/s10649-023-10274-5\">10.1007/s10649-023-10274-5</a>","ieee":"T. Büchter <i>et al.</i>, “Covariational reasoning in Bayesian situations,” <i>Educational Studies in Mathematics</i>, vol. 115, no. 3, pp. 481–505, 2024, doi: <a href=\"https://doi.org/10.1007/s10649-023-10274-5\">10.1007/s10649-023-10274-5</a>.","apa":"Büchter, T., Eichler, A., Böcherer-Linder, K., Vogel, M., Binder, K., Krauss, S., &#38; Steib, N. (2024). Covariational reasoning in Bayesian situations. <i>Educational Studies in Mathematics</i>, <i>115</i>(3), 481–505. <a href=\"https://doi.org/10.1007/s10649-023-10274-5\">https://doi.org/10.1007/s10649-023-10274-5</a>","short":"T. Büchter, A. Eichler, K. Böcherer-Linder, M. Vogel, K. Binder, S. Krauss, N. Steib, Educational Studies in Mathematics 115 (2024) 481–505.","chicago":"Büchter, Theresa, Andreas Eichler, Katharina Böcherer-Linder, Markus Vogel, Karin Binder, Stefan Krauss, and Nicole Steib. “Covariational Reasoning in Bayesian Situations.” <i>Educational Studies in Mathematics</i> 115, no. 3 (2024): 481–505. <a href=\"https://doi.org/10.1007/s10649-023-10274-5\">https://doi.org/10.1007/s10649-023-10274-5</a>."},"file_date_updated":"2025-05-17T18:20:24Z","language":[{"iso":"eng"}],"doi":"10.1007/s10649-023-10274-5","author":[{"full_name":"Büchter, Theresa","last_name":"Büchter","first_name":"Theresa"},{"last_name":"Eichler","first_name":"Andreas","full_name":"Eichler, Andreas"},{"full_name":"Böcherer-Linder, Katharina","last_name":"Böcherer-Linder","first_name":"Katharina"},{"last_name":"Vogel","first_name":"Markus","full_name":"Vogel, Markus"},{"id":"83381","first_name":"Karin","last_name":"Binder","full_name":"Binder, Karin"},{"first_name":"Stefan","last_name":"Krauss","full_name":"Krauss, Stefan"},{"first_name":"Nicole","last_name":"Steib","full_name":"Steib, Nicole"}],"publication_identifier":{"issn":["0013-1954","1573-0816"]},"year":"2024","title":"Covariational reasoning in Bayesian situations","intvolume":"       115","article_type":"original","date_updated":"2025-05-17T18:20:59Z","publication_status":"published","date_created":"2025-04-08T11:34:19Z","file":[{"date_created":"2025-05-17T18:20:24Z","creator":"binder","success":1,"content_type":"application/pdf","file_id":"59929","date_updated":"2025-05-17T18:20:24Z","relation":"main_file","file_size":2193461,"access_level":"closed","file_name":"Büchter et al. 2024 Covariational reasoning.pdf"}],"type":"journal_article","issue":"3","publication":"Educational Studies in Mathematics","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>Previous studies on Bayesian situations, in which probabilistic information is used to update the probability of a hypothesis, have often focused on the calculation of a posterior probability. We argue that for an in-depth understanding of Bayesian situations, it is (apart from mere calculation) also necessary to be able to evaluate the effect of <jats:italic>changes of parameters</jats:italic> in the Bayesian situation and the consequences, e.g., for the posterior probability. Thus, by understanding Bayes’ formula as a function, the concept of covariation is introduced as an extension of conventional Bayesian reasoning, and <jats:italic>covariational reasoning</jats:italic> in Bayesian situations is studied. Prospective teachers (<jats:italic>N</jats:italic>=173) for primary (<jats:italic>N</jats:italic>=112) and secondary (<jats:italic>N</jats:italic>=61) school from two German universities participated in the study and reasoned about covariation in Bayesian situations. In a mixed-methods approach, firstly, the elaborateness of prospective teachers’ covariational reasoning is assessed by analysing the arguments qualitatively, using an adaption of the Structure of Observed Learning Outcome (SOLO) taxonomy. Secondly, the influence of possibly supportive variables on covariational reasoning is analysed quantitatively by checking whether (i) the changed parameter in the Bayesian situation (false-positive rate, true-positive rate or base rate), (ii) the visualisation depicting the Bayesian situation (double-tree vs. unit square) or (iii) the calculation (correct or incorrect) influences the SOLO level. The results show that among these three variables, only the changed parameter seems to influence the covariational reasoning. Implications are discussed.</jats:p>","lang":"eng"}]}]