---
_id: '65358'
abstract:
- lang: eng
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.
author:
- first_name: Jürgen
full_name: Klüners, Jürgen
id: '21202'
last_name: Klüners
- first_name: Raphael
full_name: Müller, Raphael
id: '55246'
last_name: Müller
citation:
ama: Klüners J, Müller R. Counting Frobenius extensions over local function fields.
arXiv:260402152. Published online 2026.
apa: Klüners, J., & Müller, R. (2026). Counting Frobenius extensions over local
function fields. In arXiv:2604.02152.
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.” ArXiv:2604.02152, 2026.
ieee: J. Klüners and R. Müller, “Counting Frobenius extensions over local function
fields,” arXiv:2604.02152. 2026.
mla: Klüners, Jürgen, and Raphael Müller. “Counting Frobenius Extensions over Local
Function Fields.” ArXiv:2604.02152, 2026.
short: J. Klüners, R. Müller, ArXiv:2604.02152 (2026).
date_created: 2026-04-07T08:13:59Z
date_updated: 2026-04-07T08:14:45Z
external_id:
arxiv:
- '2604.02152'
language:
- iso: eng
publication: arXiv:2604.02152
status: public
title: Counting Frobenius extensions over local function fields
type: preprint
user_id: '82981'
year: '2026'
...
---
_id: '64580'
abstract:
- lang: eng
text: "\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 n\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 n\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 n\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 n\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 "
article_number: '1741733'
author:
- first_name: Patrick
full_name: Wiesner, Patrick
last_name: Wiesner
- first_name: Stefan
full_name: Krauss, Stefan
last_name: Krauss
- first_name: Nathalie
full_name: Stegmüller, Nathalie
last_name: Stegmüller
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
citation:
ama: Wiesner P, Krauss S, Stegmüller N, Binder K. Is flipped classroom really superior?—Questioning
the flip in K-12 teaching. Frontiers in Education. 2026;11. doi:10.3389/feduc.2026.1741733
apa: Wiesner, P., Krauss, S., Stegmüller, N., & Binder, K. (2026). Is flipped
classroom really superior?—Questioning the flip in K-12 teaching. Frontiers
in Education, 11, Article 1741733. https://doi.org/10.3389/feduc.2026.1741733
bibtex: '@article{Wiesner_Krauss_Stegmüller_Binder_2026, title={Is flipped classroom
really superior?—Questioning the flip in K-12 teaching}, volume={11}, DOI={10.3389/feduc.2026.1741733},
number={1741733}, journal={Frontiers in Education}, publisher={Frontiers Media
SA}, author={Wiesner, Patrick and Krauss, Stefan and Stegmüller, Nathalie and
Binder, Karin}, year={2026} }'
chicago: Wiesner, Patrick, Stefan Krauss, Nathalie Stegmüller, and Karin Binder.
“Is Flipped Classroom Really Superior?—Questioning the Flip in K-12 Teaching.”
Frontiers in Education 11 (2026). https://doi.org/10.3389/feduc.2026.1741733.
ieee: 'P. Wiesner, S. Krauss, N. Stegmüller, and K. Binder, “Is flipped classroom
really superior?—Questioning the flip in K-12 teaching,” Frontiers in Education,
vol. 11, Art. no. 1741733, 2026, doi: 10.3389/feduc.2026.1741733.'
mla: Wiesner, Patrick, et al. “Is Flipped Classroom Really Superior?—Questioning
the Flip in K-12 Teaching.” Frontiers in Education, vol. 11, 1741733, Frontiers
Media SA, 2026, doi:10.3389/feduc.2026.1741733.
short: P. Wiesner, S. Krauss, N. Stegmüller, K. Binder, Frontiers in Education 11
(2026).
date_created: 2026-02-21T08:08:32Z
date_updated: 2026-04-20T16:28:13Z
ddc:
- '370'
doi: 10.3389/feduc.2026.1741733
file:
- access_level: closed
content_type: application/pdf
creator: binder
date_created: 2026-04-20T16:27:58Z
date_updated: 2026-04-20T16:27:58Z
file_id: '65471'
file_name: Wiesner Krauss Stegmüller Binder 2026 Is flipped classroom really superior.pdf
file_size: 1315590
relation: main_file
success: 1
file_date_updated: 2026-04-20T16:27:58Z
has_accepted_license: '1'
intvolume: ' 11'
language:
- iso: eng
publication: Frontiers in Education
publication_identifier:
issn:
- 2504-284X
publication_status: published
publisher: Frontiers Media SA
status: public
title: Is flipped classroom really superior?—Questioning the flip in K-12 teaching
type: journal_article
user_id: '83381'
volume: 11
year: '2026'
...
---
_id: '64797'
alternative_title:
- Editorial
citation:
ama: Birk L, Loth G, Jotzo L, Binder K, Frischemeier D, eds. 14th IASE Satellite
Conference “Statistics and Data Science Education in STEAM.” International
Association for Statistics Education; 2026. doi:10.52041/iase25.158
apa: Birk, L., Loth, G., Jotzo, L., Binder, K., & Frischemeier, D. (Eds.). (2026).
14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.”
International Association for Statistics Education. https://doi.org/10.52041/iase25.158
bibtex: '@book{Birk_Loth_Jotzo_Binder_Frischemeier_2026, title={14th IASE Satellite
Conference “Statistics and Data Science Education in STEAM”}, DOI={10.52041/iase25.158},
publisher={International Association for Statistics Education}, year={2026} }'
chicago: Birk, Lisa, Gerrit Loth, Luca Jotzo, Karin Binder, and Daniel Frischemeier,
eds. 14th IASE Satellite Conference “Statistics and Data Science Education
in STEAM.” International Association for Statistics Education, 2026. https://doi.org/10.52041/iase25.158.
ieee: L. Birk, G. Loth, L. Jotzo, K. Binder, and D. Frischemeier, Eds., 14th
IASE Satellite Conference “Statistics and Data Science Education in STEAM.”
International Association for Statistics Education, 2026.
mla: Birk, Lisa, et al., editors. 14th IASE Satellite Conference “Statistics
and Data Science Education in STEAM.” International Association for Statistics
Education, 2026, doi:10.52041/iase25.158.
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.
conference:
end_date: 2025-10-02
location: Münster
name: 14th IASE Satellite Conference "Statistics and Data Science Education in STEAM"
start_date: 2025-09-30
date_created: 2026-03-01T13:18:24Z
date_updated: 2026-04-20T16:19:18Z
ddc:
- '370'
department:
- _id: '979'
doi: 10.52041/iase25.158
editor:
- first_name: Lisa
full_name: Birk, Lisa
last_name: Birk
- first_name: Gerrit
full_name: Loth, Gerrit
last_name: Loth
- first_name: Luca
full_name: Jotzo, Luca
id: '88811'
last_name: Jotzo
orcid: 0009-0003-1440-6466
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Daniel
full_name: Frischemeier, Daniel
last_name: Frischemeier
file:
- access_level: closed
content_type: application/pdf
creator: binder
date_created: 2026-04-20T16:18:30Z
date_updated: 2026-04-20T16:18:30Z
file_id: '65467'
file_name: Birk, Loth, Jotzo, Binder, Frischemeier 2025 IASE Satellite Editorial.pdf
file_size: 1447145
relation: main_file
success: 1
file_date_updated: 2026-04-20T16:18:30Z
has_accepted_license: '1'
language:
- iso: eng
publication_status: published
publisher: International Association for Statistics Education
status: public
title: 14th IASE Satellite Conference "Statistics and Data Science Education in STEAM"
type: conference_editor
user_id: '83381'
year: '2026'
...
---
_id: '64581'
author:
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Stephan
full_name: Schnaitmann, Stephan
last_name: Schnaitmann
- first_name: Tim
full_name: Erickson, Tim
last_name: Erickson
citation:
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. Proceedings of the IASE 2025 Satellite
Conference - Statistics and Data Science Education in STEAM. International
Association for Statistics Education; 2026. doi:10.52041/iase25.106'
apa: Binder, K., Schnaitmann, S., & 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, & D. Frischemeier (Eds.), Proceedings of
the IASE 2025 Satellite Conference - Statistics and Data Science Education in
STEAM. International Association for Statistics Education. https://doi.org/10.52041/iase25.106
bibtex: '@inproceedings{Binder_Schnaitmann_Erickson_2026, title={Effects of a simulation-based
training on students conceptual understanding of the Binomial test}, DOI={10.52041/iase25.106},
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} }'
chicago: Binder, Karin, Stephan Schnaitmann, and Tim Erickson. “Effects of a Simulation-Based
Training on Students Conceptual Understanding of the Binomial Test.” In Proceedings
of the IASE 2025 Satellite Conference - Statistics and Data Science Education
in STEAM, edited by Lisa Birk, Gerrit Loth, Luca Jotzo, Karin Binder, and
Daniel Frischemeier. International Association for Statistics Education, 2026.
https://doi.org/10.52041/iase25.106.
ieee: 'K. Binder, S. Schnaitmann, and T. Erickson, “Effects of a simulation-based
training on students conceptual understanding of the Binomial test,” in Proceedings
of the IASE 2025 Satellite Conference - Statistics and Data Science Education
in STEAM, 2026, doi: 10.52041/iase25.106.'
mla: Binder, Karin, et al. “Effects of a Simulation-Based Training on Students Conceptual
Understanding of the Binomial Test.” Proceedings of the IASE 2025 Satellite
Conference - Statistics and Data Science Education in STEAM, edited by Lisa
Birk et al., International Association for Statistics Education, 2026, doi:10.52041/iase25.106.
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.'
date_created: 2026-02-21T15:10:45Z
date_updated: 2026-04-20T16:25:06Z
ddc:
- '370'
doi: 10.52041/iase25.106
editor:
- first_name: Lisa
full_name: Birk, Lisa
last_name: Birk
- first_name: Gerrit
full_name: Loth, Gerrit
last_name: Loth
- first_name: Luca
full_name: Jotzo, Luca
last_name: Jotzo
- first_name: Karin
full_name: Binder, Karin
last_name: Binder
- first_name: Daniel
full_name: Frischemeier, Daniel
last_name: Frischemeier
file:
- access_level: closed
content_type: application/pdf
creator: binder
date_created: 2026-04-20T16:24:49Z
date_updated: 2026-04-20T16:24:49Z
file_id: '65470'
file_name: Binder Schnaitmann Erickson 2026 Effects of a simulation-based training
on students conceptual understanding of the Binomial test.pdf
file_size: 1069410
relation: main_file
success: 1
file_date_updated: 2026-04-20T16:24:49Z
has_accepted_license: '1'
language:
- iso: eng
publication: Proceedings of the IASE 2025 Satellite Conference - Statistics and Data
Science Education in STEAM
publication_status: published
publisher: International Association for Statistics Education
status: public
title: Effects of a simulation-based training on students conceptual understanding
of the Binomial test
type: conference
user_id: '83381'
year: '2026'
...
---
_id: '65512'
abstract:
- lang: eng
text: "Zusammenfassung\r\n 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."
article_number: '5'
author:
- first_name: Michael
full_name: Rößner, Michael
id: '87801'
last_name: Rößner
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Julian
full_name: Albrecht, Julian
last_name: Albrecht
citation:
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. Journal für
Mathematik-Didaktik. 2026;47(1). doi:10.1007/s13138-026-00267-1
apa: Rößner, M., Binder, K., & 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.
Journal für Mathematik-Didaktik, 47(1), Article 5. https://doi.org/10.1007/s13138-026-00267-1
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={10.1007/s13138-026-00267-1},
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} }'
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.”
Journal für Mathematik-Didaktik 47, no. 1 (2026). https://doi.org/10.1007/s13138-026-00267-1.
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,”
Journal für Mathematik-Didaktik, vol. 47, no. 1, Art. no. 5, 2026, doi:
10.1007/s13138-026-00267-1.'
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.” Journal für Mathematik-Didaktik,
vol. 47, no. 1, 5, Springer Science and Business Media LLC, 2026, doi:10.1007/s13138-026-00267-1.
short: M. Rößner, K. Binder, J. Albrecht, Journal für Mathematik-Didaktik 47 (2026).
date_created: 2026-04-29T08:25:18Z
date_updated: 2026-04-29T08:29:01Z
ddc:
- '370'
department:
- _id: '983'
doi: 10.1007/s13138-026-00267-1
file:
- access_level: closed
content_type: application/pdf
creator: binder
date_created: 2026-04-29T08:28:25Z
date_updated: 2026-04-29T08:28:25Z
file_id: '65514'
file_name: Rößner Binder Albrecht 2026 Versprachlichung von Anteilen und natürlichen
Häufigkeiten anhand von Baum- und Netzdiagrammen.pdf
file_size: 2993685
relation: main_file
success: 1
file_date_updated: 2026-04-29T08:28:25Z
has_accepted_license: '1'
intvolume: ' 47'
issue: '1'
language:
- iso: ger
publication: Journal für Mathematik-Didaktik
publication_identifier:
issn:
- 0173-5322
- 1869-2699
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
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
type: journal_article
user_id: '83381'
volume: 47
year: '2026'
...
---
_id: '65679'
abstract:
- lang: eng
text: "Zusammenfassung\r\n Das
Positionspapier formuliert neun Thesen zur Weiterentwicklung der Statistikausbildung
im Kontext von Data Science und Künstlicher Intelligenz. Im Zentrum stehen Data
& Statistical Literacy, Datenqualität und -ethik, die Verbindung von Statistik
und Machine Learning sowie die Stärkung einer eigenständigen Statistikdidaktik.\r\n
\ 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.\r\n Die Replik greift diese
Impulse auf und unterstreicht die interdisziplinäre Verantwortung für eine zukunftsfähige
Statistikausbildung."
alternative_title:
- Diskussion und Erwiderung
- Discussion and rejoinder
author:
- first_name: Ursula
full_name: Berger, Ursula
last_name: Berger
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Christina
full_name: Elmer, Christina
last_name: Elmer
- first_name: Florian
full_name: Ertz, Florian
last_name: Ertz
- first_name: Thomas
full_name: Hotz, Thomas
last_name: Hotz
- first_name: Sarah
full_name: Huber, Sarah
last_name: Huber
- first_name: Katja
full_name: Ickstadt, Katja
last_name: Ickstadt
- first_name: Göran
full_name: Kauermann, Göran
last_name: Kauermann
- first_name: Helmut
full_name: Küchenhoff, Helmut
last_name: Küchenhoff
- first_name: Karsten
full_name: Lübke, Karsten
last_name: Lübke
- first_name: Ralf
full_name: Münnich, Ralf
last_name: Münnich
- first_name: Katharina
full_name: Schüller, Katharina
last_name: Schüller
- first_name: Thomas
full_name: Skill, Thomas
last_name: Skill
- first_name: Claus
full_name: Weihs, Claus
last_name: Weihs
- first_name: Henrike
full_name: Weinert, Henrike
last_name: Weinert
- first_name: Christoph
full_name: Weisser, Christoph
last_name: Weisser
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.
AStA Wirtschafts- und Sozialstatistisches Archiv. Published online 2026.
doi:10.1007/s11943-026-00372-0
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., & 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. AStA Wirtschafts- und Sozialstatistisches Archiv. https://doi.org/10.1007/s11943-026-00372-0
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={10.1007/s11943-026-00372-0},
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} }'
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.”
AStA Wirtschafts- und Sozialstatistisches Archiv, 2026. https://doi.org/10.1007/s11943-026-00372-0.
ieee: 'U. Berger 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,” AStA
Wirtschafts- und Sozialstatistisches Archiv, 2026, doi: 10.1007/s11943-026-00372-0.'
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.” AStA Wirtschafts- und
Sozialstatistisches Archiv, Springer Science and Business Media LLC, 2026,
doi:10.1007/s11943-026-00372-0.
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).
date_created: 2026-05-24T16:58:03Z
date_updated: 2026-05-24T16:59:32Z
ddc:
- '310'
doi: 10.1007/s11943-026-00372-0
file:
- access_level: closed
content_type: application/pdf
creator: binder
date_created: 2026-05-24T16:58:30Z
date_updated: 2026-05-24T16:58:30Z
file_id: '65680'
file_name: Berger_et_al-2026-AStA_Wirtschafts-_und_Sozialstatistisches_Archiv-1.pdf
file_size: 275639
relation: main_file
success: 1
file_date_updated: 2026-05-24T16:58:30Z
has_accepted_license: '1'
language:
- iso: ger
publication: AStA Wirtschafts- und Sozialstatistisches Archiv
publication_identifier:
issn:
- 1863-8155
- 1863-8163
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
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
type: journal_article
user_id: '83381'
year: '2026'
...
---
_id: '66473'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Michael
full_name: Haverkamp, Michael
last_name: Haverkamp
- first_name: Leander
full_name: Kempen, Leander
last_name: Kempen
citation:
ama: 'Biehler R, Binder K, Haverkamp M, Kempen L. Impulse zur Stochastik in der
Oberstufe. In: Barzel B, Schnasse S, Ebers P, eds. Mathematikabitur „Status
Quo – Quo Vadis“: Tagungsband Zur Fachtagung Zum Mathematikabitur Am 11./12. Februar
2025 in Dresden. DuEPublico, 2026; 2026:56-70. doi:10.17185/duepublico/86715'
apa: 'Biehler, R., Binder, K., Haverkamp, M., & Kempen, L. (2026). Impulse zur
Stochastik in der Oberstufe. 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 (pp. 56–70). DuEPublico, 2026. https://doi.org/10.17185/duepublico/86715'
bibtex: '@inbook{Biehler_Binder_Haverkamp_Kempen_2026, title={Impulse zur Stochastik
in der Oberstufe}, DOI={10.17185/duepublico/86715},
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} }'
chicago: 'Biehler, Rolf, Karin Binder, Michael Haverkamp, and Leander Kempen. “Impulse
Zur Stochastik in Der Oberstufe.” In Mathematikabitur „Status Quo – Quo Vadis“:
Tagungsband Zur Fachtagung Zum Mathematikabitur Am 11./12. Februar 2025 in Dresden,
edited by Bärbel Barzel, Saskia Schnasse, and Patrick Ebers, 56–70. DuEPublico,
2026, 2026. https://doi.org/10.17185/duepublico/86715.'
ieee: 'R. Biehler, K. Binder, M. Haverkamp, and L. Kempen, “Impulse zur Stochastik
in der Oberstufe,” in Mathematikabitur „Status Quo – Quo Vadis“: Tagungsband
zur Fachtagung zum Mathematikabitur am 11./12. Februar 2025 in Dresden, B.
Barzel, S. Schnasse, and P. Ebers, Eds. DuEPublico, 2026, 2026, pp. 56–70.'
mla: 'Biehler, Rolf, et al. “Impulse Zur Stochastik in Der Oberstufe.” Mathematikabitur
„Status Quo – Quo Vadis“: Tagungsband Zur Fachtagung Zum Mathematikabitur Am 11./12.
Februar 2025 in Dresden, edited by Bärbel Barzel et al., DuEPublico, 2026,
2026, pp. 56–70, doi:10.17185/duepublico/86715.'
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.'
date_created: 2026-07-13T21:14:17Z
date_updated: 2026-07-13T21:15:12Z
ddc:
- '370'
doi: 10.17185/duepublico/86715
editor:
- first_name: Bärbel
full_name: Barzel, Bärbel
last_name: Barzel
- first_name: Saskia
full_name: Schnasse, Saskia
last_name: Schnasse
- first_name: Patrick
full_name: Ebers, Patrick
last_name: Ebers
file:
- access_level: closed
content_type: application/pdf
creator: binder
date_created: 2026-07-13T21:12:48Z
date_updated: 2026-07-13T21:12:48Z
file_id: '66474'
file_name: Biehler_Binder_Haverkamp_Kempen_2026_Impulse_Stochastik_Oberstufe.pdf
file_size: 1411159
relation: main_file
success: 1
file_date_updated: 2026-07-13T21:12:48Z
has_accepted_license: '1'
language:
- iso: eng
page: 56-70
publication: 'Mathematikabitur „Status Quo – Quo Vadis“: Tagungsband zur Fachtagung
zum Mathematikabitur am 11./12. Februar 2025 in Dresden'
publisher: DuEPublico, 2026
status: public
title: Impulse zur Stochastik in der Oberstufe
type: book_chapter
user_id: '83381'
year: '2026'
...
---
_id: '65386'
abstract:
- lang: eng
text: "Abstract\r\n \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 N\r\n
\ = 15 and\r\n N\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 "
article_number: '2'
author:
- first_name: Andreas
full_name: Eichler, Andreas
last_name: Eichler
- first_name: Theresa
full_name: Büchter, Theresa
last_name: Büchter
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
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. Journal für Mathematik-Didaktik. 2026;47(1). doi:10.1007/s13138-026-00268-0
apa: Eichler, A., Büchter, T., & Binder, K. (2026). Conceptualising Risk and
Risk Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz –
Ergebnisse einer Delphi-Studie. Journal Für Mathematik-Didaktik, 47(1),
Article 2. https://doi.org/10.1007/s13138-026-00268-0
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={10.1007/s13138-026-00268-0},
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} }'
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.” Journal Für Mathematik-Didaktik
47, no. 1 (2026). https://doi.org/10.1007/s13138-026-00268-0.
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,” Journal für Mathematik-Didaktik, vol. 47, no. 1,
Art. no. 2, 2026, doi: 10.1007/s13138-026-00268-0.'
mla: Eichler, Andreas, et al. “Conceptualising Risk and Risk Literacy—Results of
a Delphi Study Konzeptualisierung von Risiko Und Risikokompetenz – Ergebnisse
Einer Delphi-Studie.” Journal Für Mathematik-Didaktik, vol. 47, no. 1,
2, Springer Science and Business Media LLC, 2026, doi:10.1007/s13138-026-00268-0.
short: A. Eichler, T. Büchter, K. Binder, Journal Für Mathematik-Didaktik 47 (2026).
date_created: 2026-04-10T05:49:41Z
date_updated: 2026-08-06T14:22:44Z
ddc:
- '370'
doi: 10.1007/s13138-026-00268-0
file:
- access_level: closed
content_type: application/pdf
creator: binder
date_created: 2026-04-20T16:20:33Z
date_updated: 2026-04-20T16:20:33Z
file_id: '65468'
file_name: Eichler Büchter Binder 2026 Conceptualising Risk and Risk Literacy -
results of a Delphi Study.pdf
file_size: 2030179
relation: main_file
success: 1
file_date_updated: 2026-04-20T16:20:33Z
has_accepted_license: '1'
intvolume: ' 47'
issue: '1'
language:
- iso: eng
project:
- _id: '2784'
name: '„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21.
Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk'
publication: Journal für Mathematik-Didaktik
publication_identifier:
issn:
- 0173-5322
- 1869-2699
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung
von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie
type: journal_article
user_id: '83381'
volume: 47
year: '2026'
...
---
_id: '64583'
author:
- first_name: Theresa
full_name: Büchter, Theresa
last_name: Büchter
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Andreas
full_name: Eichler, Andreas
last_name: Eichler
citation:
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. Proceedings of the IASE 2025 Satellite Conference - Statistics and
Data Science Education in STEAM. International Association for Statistics
Education; 2026. doi:10.52041/iase25.125'
apa: Büchter, T., Binder, K., & Eichler, A. (2026). The integration of probability-based
arguments in risk-related contexts. 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. https://doi.org/10.52041/iase25.125
bibtex: '@inproceedings{Büchter_Binder_Eichler_2026, title={The integration of probability-based
arguments in risk-related contexts}, DOI={10.52041/iase25.125},
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} }'
chicago: Büchter, Theresa, Karin Binder, and Andreas Eichler. “The Integration of
Probability-Based Arguments in Risk-Related Contexts.” In Proceedings of the
IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM,
edited by Lisa Birk, Gerrit Loth, Luca Jotzo, Karin Binder, and Daniel Frischemeier.
International Association for Statistics Education, 2026. https://doi.org/10.52041/iase25.125.
ieee: 'T. Büchter, K. Binder, and A. Eichler, “The integration of probability-based
arguments in risk-related contexts,” in Proceedings of the IASE 2025 Satellite
Conference - Statistics and Data Science Education in STEAM, 2026, doi: 10.52041/iase25.125.'
mla: Büchter, Theresa, et al. “The Integration of Probability-Based Arguments in
Risk-Related Contexts.” Proceedings of the IASE 2025 Satellite Conference -
Statistics and Data Science Education in STEAM, edited by Lisa Birk et al.,
International Association for Statistics Education, 2026, doi:10.52041/iase25.125.
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.'
date_created: 2026-02-22T10:00:03Z
date_updated: 2026-08-06T14:22:09Z
ddc:
- '370'
doi: 10.52041/iase25.125
editor:
- first_name: Lisa
full_name: Birk, Lisa
last_name: Birk
- first_name: Gerrit
full_name: Loth, Gerrit
last_name: Loth
- first_name: Luca
full_name: Jotzo, Luca
last_name: Jotzo
- first_name: Karin
full_name: Binder, Karin
last_name: Binder
- first_name: Daniel
full_name: Frischemeier, Daniel
last_name: Frischemeier
file:
- access_level: closed
content_type: application/pdf
creator: binder
date_created: 2026-04-20T16:23:48Z
date_updated: 2026-04-20T16:23:48Z
file_id: '65469'
file_name: Büchter Binder Eichler 2025 The integration of probability-based arguments
in risk-related contexts.pdf
file_size: 498856
relation: main_file
success: 1
file_date_updated: 2026-04-20T16:23:48Z
has_accepted_license: '1'
language:
- iso: eng
project:
- _id: '2784'
name: '„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21.
Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk'
publication: Proceedings of the IASE 2025 Satellite Conference - Statistics and Data
Science Education in STEAM
publication_status: published
publisher: International Association for Statistics Education
status: public
title: The integration of probability-based arguments in risk-related contexts
type: conference
user_id: '83381'
year: '2026'
...
---
_id: '66676'
citation:
ama: Büchter T, Eichler A, Binder K, eds. Simulationen in Der MINT-Bildung -
Impulse Für Den Mathematikunterricht. Vol 72. Friedrich Verlag; 2026:2-5.
apa: Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht. (2026).
In T. Büchter, A. Eichler, & K. Binder (Eds.), Der Mathematikunterricht
(Vol. 72, Issue 3, pp. 2–5). Friedrich Verlag.
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}
}'
chicago: Büchter, Theresa, Andreas Eichler, and Karin Binder, eds. Simulationen
in Der MINT-Bildung - Impulse Für Den Mathematikunterricht. Der Mathematikunterricht.
Vol. 72. Friedrich Verlag, 2026.
ieee: T. Büchter, A. Eichler, and K. Binder, Eds., Simulationen in der MINT-Bildung
- Impulse für den Mathematikunterricht, vol. 72, no. 3. Friedrich Verlag,
2026, pp. 2–5.
mla: Büchter, Theresa, et al., editors. “Simulationen in Der MINT-Bildung - Impulse
Für Den Mathematikunterricht.” Der Mathematikunterricht, vol. 72, no. 3,
Friedrich Verlag, 2026, pp. 2–5.
short: T. Büchter, A. Eichler, K. Binder, eds., Simulationen in Der MINT-Bildung
- Impulse Für Den Mathematikunterricht, Friedrich Verlag, 2026.
date_created: 2026-08-06T14:19:31Z
date_updated: 2026-08-06T14:21:43Z
department:
- _id: '983'
editor:
- first_name: Theresa
full_name: Büchter, Theresa
last_name: Büchter
- first_name: Andreas
full_name: Eichler, Andreas
last_name: Eichler
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
intvolume: ' 72'
issue: '3'
language:
- iso: eng
page: 2-5
project:
- _id: '2784'
name: '„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21.
Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk'
publication: Der Mathematikunterricht
publisher: Friedrich Verlag
status: public
title: Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht
type: journal_editor
user_id: '83381'
volume: 72
year: '2026'
...
---
_id: '66677'
author:
- first_name: Theresa
full_name: Büchter, Theresa
last_name: Büchter
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Andreas
full_name: Eichler, Andreas
last_name: Eichler
citation:
ama: Büchter T, Binder K, Eichler A. Unterschiedliche Typen von Simulationen - Klassifikation,
Beispiele und unterrichtlicher Einsatz. Der Mathematikunterricht. 2026;73(3):6-15.
apa: Büchter, T., Binder, K., & Eichler, A. (2026). Unterschiedliche Typen von
Simulationen - Klassifikation, Beispiele und unterrichtlicher Einsatz. Der
Mathematikunterricht, 73(3), 6–15.
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} }'
chicago: 'Büchter, Theresa, Karin Binder, and Andreas Eichler. “Unterschiedliche
Typen von Simulationen - Klassifikation, Beispiele Und Unterrichtlicher Einsatz.”
Der Mathematikunterricht 73, no. 3 (2026): 6–15.'
ieee: T. Büchter, K. Binder, and A. Eichler, “Unterschiedliche Typen von Simulationen
- Klassifikation, Beispiele und unterrichtlicher Einsatz,” Der Mathematikunterricht,
vol. 73, no. 3, pp. 6–15, 2026.
mla: Büchter, Theresa, et al. “Unterschiedliche Typen von Simulationen - Klassifikation,
Beispiele Und Unterrichtlicher Einsatz.” Der Mathematikunterricht, vol.
73, no. 3, 2026, pp. 6–15.
short: T. Büchter, K. Binder, A. Eichler, Der Mathematikunterricht 73 (2026) 6–15.
date_created: 2026-08-06T14:21:24Z
date_updated: 2026-08-06T14:21:29Z
department:
- _id: '983'
intvolume: ' 73'
issue: '3'
language:
- iso: eng
page: 6-15
project:
- _id: '2784'
name: '„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21.
Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk'
publication: Der Mathematikunterricht
status: public
title: Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele und unterrichtlicher
Einsatz
type: journal_article
user_id: '83381'
volume: 73
year: '2026'
...
---
_id: '59438'
abstract:
- lang: eng
text: "Abstract\r\n It has been established
that, in Bayesian tasks, performance and typical errors in reading
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 entering statistical information
into empty visualizations as heuristic tools. N = 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 information format (probabilities
vs. natural frequencies), which empty visualization structure
(2⨯2 table, double tree, net diagram) was provided, and type of information
(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."
author:
- first_name: Michael
full_name: Rößner, Michael
last_name: Rößner
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Corbinian
full_name: Geier, Corbinian
last_name: Geier
- first_name: Stefan
full_name: Krauss, Stefan
last_name: Krauss
citation:
ama: Rößner M, Binder K, Geier C, Krauss S. Students’ performance and typical errors
in filling empty probabilistic visualizations with probabilities or frequencies.
Educational Studies in Mathematics. Published online 2025. doi:10.1007/s10649-024-10372-y
apa: Rößner, M., Binder, K., Geier, C., & Krauss, S. (2025). Students’ performance
and typical errors in filling empty probabilistic visualizations with probabilities
or frequencies. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-024-10372-y
bibtex: '@article{Rößner_Binder_Geier_Krauss_2025, title={Students’ performance
and typical errors in filling empty probabilistic visualizations with probabilities
or frequencies}, DOI={10.1007/s10649-024-10372-y},
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} }'
chicago: Rößner, Michael, Karin Binder, Corbinian Geier, and Stefan Krauss. “Students’
Performance and Typical Errors in Filling Empty Probabilistic Visualizations with
Probabilities or Frequencies.” Educational Studies in Mathematics, 2025.
https://doi.org/10.1007/s10649-024-10372-y.
ieee: 'M. Rößner, K. Binder, C. Geier, and S. Krauss, “Students’ performance and
typical errors in filling empty probabilistic visualizations with probabilities
or frequencies,” Educational Studies in Mathematics, 2025, doi: 10.1007/s10649-024-10372-y.'
mla: Rößner, Michael, et al. “Students’ Performance and Typical Errors in Filling
Empty Probabilistic Visualizations with Probabilities or Frequencies.” Educational
Studies in Mathematics, Springer Science and Business Media LLC, 2025, doi:10.1007/s10649-024-10372-y.
short: M. Rößner, K. Binder, C. Geier, S. Krauss, Educational Studies in Mathematics
(2025).
date_created: 2025-04-08T11:35:36Z
date_updated: 2025-05-17T18:05:23Z
ddc:
- '370'
doi: 10.1007/s10649-024-10372-y
file:
- access_level: closed
content_type: application/pdf
creator: binder
date_created: 2025-05-17T18:05:03Z
date_updated: 2025-05-17T18:05:03Z
file_id: '59926'
file_name: Rößner et al. 2025 Typical student errors.pdf
file_size: 2982734
relation: main_file
success: 1
file_date_updated: 2025-05-17T18:05:03Z
language:
- iso: eng
publication: Educational Studies in Mathematics
publication_identifier:
issn:
- 0013-1954
- 1573-0816
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Students’ performance and typical errors in filling empty probabilistic visualizations
with probabilities or frequencies
type: journal_article
user_id: '83381'
year: '2025'
...
---
_id: '63622'
author:
- first_name: Irene
full_name: Garnelo Abellanas, Irene
id: '93843'
last_name: Garnelo Abellanas
citation:
ama: 'Garnelo Abellanas I. Towards design principles for learning environments based
on theorem provers. In: Proceedings of the Fourteenth Congress of the European
Society for Research in Mathematics Education (CERME14). ; 2025.'
apa: Garnelo Abellanas, I. (2025). Towards design principles for learning environments
based on theorem provers. Proceedings of the Fourteenth Congress of the European
Society for Research in Mathematics Education (CERME14).
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} }'
chicago: Garnelo Abellanas, Irene. “Towards Design Principles for Learning Environments
Based on Theorem Provers.” In Proceedings of the Fourteenth Congress of the
European Society for Research in Mathematics Education (CERME14), 2025.
ieee: I. Garnelo Abellanas, “Towards design principles for learning environments
based on theorem provers,” 2025.
mla: Garnelo Abellanas, Irene. “Towards Design Principles for Learning Environments
Based on Theorem Provers.” Proceedings of the Fourteenth Congress of the European
Society for Research in Mathematics Education (CERME14), 2025.
short: 'I. Garnelo Abellanas, in: Proceedings of the Fourteenth Congress of the
European Society for Research in Mathematics Education (CERME14), 2025.'
date_created: 2026-01-15T10:23:32Z
date_updated: 2026-01-15T10:23:49Z
department:
- _id: '979'
language:
- iso: eng
publication: Proceedings of the Fourteenth Congress of the European Society for Research
in Mathematics Education (CERME14)
status: public
title: Towards design principles for learning environments based on theorem provers
type: conference
user_id: '93843'
year: '2025'
...
---
_id: '63629'
author:
- first_name: Irene
full_name: Garnelo Abellanas, Irene
id: '93843'
last_name: Garnelo Abellanas
citation:
ama: 'Garnelo Abellanas I. Ein Designprinzip für Lernumgebungen zu inter-aktiven
Theorembeweisern. In: Beiträge Zum Mathematikunterricht 2025. ; 2025.'
apa: Garnelo Abellanas, I. (2025). Ein Designprinzip für Lernumgebungen zu inter-aktiven
Theorembeweisern. Beiträge Zum Mathematikunterricht 2025.
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} }'
chicago: Garnelo Abellanas, Irene. “Ein Designprinzip Für Lernumgebungen Zu Inter-Aktiven
Theorembeweisern.” In Beiträge Zum Mathematikunterricht 2025, 2025.
ieee: I. Garnelo Abellanas, “Ein Designprinzip für Lernumgebungen zu inter-aktiven
Theorembeweisern,” 2025.
mla: Garnelo Abellanas, Irene. “Ein Designprinzip Für Lernumgebungen Zu Inter-Aktiven
Theorembeweisern.” Beiträge Zum Mathematikunterricht 2025, 2025.
short: 'I. Garnelo Abellanas, in: Beiträge Zum Mathematikunterricht 2025, 2025.'
date_created: 2026-01-15T10:31:16Z
date_updated: 2026-01-15T10:31:29Z
department:
- _id: '979'
language:
- iso: eng
publication: Beiträge zum Mathematikunterricht 2025
status: public
title: Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern
type: conference
user_id: '93843'
year: '2025'
...
---
_id: '62115'
author:
- first_name: Leon
full_name: Wiemann, Leon
id: '116395'
last_name: Wiemann
- first_name: Sascha
full_name: Schroeder, Sascha
last_name: Schroeder
- first_name: Stefan
full_name: Halverscheid, Stefan
last_name: Halverscheid
citation:
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. Proceedings of the
48th Conference of the International Group for the Psychology of Mathematics Eduction:
Research Reports, Vol. 2. Vol 2. PME; 2025:387-394.'
apa: 'Wiemann, L., Schroeder, S., & 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, & V. Randolph (Eds.), Proceedings of the 48th
Conference of the International Group for the Psychology of Mathematics Eduction:
Research Reports, Vol. 2 (Vol. 2, pp. 387–394). PME.'
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}
}'
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 Proceedings of the 48th Conference
of the International Group for the Psychology of Mathematics Eduction: Research
Reports, Vol. 2, 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.'
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 Proceedings of the 48th Conference of the International
Group for the Psychology of Mathematics Eduction: Research Reports, Vol. 2,
Santiago de Chile, 2025, vol. 2, pp. 387–394.'
mla: 'Wiemann, Leon, et al. “The Influence of Mathematical Achievement on the Development
of Intuitive Probabilistic Reasoning in Lower Secondary School Students.” Proceedings
of the 48th Conference of the International Group for the Psychology of Mathematics
Eduction: Research Reports, Vol. 2, edited by Claudia Cornejo et al., vol.
2, PME, 2025, pp. 387–94.'
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.'
conference:
end_date: 2025-08-02
location: Santiago de Chile
name: 48th Conference of the International Group for the Psychology of Mathematics
Education
start_date: 2025-07-28
date_created: 2025-11-06T13:43:36Z
date_updated: 2026-01-31T09:20:18Z
ddc:
- '510'
editor:
- first_name: Claudia
full_name: Cornejo, Claudia
last_name: Cornejo
- first_name: Patricio
full_name: Felmer, Patricio
last_name: Felmer
- first_name: 'David M. '
full_name: 'Gómez, David M. '
last_name: Gómez
- first_name: Pablo
full_name: Dartnell, Pablo
last_name: Dartnell
- first_name: Paulina
full_name: Araya, Paulina
last_name: Araya
- first_name: Armano
full_name: Peri, Armano
last_name: Peri
- first_name: Valeria
full_name: Randolph, Valeria
last_name: Randolph
file:
- access_level: closed
content_type: application/pdf
creator: lwiemann
date_created: 2025-11-06T13:42:07Z
date_updated: 2025-11-06T13:42:07Z
file_id: '62117'
file_name: PME48_ResearchReports_Vol2_E-ISSN_2790-3648.pdf
file_size: 6188150
relation: main_file
success: 1
file_date_updated: 2025-11-06T13:42:07Z
has_accepted_license: '1'
intvolume: ' 2'
language:
- iso: eng
page: 387-394
place: Santiago de Chile
publication: 'Proceedings of the 48th Conference of the International Group for the
Psychology of Mathematics Eduction: Research Reports, Vol. 2'
publication_status: published
publisher: PME
quality_controlled: '1'
status: public
title: The Influence of Mathematical Achievement on the Development of Intuitive Probabilistic
Reasoning in Lower Secondary School Students
type: conference
user_id: '116395'
volume: 2
year: '2025'
...
---
_id: '63822'
author:
- first_name: Leon
full_name: Wiemann, Leon
id: '116395'
last_name: Wiemann
citation:
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. Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft
für Didaktik der Mathematik. 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, &
A. Lambert (Eds.), Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung
der Gesellschaft für Didaktik der Mathematik. WTM.
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} }'
chicago: Wiemann, Leon. “Die Konstruktion eines Fragebogens zur Messung der probabilistischen
Intuition von Schüler*innen der Sekundarstufe I.” In Beiträge zum Mathematikunterricht
2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik, 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 Beiträge zum Mathematikunterricht
2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik, Saarbrücken,
2025.
mla: Wiemann, Leon. “Die Konstruktion eines Fragebogens zur Messung der probabilistischen
Intuition von Schüler*innen der Sekundarstufe I.” Beiträge zum Mathematikunterricht
2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik, edited
by Lisa Schick et al., WTM, 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.'
conference:
end_date: 2025-03-07
location: Saarbrücken
name: 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik
start_date: 2025-03-03
date_created: 2026-01-31T09:10:15Z
date_updated: 2026-01-31T09:16:24Z
ddc:
- '370'
editor:
- first_name: Lisa
full_name: Schick, Lisa
last_name: Schick
- first_name: Melanie
full_name: Platz, Melanie
last_name: Platz
- first_name: Anselm
full_name: Lambert, Anselm
last_name: Lambert
file:
- access_level: open_access
content_type: application/pdf
creator: lwiemann
date_created: 2026-01-31T09:10:07Z
date_updated: 2026-01-31T09:10:07Z
file_id: '63823'
file_name: BzMU25_WIEMANN_Intuition.pdf
file_size: 1393040
relation: main_file
file_date_updated: 2026-01-31T09:10:07Z
has_accepted_license: '1'
language:
- iso: ger
oa: '1'
publication: Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft
für Didaktik der Mathematik
publication_status: published
publisher: WTM
status: public
title: Die Konstruktion eines Fragebogens zur Messung der probabilistischen Intuition
von Schüler*innen der Sekundarstufe I
type: conference
user_id: '116395'
year: '2025'
...
---
_id: '63746'
author:
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Markus
full_name: Vogel, Markus
last_name: Vogel
citation:
ama: Binder K, Vogel M. Data Literacy Im Wissenschaftsjournalismus – Facetten
Journalistischer Datenkompetenz Und Fortbildungsbausteine Zu Deren Schulung.
LibreCat University; 2025. doi:10.18716/OJS/MD/2025.2300
apa: Binder, K., & Vogel, M. (2025). Data Literacy im Wissenschaftsjournalismus
– Facetten journalistischer Datenkompetenz und Fortbildungsbausteine zu deren
Schulung. LibreCat University. https://doi.org/10.18716/OJS/MD/2025.2300
bibtex: '@book{Binder_Vogel_2025, title={Data Literacy im Wissenschaftsjournalismus
– Facetten journalistischer Datenkompetenz und Fortbildungsbausteine zu deren
Schulung}, DOI={10.18716/OJS/MD/2025.2300},
publisher={LibreCat University}, author={Binder, Karin and Vogel, Markus}, year={2025}
}'
chicago: Binder, Karin, and Markus Vogel. Data Literacy Im Wissenschaftsjournalismus
– Facetten Journalistischer Datenkompetenz Und Fortbildungsbausteine Zu Deren
Schulung. LibreCat University, 2025. https://doi.org/10.18716/OJS/MD/2025.2300.
ieee: K. Binder and M. Vogel, Data Literacy im Wissenschaftsjournalismus – Facetten
journalistischer Datenkompetenz und Fortbildungsbausteine zu deren Schulung.
LibreCat University, 2025.
mla: Binder, Karin, and Markus Vogel. Data Literacy Im Wissenschaftsjournalismus
– Facetten Journalistischer Datenkompetenz Und Fortbildungsbausteine Zu Deren
Schulung. LibreCat University, 2025, doi:10.18716/OJS/MD/2025.2300.
short: K. Binder, M. Vogel, Data Literacy Im Wissenschaftsjournalismus – Facetten
Journalistischer Datenkompetenz Und Fortbildungsbausteine Zu Deren Schulung, LibreCat
University, 2025.
date_created: 2026-01-26T16:45:27Z
date_updated: 2026-02-21T08:06:57Z
doi: 10.18716/OJS/MD/2025.2300
file:
- access_level: closed
content_type: application/pdf
creator: binder
date_created: 2026-01-26T16:50:49Z
date_updated: 2026-01-26T16:50:49Z
file_id: '63750'
file_name: MD2025_Binder_Vogel_data-literacy.pdf
file_size: 640001
relation: main_file
success: 1
file_date_updated: 2026-01-26T16:50:49Z
has_accepted_license: '1'
publisher: LibreCat University
status: public
title: Data Literacy im Wissenschaftsjournalismus – Facetten journalistischer Datenkompetenz
und Fortbildungsbausteine zu deren Schulung
type: research_data
user_id: '83381'
year: '2025'
...
---
_id: '63747'
author:
- first_name: Michael
full_name: Rößner, Michael
id: '87801'
last_name: Rößner
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Stefan
full_name: Ufer, Stefan
last_name: Ufer
citation:
ama: Rößner M, Binder K, Ufer S. Simulationsbasiert Signifikanztests Verstehen.
LibreCat University; 2025. doi:10.18716/OJS/MD/2025.2296
apa: Rößner, M., Binder, K., & Ufer, S. (2025). Simulationsbasiert Signifikanztests
verstehen. LibreCat University. https://doi.org/10.18716/OJS/MD/2025.2296
bibtex: '@book{Rößner_Binder_Ufer_2025, title={Simulationsbasiert Signifikanztests
verstehen}, DOI={10.18716/OJS/MD/2025.2296},
publisher={LibreCat University}, author={Rößner, Michael and Binder, Karin and
Ufer, Stefan}, year={2025} }'
chicago: Rößner, Michael, Karin Binder, and Stefan Ufer. Simulationsbasiert Signifikanztests
Verstehen. LibreCat University, 2025. https://doi.org/10.18716/OJS/MD/2025.2296.
ieee: M. Rößner, K. Binder, and S. Ufer, Simulationsbasiert Signifikanztests
verstehen. LibreCat University, 2025.
mla: Rößner, Michael, et al. Simulationsbasiert Signifikanztests Verstehen.
LibreCat University, 2025, doi:10.18716/OJS/MD/2025.2296.
short: M. Rößner, K. Binder, S. Ufer, Simulationsbasiert Signifikanztests Verstehen,
LibreCat University, 2025.
date_created: 2026-01-26T16:45:47Z
date_updated: 2026-02-21T08:07:14Z
doi: 10.18716/OJS/MD/2025.2296
file:
- access_level: closed
content_type: application/pdf
creator: binder
date_created: 2026-01-26T16:49:59Z
date_updated: 2026-01-26T16:49:59Z
file_id: '63749'
file_name: md2025_Rössner_et_al.pdf
file_size: 1058530
relation: main_file
success: 1
file_date_updated: 2026-01-26T16:49:59Z
has_accepted_license: '1'
publisher: LibreCat University
status: public
title: Simulationsbasiert Signifikanztests verstehen
type: research_data
user_id: '83381'
year: '2025'
...
---
_id: '63571'
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.
author:
- first_name: Johannes
full_name: Hellmund, Johannes
id: '111364'
last_name: Hellmund
citation:
ama: 'Hellmund J. Mündliche Prüfungen im Mathematikunterricht – welche Arten des
Wissens werden abgefragt? In: Schick L, Platz M, Lambert A, eds. Beiträge zum
Mathematikunterricht 2025. WTM; 2025:1417. doi:10.17877/DE290R-25900'
apa: Hellmund, J. (2025). Mündliche Prüfungen im Mathematikunterricht – welche Arten
des Wissens werden abgefragt? In L. Schick, M. Platz, & A. Lambert (Eds.),
Beiträge zum Mathematikunterricht 2025 (p. 1417). WTM. https://doi.org/10.17877/DE290R-25900
bibtex: '@inproceedings{Hellmund_2025, title={Mündliche Prüfungen im Mathematikunterricht
– welche Arten des Wissens werden abgefragt?}, DOI={10.17877/DE290R-25900},
booktitle={Beiträge zum Mathematikunterricht 2025}, publisher={WTM}, author={Hellmund,
Johannes}, editor={Schick, L. and Platz, M. and Lambert, A.}, year={2025}, pages={1417}
}'
chicago: Hellmund, Johannes. “Mündliche Prüfungen im Mathematikunterricht – welche
Arten des Wissens werden abgefragt?” In Beiträge zum Mathematikunterricht 2025,
edited by L. Schick, M. Platz, and A. Lambert, 1417. WTM, 2025. https://doi.org/10.17877/DE290R-25900.
ieee: 'J. Hellmund, “Mündliche Prüfungen im Mathematikunterricht – welche Arten
des Wissens werden abgefragt?,” in Beiträge zum Mathematikunterricht 2025,
Saarbrücken, 2025, p. 1417, doi: 10.17877/DE290R-25900.'
mla: Hellmund, Johannes. “Mündliche Prüfungen im Mathematikunterricht – welche Arten
des Wissens werden abgefragt?” Beiträge zum Mathematikunterricht 2025,
edited by L. Schick et al., WTM, 2025, p. 1417, doi:10.17877/DE290R-25900.
short: 'J. Hellmund, in: L. Schick, M. Platz, A. Lambert (Eds.), Beiträge zum Mathematikunterricht
2025, WTM, 2025, p. 1417.'
conference:
end_date: 2025-03-07
location: Saarbrücken
name: 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik
start_date: 2025-03-03
date_created: 2026-01-12T17:16:19Z
date_updated: 2026-01-12T17:18:39Z
department:
- _id: '979'
- _id: '983'
doi: 10.17877/DE290R-25900
editor:
- first_name: L.
full_name: Schick, L.
last_name: Schick
- first_name: M.
full_name: Platz, M.
last_name: Platz
- first_name: A.
full_name: Lambert, A.
last_name: Lambert
language:
- iso: ger
page: '1417'
publication: Beiträge zum Mathematikunterricht 2025
publisher: WTM
status: public
title: Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden
abgefragt?
type: conference
user_id: '111364'
year: '2025'
...
---
_id: '59435'
abstract:
- lang: eng
text: AbstractPrevious 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 changes of parameters
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 covariational
reasoning in Bayesian situations is studied. Prospective teachers
(N=173) for primary (N=112)
and secondary (N=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.
article_type: original
author:
- first_name: Theresa
full_name: Büchter, Theresa
last_name: Büchter
- first_name: Andreas
full_name: Eichler, Andreas
last_name: Eichler
- first_name: Katharina
full_name: Böcherer-Linder, Katharina
last_name: Böcherer-Linder
- first_name: Markus
full_name: Vogel, Markus
last_name: Vogel
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Stefan
full_name: Krauss, Stefan
last_name: Krauss
- first_name: Nicole
full_name: Steib, Nicole
last_name: Steib
citation:
ama: Büchter T, Eichler A, Böcherer-Linder K, et al. Covariational reasoning in
Bayesian situations. Educational Studies in Mathematics. 2024;115(3):481-505.
doi:10.1007/s10649-023-10274-5
apa: Büchter, T., Eichler, A., Böcherer-Linder, K., Vogel, M., Binder, K., Krauss,
S., & Steib, N. (2024). Covariational reasoning in Bayesian situations. Educational
Studies in Mathematics, 115(3), 481–505. https://doi.org/10.1007/s10649-023-10274-5
bibtex: '@article{Büchter_Eichler_Böcherer-Linder_Vogel_Binder_Krauss_Steib_2024,
title={Covariational reasoning in Bayesian situations}, volume={115}, DOI={10.1007/s10649-023-10274-5},
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} }'
chicago: 'Büchter, Theresa, Andreas Eichler, Katharina Böcherer-Linder, Markus Vogel,
Karin Binder, Stefan Krauss, and Nicole Steib. “Covariational Reasoning in Bayesian
Situations.” Educational Studies in Mathematics 115, no. 3 (2024): 481–505.
https://doi.org/10.1007/s10649-023-10274-5.'
ieee: 'T. Büchter et al., “Covariational reasoning in Bayesian situations,”
Educational Studies in Mathematics, vol. 115, no. 3, pp. 481–505, 2024,
doi: 10.1007/s10649-023-10274-5.'
mla: Büchter, Theresa, et al. “Covariational Reasoning in Bayesian Situations.”
Educational Studies in Mathematics, vol. 115, no. 3, Springer Science and
Business Media LLC, 2024, pp. 481–505, doi:10.1007/s10649-023-10274-5.
short: T. Büchter, A. Eichler, K. Böcherer-Linder, M. Vogel, K. Binder, S. Krauss,
N. Steib, Educational Studies in Mathematics 115 (2024) 481–505.
date_created: 2025-04-08T11:34:19Z
date_updated: 2025-05-17T18:20:59Z
ddc:
- '370'
doi: 10.1007/s10649-023-10274-5
file:
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content_type: application/pdf
creator: binder
date_created: 2025-05-17T18:20:24Z
date_updated: 2025-05-17T18:20:24Z
file_id: '59929'
file_name: Büchter et al. 2024 Covariational reasoning.pdf
file_size: 2193461
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intvolume: ' 115'
issue: '3'
language:
- iso: eng
page: 481-505
publication: Educational Studies in Mathematics
publication_identifier:
issn:
- 0013-1954
- 1573-0816
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Covariational reasoning in Bayesian situations
type: journal_article
user_id: '83381'
volume: 115
year: '2024'
...