@inbook{50554,
  author       = {{Prediger, Susanne and Wessel, Lena}},
  booktitle    = {{Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis}},
  editor       = {{Efing, Christian and Kalkavan-Aydin, Zeynep}},
  isbn         = {{978-3-11-074544-3}},
  pages        = {{363--372}},
  publisher    = {{DE GRUYTER}},
  title        = {{{31 Sprachbildung im berufsbezogenen Mathematikunterricht.}}},
  volume       = {{Band 3}},
  year         = {{2024}},
}

@article{55666,
  author       = {{Wessel, Lena and Dellori, Anna}},
  journal      = {{Mathematica Didactica}},
  number       = {{1}},
  title        = {{{Algebraische Konzepte vertiefen und ihre Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium}}},
  doi          = {{10.18716/ojs/md/2024.1658}},
  volume       = {{47}},
  year         = {{2024}},
}

@inproceedings{58820,
  author       = {{Dröse, Jennifer and Wessel, Lena}},
  booktitle    = {{Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education, PME}},
  title        = {{{Prospective Teachers' Moves For Fostering Students' Understanding In Relation To Their Diagnostic Judgements}}},
  year         = {{2024}},
}

@inbook{48319,
  author       = {{Leiss, Dominik and Gerlach, Kerstin and Wessel, Lena and Schmidt-Thieme, Barbara}},
  booktitle    = {{Handbuch der Mathematikdidaktik}},
  isbn         = {{9783662666036}},
  pages        = {{561--595}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Sprache und Mathematiklernen}}},
  doi          = {{10.1007/978-3-662-66604-3_18}},
  year         = {{2023}},
}

@inproceedings{45378,
  author       = {{Dröse, Jennifer and Wessel, Lena}},
  booktitle    = {{Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME}},
  editor       = {{Fernandez, C. and Llinares, S. and Gutiérrez, A. and Planas, N.}},
  title        = {{{Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task}}},
  year         = {{2022}},
}

@inproceedings{48389,
  author       = {{Dröse, Jennifer and Griese, Birgit and Wessel, Lena}},
  booktitle    = {{Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}},
  location     = {{Bozen-Bolzano,Italy}},
  title        = {{{Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities}}},
  year         = {{2022}},
}

@article{48325,
  author       = {{Dellori, Anna and Wessel, Lena}},
  journal      = {{Beiträge zum Mathematikunterricht 2022}},
  pages        = {{665--668}},
  publisher    = {{LibreCat University}},
  title        = {{{Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra}}},
  doi          = {{10.17877/DE290R-23598}},
  year         = {{2022}},
}

@inbook{48385,
  author       = {{Dellori, Anna and Wessel, Lena}},
  booktitle    = {{Proceedings of INDRUM2022}},
  editor       = {{Trigueros, M. and Barquero, B. and Hochmuth, R. and Peters, J.}},
  pages        = {{572--573}},
  title        = {{{Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra}}},
  year         = {{2022}},
}

@inbook{48407,
  author       = {{Dellori, Anna and Wessel, Lena}},
  booktitle    = {{Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education}},
  editor       = {{Karunakaran, S.S. and Higgins, A.}},
  pages        = {{1177}},
  publisher    = {{MA}},
  title        = {{{Pre-service Teachers' Professional Development: Relating Abstract Algebra and School Algebra}}},
  year         = {{2022}},
}

@article{48408,
  author       = {{Wessel, Lena and Dröse, Jennifer}},
  journal      = {{mathematik lehren}},
  pages        = {{33--36}},
  title        = {{{Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten}}},
  volume       = {{233}},
  year         = {{2022}},
}

@inbook{46160,
  author       = {{Wessel, Lena and Leuders, Timo}},
  booktitle    = {{Practice-Oriented Research in Tertiary Mathematics Education}},
  editor       = {{Biehler, Rolf and Liebendörfer, Michael and Gueudet, G. and Rasmussen, C. and Winslow, C.}},
  isbn         = {{9783031141744}},
  issn         = {{1869-4918}},
  pages        = {{349--368}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory}}},
  doi          = {{10.1007/978-3-031-14175-1_17}},
  year         = {{2022}},
}

@inproceedings{53052,
  author       = {{Kolbe, Tim and Wessel, Lena}},
  booktitle    = {{Fourth conference of the International Network for Didactic Research in University Mathematics}},
  editor       = {{Trigueros, Maria and Baerquero, Berta and Hochmuth, Reinhard and Peters, Jana}},
  location     = {{Hannover}},
  pages        = {{632--641}},
  title        = {{{Self-regulated learning in a mathematics course for engineers in the first semester: insights into students reported resource management and cognitive strategies}}},
  year         = {{2022}},
}

@article{46159,
  author       = {{Leuders, Timo and Wessel, Lena}},
  issn         = {{0933-422X}},
  journal      = {{Pädagogik 2/2020}},
  number       = {{2}},
  pages        = {{26--30}},
  publisher    = {{Beltz Verlagsgruppe}},
  title        = {{{Differenziertes Üben gestalten. Zwischen Umsetzung in der Praxis und Fundierung in der Forschung.}}},
  year         = {{2020}},
}

@article{46158,
  author       = {{Wessel, Lena and Kuzu, T. and Prediger, Susanne}},
  journal      = {{Sprachbildender Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes Praxisbuch}},
  pages        = {{148–151}},
  title        = {{{Sprachbildender Vorstellungsaufbau für verschiedene mathematische Konzepte: Brüche in Klasse 6}}},
  year         = {{2020}},
}

@inbook{48405,
  author       = {{Sprütten, F. and Wessel, Lena and Zentgraf, K. and Prediger, S.}},
  booktitle    = {{Sprachbildender Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes Praxisbuch}},
  editor       = {{Prediger, S.}},
  pages        = {{115--130}},
  publisher    = {{Cornelsen Skriptor}},
  title        = {{{Fach- und sprachintegrierte Ansätze für Neuzugewanderte}}},
  year         = {{2020}},
}

@book{48406,
  author       = {{Wessel, Lena and Prediger, S. and Stein, A. and Wijers, M. and Jonker, V.}},
  publisher    = {{DZLM}},
  title        = {{{Language for Mathematics in Vocational Contexts. Handbook for teachers and facilitators}}},
  year         = {{2020}},
}

@article{46156,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Although the teaching of vocabulary in mathematics lessons is requested in content- and language-integrated lesson designs, the clarification of the specific lexical language demands is still an open question for many mathematical topics. In a content- and language-integrated lesson design towards understanding the concept of equivalent fractions, the vocabulary (words and phrases) used by 17 students has been analyzed with qualitative means of data analysis. The qualitative in-depth analyses underline the importance of meaning-related vocabulary for making structural relations between the fractions in view explicit. Quantitative analyses of inventoried vocabulary for the four categories “self-initiated by students,” “triggered by teaching material,” “triggered by teacher,” or “triggered by peers” show the relations of collective and autonomous vocabularies from which the students retrieve their lexical means in oral and written language production.</jats:p>}},
  author       = {{Wessel, Lena}},
  issn         = {{1033-2170}},
  journal      = {{Mathematics Education Research Journal}},
  keywords     = {{Education, General Mathematics}},
  number       = {{4}},
  pages        = {{653--681}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses}}},
  doi          = {{10.1007/s13394-019-00284-z}},
  volume       = {{32}},
  year         = {{2019}},
}

@inbook{48320,
  author       = {{Leuders, Timo and Wessel, Lena}},
  booktitle    = {{Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell}},
  editor       = {{Kreutz, J. and Leuders, Timo and Hellmann, T.}},
  pages        = {{117--134}},
  publisher    = {{Springer}},
  title        = {{{3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell}}},
  year         = {{2019}},
}

@book{48376,
  abstract     = {{<jats:p>„Vielfalt, die verbindet“ ist ein Leitmotiv, welches das Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018 in Essen gut beschreibt. Zu diesem kamen Akteure von Fachhochschulen und Universitäten mit fachmathematischer wie fachdidaktischer Perspektive vom 9. bis 10. November zusammen, um die Problematik des Übergangs von Schule zu Hochschule im Kontext mathematischer Studiengänge zu diskutieren. Der vorliegende Band bündelt die vielfältigen Projekte und Forschungsaktivitäten rund um den Übergang Schule–Hochschule und zeigt Innovationen innerhalb der mathematischen Hochschullehre gleichermaßen praxisorientiert wie theoretisch fundiert auf. Neben drei Hauptbeiträgen von Bärbel Barzel, Frode Rønning sowie Nimet Sarikaya und Peter Furlan umfasst der Band weitere 13 Sektionsbeiträge, welche u. a. die nebenstehenden Schwerpunkte fokussieren. • Heranführen von Studierenden an hochschulmathematische Denk- und Arbeitsweisen • Anpassung von Strukturen und Aufgaben für einen konstruktiven Übergang von Schule zu Hochschule • Bewährte Unterstützungsmaßnahmen für ein erfolgreiches Selbstlernen, z. B. in Form von Peer Instruction. • Etablierte Flipped-Classroom- und Blended-Learning-Formate  • Messung vielfältiger Fähigkeitsprofile von Studierenden beim Eintritt in die Hochschule • Chancen der Digitalisierung nutzen: Lehren und Lernen mit digitalen Medien, z. B. mithilfe von Lernvideo oder durch dynamische Visualisierungen • Umgang mit zunehmender Heterogenität und unterschiedlichem Vorwissen auf Seite der Studierenden • Konzepte problembasierten Lernens in die Hochschullehre integrieren • Steigerung der Motivation von Studierenden • Umgang mit der doppelten Diskontinuität mathematischer Lehramtsstudiengänge</jats:p>}},
  editor       = {{Klinger, Marcel and Schüler-Meyer, Alexander and Wessel, Lena}},
  isbn         = {{9783959870986}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018}}},
  doi          = {{10.37626/ga9783959870986.0}},
  volume       = {{6}},
  year         = {{2019}},
}

@inproceedings{48409,
  author       = {{Wessel, Lena}},
  booktitle    = {{Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)}},
  editor       = {{Jankvist, Uffe Thomas and van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel}},
  keywords     = {{Vocational education, language, percentages, scaffolding, design research}},
  number       = {{12}},
  publisher    = {{Freudenthal Group}},
  title        = {{{How theories of language-responsive mathematics can inform teaching designs for vocational mathematics}}},
  volume       = {{TWG07}},
  year         = {{2019}},
}