---
_id: '50554'
author:
- first_name: Susanne
  full_name: Prediger, Susanne
  last_name: Prediger
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
citation:
  ama: 'Prediger S, Wessel L. 31 Sprachbildung im berufsbezogenen Mathematikunterricht.
    In: Efing C, Kalkavan-Aydin Z, eds. <i>Berufs-und Fachsprache Deutsch in Wissenschaft
    und Praxis</i>. Vol Band 3. DaZ-Handbücher. DE GRUYTER; 2024:363-372.'
  apa: 'Prediger, S., &#38; Wessel, L. (2024). 31 Sprachbildung im berufsbezogenen
    Mathematikunterricht. In C. Efing &#38; Z. Kalkavan-Aydin (Eds.), <i>Berufs-und
    Fachsprache Deutsch in Wissenschaft und Praxis: Vol. Band 3</i> (pp. 363–372).
    DE GRUYTER.'
  bibtex: '@inbook{Prediger_Wessel_2024, place={Berlin}, series={DaZ-Handbücher},
    title={31 Sprachbildung im berufsbezogenen Mathematikunterricht.}, volume={Band
    3}, booktitle={Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis}, publisher={DE
    GRUYTER}, author={Prediger, Susanne and Wessel, Lena}, editor={Efing, Christian
    and Kalkavan-Aydin, Zeynep}, year={2024}, pages={363–372}, collection={DaZ-Handbücher}
    }'
  chicago: 'Prediger, Susanne, and Lena Wessel. “31 Sprachbildung im berufsbezogenen
    Mathematikunterricht.” In <i>Berufs-und Fachsprache Deutsch in Wissenschaft und
    Praxis</i>, edited by Christian Efing and Zeynep Kalkavan-Aydin, Band 3:363–72.
    DaZ-Handbücher. Berlin: DE GRUYTER, 2024.'
  ieee: 'S. Prediger and L. Wessel, “31 Sprachbildung im berufsbezogenen Mathematikunterricht.,”
    in <i>Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis</i>, vol. Band
    3, C. Efing and Z. Kalkavan-Aydin, Eds. Berlin: DE GRUYTER, 2024, pp. 363–372.'
  mla: Prediger, Susanne, and Lena Wessel. “31 Sprachbildung im berufsbezogenen Mathematikunterricht.”
    <i>Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis</i>, edited by Christian
    Efing and Zeynep Kalkavan-Aydin, vol. Band 3, DE GRUYTER, 2024, pp. 363–72.
  short: 'S. Prediger, L. Wessel, in: C. Efing, Z. Kalkavan-Aydin (Eds.), Berufs-und
    Fachsprache Deutsch in Wissenschaft und Praxis, DE GRUYTER, Berlin, 2024, pp.
    363–372.'
date_created: 2024-01-17T10:58:04Z
date_updated: 2024-04-18T08:58:14Z
department:
- _id: '643'
editor:
- first_name: Christian
  full_name: Efing, Christian
  last_name: Efing
- first_name: Zeynep
  full_name: Kalkavan-Aydin, Zeynep
  last_name: Kalkavan-Aydin
language:
- iso: ger
main_file_link:
- open_access: '1'
  url: https://www.degruyter.com/document/doi/10.1515/9783110745504/pdf?licenseType=restricted#page=381
oa: '1'
page: 363-372
place: Berlin
publication: Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis
publication_identifier:
  isbn:
  - 978-3-11-074544-3
publication_status: published
publisher: DE GRUYTER
series_title: DaZ-Handbücher
status: public
title: 31 Sprachbildung im berufsbezogenen Mathematikunterricht.
type: book_chapter
user_id: '37888'
volume: Band 3
year: '2024'
...
---
_id: '55666'
author:
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
- first_name: Anna
  full_name: Dellori, Anna
  id: '57818'
  last_name: Dellori
citation:
  ama: 'Wessel L, Dellori A. Algebraische Konzepte vertiefen und ihre Zusammenhänge
    im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien zur Anregung
    des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium. <i>Mathematica
    Didactica</i>. 2024;47(1). doi:<a href="https://doi.org/10.18716/ojs/md/2024.1658">10.18716/ojs/md/2024.1658</a>'
  apa: 'Wessel, L., &#38; Dellori, A. (2024). Algebraische Konzepte vertiefen und
    ihre Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien
    zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium.
    <i>Mathematica Didactica</i>, <i>47</i>(1). <a href="https://doi.org/10.18716/ojs/md/2024.1658">https://doi.org/10.18716/ojs/md/2024.1658</a>'
  bibtex: '@article{Wessel_Dellori_2024, title={Algebraische Konzepte vertiefen und
    ihre Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien
    zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium},
    volume={47}, DOI={<a href="https://doi.org/10.18716/ojs/md/2024.1658">10.18716/ojs/md/2024.1658</a>},
    number={1}, journal={Mathematica Didactica}, author={Wessel, Lena and Dellori,
    Anna}, year={2024} }'
  chicago: 'Wessel, Lena, and Anna Dellori. “Algebraische Konzepte vertiefen und ihre
    Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien
    zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium.”
    <i>Mathematica Didactica</i> 47, no. 1 (2024). <a href="https://doi.org/10.18716/ojs/md/2024.1658">https://doi.org/10.18716/ojs/md/2024.1658</a>.'
  ieee: 'L. Wessel and A. Dellori, “Algebraische Konzepte vertiefen und ihre Zusammenhänge
    im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien zur Anregung
    des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium,” <i>Mathematica
    Didactica</i>, vol. 47, no. 1, 2024, doi: <a href="https://doi.org/10.18716/ojs/md/2024.1658">10.18716/ojs/md/2024.1658</a>.'
  mla: 'Wessel, Lena, and Anna Dellori. “Algebraische Konzepte vertiefen und ihre
    Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien
    zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium.”
    <i>Mathematica Didactica</i>, vol. 47, no. 1, 2024, doi:<a href="https://doi.org/10.18716/ojs/md/2024.1658">10.18716/ojs/md/2024.1658</a>.'
  short: L. Wessel, A. Dellori, Mathematica Didactica 47 (2024).
date_created: 2024-08-21T09:57:12Z
date_updated: 2025-01-06T11:57:25Z
department:
- _id: '643'
doi: 10.18716/ojs/md/2024.1658
intvolume: '        47'
issue: '1'
language:
- iso: ger
main_file_link:
- url: https://journals.ub.uni-koeln.de/index.php/mathematica_didactica/article/view/1658
publication: Mathematica Didactica
publication_status: published
status: public
title: 'Algebraische Konzepte vertiefen und ihre Zusammenhänge im Schul- und Hoch-schulcurriculum
  verstehen lernen : Design-Prinzipien zur Anregung des Vereinheitlichens mathematischen
  Wissens im Mathematiklehramtsstudium'
type: journal_article
user_id: '37888'
volume: 47
year: '2024'
...
---
_id: '58820'
author:
- first_name: Jennifer
  full_name: Dröse, Jennifer
  id: '85820'
  last_name: Dröse
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
citation:
  ama: 'Dröse J, Wessel L. Prospective Teachers’ Moves For Fostering Students’ Understanding
    In Relation To Their Diagnostic Judgements. In: <i>Proceedings of the 47th Conference
    of the International Group for the Psychology of Mathematics Education, PME</i>.
    ; 2024.'
  apa: Dröse, J., &#38; Wessel, L. (2024). Prospective Teachers’ Moves For Fostering
    Students’ Understanding In Relation To Their Diagnostic Judgements. <i>Proceedings
    of the 47th Conference of the International Group for the Psychology of Mathematics
    Education, PME</i>.
  bibtex: '@inproceedings{Dröse_Wessel_2024, place={Auckland}, title={Prospective
    Teachers’ Moves For Fostering Students’ Understanding In Relation To Their Diagnostic
    Judgements}, booktitle={Proceedings of the 47th Conference of the International
    Group for the Psychology of Mathematics Education, PME}, author={Dröse, Jennifer
    and Wessel, Lena}, year={2024} }'
  chicago: Dröse, Jennifer, and Lena Wessel. “Prospective Teachers’ Moves For Fostering
    Students’ Understanding In Relation To Their Diagnostic Judgements.” In <i>Proceedings
    of the 47th Conference of the International Group for the Psychology of Mathematics
    Education, PME</i>. Auckland, 2024.
  ieee: J. Dröse and L. Wessel, “Prospective Teachers’ Moves For Fostering Students’
    Understanding In Relation To Their Diagnostic Judgements,” 2024.
  mla: Dröse, Jennifer, and Lena Wessel. “Prospective Teachers’ Moves For Fostering
    Students’ Understanding In Relation To Their Diagnostic Judgements.” <i>Proceedings
    of the 47th Conference of the International Group for the Psychology of Mathematics
    Education, PME</i>, 2024.
  short: 'J. Dröse, L. Wessel, in: Proceedings of the 47th Conference of the International
    Group for the Psychology of Mathematics Education, PME, Auckland, 2024.'
date_created: 2025-02-24T13:59:15Z
date_updated: 2025-02-24T13:59:25Z
language:
- iso: eng
place: Auckland
publication: Proceedings of the 47th Conference of the International Group for the
  Psychology of Mathematics Education, PME
status: public
title: Prospective Teachers' Moves For Fostering Students' Understanding In Relation
  To Their Diagnostic Judgements
type: conference
user_id: '85820'
year: '2024'
...
---
_id: '48319'
author:
- first_name: Dominik
  full_name: Leiss, Dominik
  last_name: Leiss
- first_name: Kerstin
  full_name: Gerlach, Kerstin
  last_name: Gerlach
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
- first_name: Barbara
  full_name: Schmidt-Thieme, Barbara
  last_name: Schmidt-Thieme
citation:
  ama: 'Leiss D, Gerlach K, Wessel L, Schmidt-Thieme B. Sprache und Mathematiklernen.
    In: <i>Handbuch der Mathematikdidaktik</i>. Springer Berlin Heidelberg; 2023:561-595.
    doi:<a href="https://doi.org/10.1007/978-3-662-66604-3_18">10.1007/978-3-662-66604-3_18</a>'
  apa: Leiss, D., Gerlach, K., Wessel, L., &#38; Schmidt-Thieme, B. (2023). Sprache
    und Mathematiklernen. In <i>Handbuch der Mathematikdidaktik</i> (pp. 561–595).
    Springer Berlin Heidelberg. <a href="https://doi.org/10.1007/978-3-662-66604-3_18">https://doi.org/10.1007/978-3-662-66604-3_18</a>
  bibtex: '@inbook{Leiss_Gerlach_Wessel_Schmidt-Thieme_2023, place={Berlin, Heidelberg},
    title={Sprache und Mathematiklernen}, DOI={<a href="https://doi.org/10.1007/978-3-662-66604-3_18">10.1007/978-3-662-66604-3_18</a>},
    booktitle={Handbuch der Mathematikdidaktik}, publisher={Springer Berlin Heidelberg},
    author={Leiss, Dominik and Gerlach, Kerstin and Wessel, Lena and Schmidt-Thieme,
    Barbara}, year={2023}, pages={561–595} }'
  chicago: 'Leiss, Dominik, Kerstin Gerlach, Lena Wessel, and Barbara Schmidt-Thieme.
    “Sprache und Mathematiklernen.” In <i>Handbuch der Mathematikdidaktik</i>, 561–95.
    Berlin, Heidelberg: Springer Berlin Heidelberg, 2023. <a href="https://doi.org/10.1007/978-3-662-66604-3_18">https://doi.org/10.1007/978-3-662-66604-3_18</a>.'
  ieee: 'D. Leiss, K. Gerlach, L. Wessel, and B. Schmidt-Thieme, “Sprache und Mathematiklernen,”
    in <i>Handbuch der Mathematikdidaktik</i>, Berlin, Heidelberg: Springer Berlin
    Heidelberg, 2023, pp. 561–595.'
  mla: Leiss, Dominik, et al. “Sprache und Mathematiklernen.” <i>Handbuch der Mathematikdidaktik</i>,
    Springer Berlin Heidelberg, 2023, pp. 561–95, doi:<a href="https://doi.org/10.1007/978-3-662-66604-3_18">10.1007/978-3-662-66604-3_18</a>.
  short: 'D. Leiss, K. Gerlach, L. Wessel, B. Schmidt-Thieme, in: Handbuch der Mathematikdidaktik,
    Springer Berlin Heidelberg, Berlin, Heidelberg, 2023, pp. 561–595.'
date_created: 2023-10-19T09:12:45Z
date_updated: 2024-04-18T09:04:54Z
department:
- _id: '643'
doi: 10.1007/978-3-662-66604-3_18
language:
- iso: ger
page: 561-595
place: Berlin, Heidelberg
publication: Handbuch der Mathematikdidaktik
publication_identifier:
  isbn:
  - '9783662666036'
  - '9783662666043'
publication_status: published
publisher: Springer Berlin Heidelberg
status: public
title: Sprache und Mathematiklernen
type: book_chapter
user_id: '37888'
year: '2023'
...
---
_id: '45378'
author:
- first_name: Jennifer
  full_name: Dröse, Jennifer
  id: '85820'
  last_name: Dröse
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
citation:
  ama: 'Dröse J, Wessel L. Prospective Teachers‘ Competence of Fostering Students’
    Understanding in Script Writing Task. In: Fernandez C, Llinares S, Gutiérrez A,
    Planas N, eds. <i>Proceedings of the 45th Conference of the International Group
    for the Psychology of Mathematics Education. PME</i>. ; 2022.'
  apa: Dröse, J., &#38; Wessel, L. (2022). Prospective Teachers‘ Competence of Fostering
    Students’ Understanding in Script Writing Task. In C. Fernandez, S. Llinares,
    A. Gutiérrez, &#38; N. Planas (Eds.), <i>Proceedings of the 45th Conference of
    the International Group for the Psychology of Mathematics Education. PME</i>.
  bibtex: '@inproceedings{Dröse_Wessel_2022, title={Prospective Teachers‘ Competence
    of Fostering Students’ Understanding in Script Writing Task}, booktitle={Proceedings
    of the 45th Conference of the International Group for the Psychology of Mathematics
    Education. PME}, author={Dröse, Jennifer and Wessel, Lena}, editor={Fernandez,
    C. and Llinares, S. and Gutiérrez, A. and Planas, N.}, year={2022} }'
  chicago: Dröse, Jennifer, and Lena Wessel. “Prospective Teachers‘ Competence of
    Fostering Students’ Understanding in Script Writing Task.” In <i>Proceedings of
    the 45th Conference of the International Group for the Psychology of Mathematics
    Education. PME</i>, edited by C. Fernandez, S. Llinares, A. Gutiérrez, and N.
    Planas, 2022.
  ieee: J. Dröse and L. Wessel, “Prospective Teachers‘ Competence of Fostering Students’
    Understanding in Script Writing Task,” in <i>Proceedings of the 45th Conference
    of the International Group for the Psychology of Mathematics Education. PME</i>,
    2022.
  mla: Dröse, Jennifer, and Lena Wessel. “Prospective Teachers‘ Competence of Fostering
    Students’ Understanding in Script Writing Task.” <i>Proceedings of the 45th Conference
    of the International Group for the Psychology of Mathematics Education. PME</i>,
    edited by C. Fernandez et al., 2022.
  short: 'J. Dröse, L. Wessel, in: C. Fernandez, S. Llinares, A. Gutiérrez, N. Planas
    (Eds.), Proceedings of the 45th Conference of the International Group for the
    Psychology of Mathematics Education. PME, 2022.'
date_created: 2023-05-31T06:54:24Z
date_updated: 2023-11-02T08:05:31Z
department:
- _id: '98'
editor:
- first_name: C.
  full_name: Fernandez, C.
  last_name: Fernandez
- first_name: S.
  full_name: Llinares, S.
  last_name: Llinares
- first_name: A.
  full_name: Gutiérrez, A.
  last_name: Gutiérrez
- first_name: N.
  full_name: Planas, N.
  last_name: Planas
language:
- iso: eng
publication: Proceedings of the 45th Conference of the International Group for the
  Psychology of Mathematics Education. PME
quality_controlled: '1'
status: public
title: Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script
  Writing Task
type: conference
user_id: '85820'
year: '2022'
...
---
_id: '48389'
author:
- first_name: Jennifer
  full_name: Dröse, Jennifer
  id: '85820'
  last_name: Dröse
- first_name: Birgit
  full_name: Griese, Birgit
  last_name: Griese
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
citation:
  ama: 'Dröse J, Griese B, Wessel L. Prospective teachers’ diagnostic judgments on
    students’ understanding of conditional probabilities. In: <i>Twelfth Congress
    of the European Society for Research in Mathematics Education (CERME12)</i>. ;
    2022.'
  apa: Dröse, J., Griese, B., &#38; Wessel, L. (2022). Prospective teachers’ diagnostic
    judgments on students’ understanding of conditional probabilities. <i>Twelfth
    Congress of the European Society for Research in Mathematics Education (CERME12)</i>.
    TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12),
    Bozen-Bolzano,Italy.
  bibtex: '@inproceedings{Dröse_Griese_Wessel_2022, title={Prospective teachers’ diagnostic
    judgments on students’ understanding of conditional probabilities}, booktitle={Twelfth
    Congress of the European Society for Research in Mathematics Education (CERME12)},
    author={Dröse, Jennifer and Griese, Birgit and Wessel, Lena}, year={2022} }'
  chicago: Dröse, Jennifer, Birgit Griese, and Lena Wessel. “Prospective Teachers’
    Diagnostic Judgments on Students’ Understanding of Conditional Probabilities.”
    In <i>Twelfth Congress of the European Society for Research in Mathematics Education
    (CERME12)</i>, 2022.
  ieee: J. Dröse, B. Griese, and L. Wessel, “Prospective teachers’ diagnostic judgments
    on students’ understanding of conditional probabilities,” presented at the TwelfthCongressoftheEuropeanSocietyforResearchin
    Mathematics Education(CERME12), Bozen-Bolzano,Italy, 2022.
  mla: Dröse, Jennifer, et al. “Prospective Teachers’ Diagnostic Judgments on Students’
    Understanding of Conditional Probabilities.” <i>Twelfth Congress of the European
    Society for Research in Mathematics Education (CERME12)</i>, 2022.
  short: 'J. Dröse, B. Griese, L. Wessel, in: Twelfth Congress of the European Society
    for Research in Mathematics Education (CERME12), 2022.'
conference:
  location: Bozen-Bolzano,Italy
  name: TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12)
  start_date: Feb2022
date_created: 2023-10-23T10:56:02Z
date_updated: 2024-04-18T08:59:49Z
department:
- _id: '643'
language:
- iso: eng
main_file_link:
- url: https://hal.science/hal-03744585/
publication: Twelfth Congress of the European Society for Research in Mathematics
  Education (CERME12)
quality_controlled: '1'
status: public
title: Prospective teachers’ diagnostic judgments on students’ understanding of conditional
  probabilities
type: conference
user_id: '37888'
year: '2022'
...
---
_id: '48325'
author:
- first_name: Anna
  full_name: Dellori, Anna
  id: '57818'
  last_name: Dellori
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
citation:
  ama: Dellori A, Wessel L. Entwicklung und Erprobung von professionsorientierten
    Lernumgebungen zur Wissensvernetzung in der Algebra. <i>Beiträge zum Mathematikunterricht
    2022</i>. Published online 2022:665-668. doi:<a href="https://doi.org/10.17877/DE290R-23598">10.17877/DE290R-23598</a>
  apa: Dellori, A., &#38; Wessel, L. (2022). Entwicklung und Erprobung von professionsorientierten
    Lernumgebungen zur Wissensvernetzung in der Algebra. <i>Beiträge zum Mathematikunterricht
    2022</i>, 665–668. <a href="https://doi.org/10.17877/DE290R-23598">https://doi.org/10.17877/DE290R-23598</a>
  bibtex: '@article{Dellori_Wessel_2022, title={Entwicklung und Erprobung von professionsorientierten
    Lernumgebungen zur Wissensvernetzung in der Algebra}, DOI={<a href="https://doi.org/10.17877/DE290R-23598">10.17877/DE290R-23598</a>},
    journal={Beiträge zum Mathematikunterricht 2022}, publisher={LibreCat University},
    author={Dellori, Anna and Wessel, Lena}, year={2022}, pages={665–668} }'
  chicago: Dellori, Anna, and Lena Wessel. “Entwicklung und Erprobung von professionsorientierten
    Lernumgebungen zur Wissensvernetzung in der Algebra.” <i>Beiträge zum Mathematikunterricht
    2022</i>, 2022, 665–68. <a href="https://doi.org/10.17877/DE290R-23598">https://doi.org/10.17877/DE290R-23598</a>.
  ieee: 'A. Dellori and L. Wessel, “Entwicklung und Erprobung von professionsorientierten
    Lernumgebungen zur Wissensvernetzung in der Algebra,” <i>Beiträge zum Mathematikunterricht
    2022</i>, pp. 665–668, 2022, doi: <a href="https://doi.org/10.17877/DE290R-23598">10.17877/DE290R-23598</a>.'
  mla: Dellori, Anna, and Lena Wessel. “Entwicklung und Erprobung von professionsorientierten
    Lernumgebungen zur Wissensvernetzung in der Algebra.” <i>Beiträge zum Mathematikunterricht
    2022</i>, LibreCat University, 2022, pp. 665–68, doi:<a href="https://doi.org/10.17877/DE290R-23598">10.17877/DE290R-23598</a>.
  short: A. Dellori, L. Wessel, Beiträge zum Mathematikunterricht 2022 (2022) 665–668.
date_created: 2023-10-19T09:37:24Z
date_updated: 2024-04-18T09:14:52Z
department:
- _id: '643'
doi: 10.17877/DE290R-23598
language:
- iso: ger
main_file_link:
- url: http://dx.doi.org/10.17877/DE290R-23598
page: 665-668
publication: Beiträge zum Mathematikunterricht 2022
publisher: LibreCat University
status: public
title: Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung
  in der Algebra
type: journal_article
user_id: '37888'
year: '2022'
...
---
_id: '48385'
author:
- first_name: Anna
  full_name: Dellori, Anna
  id: '57818'
  last_name: Dellori
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
citation:
  ama: 'Dellori A, Wessel L. Design principles for intertwining local and nonlocal
    mathematics - The case of relating registers and representations in abstract algebra.
    In: Trigueros M, Barquero B, Hochmuth R, Peters J, eds. <i>Proceedings of INDRUM2022</i>.
    ; 2022:572-573.'
  apa: Dellori, A., &#38; Wessel, L. (2022). Design principles for intertwining local
    and nonlocal mathematics - The case of relating registers and representations
    in abstract algebra. In M. Trigueros, B. Barquero, R. Hochmuth, &#38; J. Peters
    (Eds.), <i>Proceedings of INDRUM2022</i> (pp. 572–573).
  bibtex: '@inbook{Dellori_Wessel_2022, title={Design principles for intertwining
    local and nonlocal mathematics - The case of relating registers and representations
    in abstract algebra}, booktitle={Proceedings of INDRUM2022}, author={Dellori,
    Anna and Wessel, Lena}, editor={Trigueros, M. and Barquero, B. and Hochmuth, R.
    and Peters, J.}, year={2022}, pages={572–573} }'
  chicago: Dellori, Anna, and Lena Wessel. “Design Principles for Intertwining Local
    and Nonlocal Mathematics - The Case of Relating Registers and Representations
    in Abstract Algebra.” In <i>Proceedings of INDRUM2022</i>, edited by M. Trigueros,
    B. Barquero, R. Hochmuth, and J. Peters, 572–73, 2022.
  ieee: A. Dellori and L. Wessel, “Design principles for intertwining local and nonlocal
    mathematics - The case of relating registers and representations in abstract algebra,”
    in <i>Proceedings of INDRUM2022</i>, M. Trigueros, B. Barquero, R. Hochmuth, and
    J. Peters, Eds. 2022, pp. 572–573.
  mla: Dellori, Anna, and Lena Wessel. “Design Principles for Intertwining Local and
    Nonlocal Mathematics - The Case of Relating Registers and Representations in Abstract
    Algebra.” <i>Proceedings of INDRUM2022</i>, edited by M. Trigueros et al., 2022,
    pp. 572–73.
  short: 'A. Dellori, L. Wessel, in: M. Trigueros, B. Barquero, R. Hochmuth, J. Peters
    (Eds.), Proceedings of INDRUM2022, 2022, pp. 572–573.'
date_created: 2023-10-23T09:40:30Z
date_updated: 2024-04-18T09:16:53Z
department:
- _id: '643'
editor:
- first_name: M.
  full_name: Trigueros, M.
  last_name: Trigueros
- first_name: B.
  full_name: Barquero, B.
  last_name: Barquero
- first_name: R.
  full_name: Hochmuth, R.
  last_name: Hochmuth
- first_name: J.
  full_name: Peters, J.
  last_name: Peters
language:
- iso: eng
page: 572-573
publication: Proceedings of INDRUM2022
status: public
title: Design principles for intertwining local and nonlocal mathematics - The case
  of relating registers and representations in abstract algebra
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '48407'
author:
- first_name: Anna
  full_name: Dellori, Anna
  id: '57818'
  last_name: Dellori
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
citation:
  ama: 'Dellori A, Wessel L. Pre-service Teachers’ Professional Development: Relating
    Abstract Algebra and School Algebra. In: Karunakaran SS, Higgins A, eds. <i>Proceedings
    of the 24th Annual Conference on Research in Undergraduate Mathematics Education</i>.
    MA; 2022:1177.'
  apa: 'Dellori, A., &#38; Wessel, L. (2022). Pre-service Teachers’ Professional Development:
    Relating Abstract Algebra and School Algebra. In S. S. Karunakaran &#38; A. Higgins
    (Eds.), <i>Proceedings of the 24th Annual Conference on Research in Undergraduate
    Mathematics Education</i> (p. 1177). MA.'
  bibtex: '@inbook{Dellori_Wessel_2022, place={Boston}, title={Pre-service Teachers’
    Professional Development: Relating Abstract Algebra and School Algebra}, booktitle={Proceedings
    of the 24th Annual Conference on Research in Undergraduate Mathematics Education},
    publisher={MA}, author={Dellori, Anna and Wessel, Lena}, editor={Karunakaran,
    S.S. and Higgins, A.}, year={2022}, pages={1177} }'
  chicago: 'Dellori, Anna, and Lena Wessel. “Pre-Service Teachers’ Professional Development:
    Relating Abstract Algebra and School Algebra.” In <i>Proceedings of the 24th Annual
    Conference on Research in Undergraduate Mathematics Education</i>, edited by S.S.
    Karunakaran and A. Higgins, 1177. Boston: MA, 2022.'
  ieee: 'A. Dellori and L. Wessel, “Pre-service Teachers’ Professional Development:
    Relating Abstract Algebra and School Algebra,” in <i>Proceedings of the 24th Annual
    Conference on Research in Undergraduate Mathematics Education</i>, S. S. Karunakaran
    and A. Higgins, Eds. Boston: MA, 2022, p. 1177.'
  mla: 'Dellori, Anna, and Lena Wessel. “Pre-Service Teachers’ Professional Development:
    Relating Abstract Algebra and School Algebra.” <i>Proceedings of the 24th Annual
    Conference on Research in Undergraduate Mathematics Education</i>, edited by S.S.
    Karunakaran and A. Higgins, MA, 2022, p. 1177.'
  short: 'A. Dellori, L. Wessel, in: S.S. Karunakaran, A. Higgins (Eds.), Proceedings
    of the 24th Annual Conference on Research in Undergraduate Mathematics Education,
    MA, Boston, 2022, p. 1177.'
date_created: 2023-10-24T07:28:19Z
date_updated: 2024-04-18T09:18:08Z
department:
- _id: '643'
editor:
- first_name: S.S.
  full_name: Karunakaran, S.S.
  last_name: Karunakaran
- first_name: A.
  full_name: Higgins, A.
  last_name: Higgins
language:
- iso: eng
page: '1177'
place: Boston
publication: Proceedings of the 24th Annual Conference on Research in Undergraduate
  Mathematics Education
publisher: MA
status: public
title: 'Pre-service Teachers'' Professional Development: Relating Abstract Algebra
  and School Algebra'
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '48408'
author:
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
- first_name: Jennifer
  full_name: Dröse, Jennifer
  id: '85820'
  last_name: Dröse
citation:
  ama: 'Wessel L, Dröse J. Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv
    gestalten. <i>mathematik lehren</i>. 2022;233:33-36.'
  apa: 'Wessel, L., &#38; Dröse, J. (2022). Schreiben will gelernt sein: Schreiblerngelegenheiten
    adaptiv gestalten. <i>mathematik lehren</i>, <i>233</i>, 33–36.'
  bibtex: '@article{Wessel_Dröse_2022, title={Schreiben will gelernt sein: Schreiblerngelegenheiten
    adaptiv gestalten}, volume={233}, journal={mathematik lehren}, author={Wessel,
    Lena and Dröse, Jennifer}, year={2022}, pages={33–36} }'
  chicago: 'Wessel, Lena, and Jennifer Dröse. “Schreiben will gelernt sein: Schreiblerngelegenheiten
    adaptiv gestalten.” <i>mathematik lehren</i> 233 (2022): 33–36.'
  ieee: 'L. Wessel and J. Dröse, “Schreiben will gelernt sein: Schreiblerngelegenheiten
    adaptiv gestalten,” <i>mathematik lehren</i>, vol. 233, pp. 33–36, 2022.'
  mla: 'Wessel, Lena, and Jennifer Dröse. “Schreiben will gelernt sein: Schreiblerngelegenheiten
    adaptiv gestalten.” <i>mathematik lehren</i>, vol. 233, 2022, pp. 33–36.'
  short: L. Wessel, J. Dröse, mathematik lehren 233 (2022) 33–36.
date_created: 2023-10-24T07:33:17Z
date_updated: 2024-04-18T09:18:16Z
department:
- _id: '643'
intvolume: '       233'
language:
- iso: ger
page: 33-36
publication: mathematik lehren
status: public
title: 'Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten'
type: journal_article
user_id: '37888'
volume: 233
year: '2022'
...
---
_id: '46160'
author:
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
- first_name: Timo
  full_name: Leuders, Timo
  last_name: Leuders
citation:
  ama: 'Wessel L, Leuders T. Profession-Specific Curriculum Design in Mathematics
    Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory.
    In: Biehler R, Liebendörfer M, Gueudet G, Rasmussen C, Winslow C, eds. <i>Practice-Oriented
    Research in Tertiary Mathematics Education</i>. Springer International Publishing;
    2022:349-368. doi:<a href="https://doi.org/10.1007/978-3-031-14175-1_17">10.1007/978-3-031-14175-1_17</a>'
  apa: 'Wessel, L., &#38; Leuders, T. (2022). Profession-Specific Curriculum Design
    in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning
    of Group Theory. In R. Biehler, M. Liebendörfer, G. Gueudet, C. Rasmussen, &#38;
    C. Winslow (Eds.), <i>Practice-Oriented Research in Tertiary Mathematics Education</i>
    (pp. 349–368). Springer International Publishing. <a href="https://doi.org/10.1007/978-3-031-14175-1_17">https://doi.org/10.1007/978-3-031-14175-1_17</a>'
  bibtex: '@inbook{Wessel_Leuders_2022, place={Cham}, title={Profession-Specific Curriculum
    Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the
    Learning of Group Theory}, DOI={<a href="https://doi.org/10.1007/978-3-031-14175-1_17">10.1007/978-3-031-14175-1_17</a>},
    booktitle={Practice-Oriented Research in Tertiary Mathematics Education}, publisher={Springer
    International Publishing}, author={Wessel, Lena and Leuders, Timo}, editor={Biehler,
    Rolf and Liebendörfer, Michael and Gueudet, G. and Rasmussen, C. and Winslow,
    C.}, year={2022}, pages={349–368} }'
  chicago: 'Wessel, Lena, and Timo Leuders. “Profession-Specific Curriculum Design
    in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning
    of Group Theory.” In <i>Practice-Oriented Research in Tertiary Mathematics Education</i>,
    edited by Rolf Biehler, Michael Liebendörfer, G. Gueudet, C. Rasmussen, and C.
    Winslow, 349–68. Cham: Springer International Publishing, 2022. <a href="https://doi.org/10.1007/978-3-031-14175-1_17">https://doi.org/10.1007/978-3-031-14175-1_17</a>.'
  ieee: 'L. Wessel and T. Leuders, “Profession-Specific Curriculum Design in Mathematics
    Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory,”
    in <i>Practice-Oriented Research in Tertiary Mathematics Education</i>, R. Biehler,
    M. Liebendörfer, G. Gueudet, C. Rasmussen, and C. Winslow, Eds. Cham: Springer
    International Publishing, 2022, pp. 349–368.'
  mla: 'Wessel, Lena, and Timo Leuders. “Profession-Specific Curriculum Design in
    Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning
    of Group Theory.” <i>Practice-Oriented Research in Tertiary Mathematics Education</i>,
    edited by Rolf Biehler et al., Springer International Publishing, 2022, pp. 349–68,
    doi:<a href="https://doi.org/10.1007/978-3-031-14175-1_17">10.1007/978-3-031-14175-1_17</a>.'
  short: 'L. Wessel, T. Leuders, in: R. Biehler, M. Liebendörfer, G. Gueudet, C. Rasmussen,
    C. Winslow (Eds.), Practice-Oriented Research in Tertiary Mathematics Education,
    Springer International Publishing, Cham, 2022, pp. 349–368.'
date_created: 2023-07-26T10:34:02Z
date_updated: 2024-04-18T10:14:09Z
department:
- _id: '643'
doi: 10.1007/978-3-031-14175-1_17
editor:
- first_name: Rolf
  full_name: Biehler, Rolf
  last_name: Biehler
- first_name: Michael
  full_name: Liebendörfer, Michael
  last_name: Liebendörfer
- first_name: G.
  full_name: Gueudet, G.
  last_name: Gueudet
- first_name: C.
  full_name: Rasmussen, C.
  last_name: Rasmussen
- first_name: C.
  full_name: Winslow, C.
  last_name: Winslow
language:
- iso: eng
page: 349-368
place: Cham
publication: Practice-Oriented Research in Tertiary Mathematics Education
publication_identifier:
  isbn:
  - '9783031141744'
  - '9783031141751'
  issn:
  - 1869-4918
  - 1869-4926
publication_status: published
publisher: Springer International Publishing
status: public
title: 'Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting
  Disciplinary Practice to the Learning of Group Theory'
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '53052'
author:
- first_name: Tim
  full_name: Kolbe, Tim
  id: '85819'
  last_name: Kolbe
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
citation:
  ama: 'Kolbe T, Wessel L. Self-regulated learning in a mathematics course for engineers
    in the first semester: insights into students reported resource management and
    cognitive strategies. In: Trigueros M, Baerquero B, Hochmuth R, Peters J, eds.
    <i>Fourth Conference of the International Network for Didactic Research in University
    Mathematics</i>. ; 2022:632-641.'
  apa: 'Kolbe, T., &#38; Wessel, L. (2022). Self-regulated learning in a mathematics
    course for engineers in the first semester: insights into students reported resource
    management and cognitive strategies. In M. Trigueros, B. Baerquero, R. Hochmuth,
    &#38; J. Peters (Eds.), <i>Fourth conference of the International Network for
    Didactic Research in University Mathematics</i> (pp. 632–641).'
  bibtex: '@inproceedings{Kolbe_Wessel_2022, title={Self-regulated learning in a mathematics
    course for engineers in the first semester: insights into students reported resource
    management and cognitive strategies}, booktitle={Fourth conference of the International
    Network for Didactic Research in University Mathematics}, author={Kolbe, Tim and
    Wessel, Lena}, editor={Trigueros, Maria and Baerquero, Berta and Hochmuth, Reinhard
    and Peters, Jana}, year={2022}, pages={632–641} }'
  chicago: 'Kolbe, Tim, and Lena Wessel. “Self-Regulated Learning in a Mathematics
    Course for Engineers in the First Semester: Insights into Students Reported Resource
    Management and Cognitive Strategies.” In <i>Fourth Conference of the International
    Network for Didactic Research in University Mathematics</i>, edited by Maria Trigueros,
    Berta Baerquero, Reinhard Hochmuth, and Jana Peters, 632–41, 2022.'
  ieee: 'T. Kolbe and L. Wessel, “Self-regulated learning in a mathematics course
    for engineers in the first semester: insights into students reported resource
    management and cognitive strategies,” in <i>Fourth conference of the International
    Network for Didactic Research in University Mathematics</i>, Hannover, 2022, pp.
    632–641.'
  mla: 'Kolbe, Tim, and Lena Wessel. “Self-Regulated Learning in a Mathematics Course
    for Engineers in the First Semester: Insights into Students Reported Resource
    Management and Cognitive Strategies.” <i>Fourth Conference of the International
    Network for Didactic Research in University Mathematics</i>, edited by Maria Trigueros
    et al., 2022, pp. 632–41.'
  short: 'T. Kolbe, L. Wessel, in: M. Trigueros, B. Baerquero, R. Hochmuth, J. Peters
    (Eds.), Fourth Conference of the International Network for Didactic Research in
    University Mathematics, 2022, pp. 632–641.'
conference:
  location: Hannover
date_created: 2024-03-27T09:14:58Z
date_updated: 2024-04-26T08:17:14Z
department:
- _id: '98'
editor:
- first_name: Maria
  full_name: Trigueros, Maria
  last_name: Trigueros
- first_name: Berta
  full_name: Baerquero, Berta
  last_name: Baerquero
- first_name: Reinhard
  full_name: Hochmuth, Reinhard
  last_name: Hochmuth
- first_name: Jana
  full_name: Peters, Jana
  last_name: Peters
language:
- iso: eng
page: 632-641
publication: Fourth conference of the International Network for Didactic Research
  in University Mathematics
status: public
title: 'Self-regulated learning in a mathematics course for engineers in the first
  semester: insights into students reported resource management and cognitive strategies'
type: conference
user_id: '85819'
year: '2022'
...
---
_id: '46159'
author:
- first_name: Timo
  full_name: Leuders, Timo
  last_name: Leuders
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
citation:
  ama: Leuders T, Wessel L. Differenziertes Üben gestalten. Zwischen Umsetzung in
    der Praxis und Fundierung in der Forschung. <i>Pädagogik 2/2020</i>. 2020;(2):26-30.
  apa: Leuders, T., &#38; Wessel, L. (2020). Differenziertes Üben gestalten. Zwischen
    Umsetzung in der Praxis und Fundierung in der Forschung. <i>Pädagogik 2/2020</i>,
    <i>2</i>, 26–30.
  bibtex: '@article{Leuders_Wessel_2020, title={Differenziertes Üben gestalten. Zwischen
    Umsetzung in der Praxis und Fundierung in der Forschung.}, number={2}, journal={Pädagogik
    2/2020}, publisher={Beltz Verlagsgruppe}, author={Leuders, Timo and Wessel, Lena},
    year={2020}, pages={26–30} }'
  chicago: 'Leuders, Timo, and Lena Wessel. “Differenziertes Üben Gestalten. Zwischen
    Umsetzung in Der Praxis Und Fundierung in Der Forschung.” <i>Pädagogik 2/2020</i>,
    no. 2 (2020): 26–30.'
  ieee: T. Leuders and L. Wessel, “Differenziertes Üben gestalten. Zwischen Umsetzung
    in der Praxis und Fundierung in der Forschung.,” <i>Pädagogik 2/2020</i>, no.
    2, pp. 26–30, 2020.
  mla: Leuders, Timo, and Lena Wessel. “Differenziertes Üben Gestalten. Zwischen Umsetzung
    in Der Praxis Und Fundierung in Der Forschung.” <i>Pädagogik 2/2020</i>, no. 2,
    Beltz Verlagsgruppe, 2020, pp. 26–30.
  short: T. Leuders, L. Wessel, Pädagogik 2/2020 (2020) 26–30.
date_created: 2023-07-26T10:26:53Z
date_updated: 2024-04-18T09:02:02Z
department:
- _id: '643'
issue: '2'
language:
- iso: eng
page: 26-30
publication: Pädagogik 2/2020
publication_identifier:
  issn:
  - 0933-422X
publisher: Beltz Verlagsgruppe
status: public
title: Differenziertes Üben gestalten. Zwischen Umsetzung in der Praxis und Fundierung
  in der Forschung.
type: journal_article
user_id: '37888'
year: '2020'
...
---
_id: '46158'
author:
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
- first_name: T.
  full_name: Kuzu, T.
  last_name: Kuzu
- first_name: Susanne
  full_name: Prediger, Susanne
  last_name: Prediger
citation:
  ama: 'Wessel L, Kuzu T, Prediger S. Sprachbildender Vorstellungsaufbau für verschiedene
    mathematische Konzepte: Brüche in Klasse 6. <i>Sprachbildender Mathematikunterricht
    in der Sekundarstufe - ein forschungsbasiertes Praxisbuch</i>. Published online
    2020:148–151.'
  apa: 'Wessel, L., Kuzu, T., &#38; Prediger, S. (2020). Sprachbildender Vorstellungsaufbau
    für verschiedene mathematische Konzepte: Brüche in Klasse 6. <i>Sprachbildender
    Mathematikunterricht in Der Sekundarstufe - Ein Forschungsbasiertes Praxisbuch</i>,
    148–151.'
  bibtex: '@article{Wessel_Kuzu_Prediger_2020, title={Sprachbildender Vorstellungsaufbau
    für verschiedene mathematische Konzepte: Brüche in Klasse 6}, journal={Sprachbildender
    Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes Praxisbuch},
    author={Wessel, Lena and Kuzu, T. and Prediger, Susanne}, year={2020}, pages={148–151}
    }'
  chicago: 'Wessel, Lena, T. Kuzu, and Susanne Prediger. “Sprachbildender Vorstellungsaufbau
    Für Verschiedene Mathematische Konzepte: Brüche in Klasse 6.” <i>Sprachbildender
    Mathematikunterricht in Der Sekundarstufe - Ein Forschungsbasiertes Praxisbuch</i>,
    2020, 148–151.'
  ieee: 'L. Wessel, T. Kuzu, and S. Prediger, “Sprachbildender Vorstellungsaufbau
    für verschiedene mathematische Konzepte: Brüche in Klasse 6,” <i>Sprachbildender
    Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes Praxisbuch</i>,
    pp. 148–151, 2020.'
  mla: 'Wessel, Lena, et al. “Sprachbildender Vorstellungsaufbau Für Verschiedene
    Mathematische Konzepte: Brüche in Klasse 6.” <i>Sprachbildender Mathematikunterricht
    in Der Sekundarstufe - Ein Forschungsbasiertes Praxisbuch</i>, 2020, pp. 148–151.'
  short: L. Wessel, T. Kuzu, S. Prediger, Sprachbildender Mathematikunterricht in
    Der Sekundarstufe - Ein Forschungsbasiertes Praxisbuch (2020) 148–151.
date_created: 2023-07-26T10:24:10Z
date_updated: 2024-04-18T09:01:51Z
department:
- _id: '643'
language:
- iso: eng
page: 148–151
publication: Sprachbildender Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes
  Praxisbuch
status: public
title: 'Sprachbildender Vorstellungsaufbau für verschiedene mathematische Konzepte:
  Brüche in Klasse 6'
type: journal_article
user_id: '37888'
year: '2020'
...
---
_id: '48405'
author:
- first_name: F.
  full_name: Sprütten, F.
  last_name: Sprütten
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
- first_name: K.
  full_name: Zentgraf, K.
  last_name: Zentgraf
- first_name: S.
  full_name: Prediger, S.
  last_name: Prediger
citation:
  ama: 'Sprütten F, Wessel L, Zentgraf K, Prediger S. Fach- und sprachintegrierte
    Ansätze für Neuzugewanderte. In: Prediger S, ed. <i>Sprachbildender Mathematikunterricht
    in der Sekundarstufe. Ein forschungsbasiertes Praxisbuch</i>. Cornelsen Skriptor;
    2020:115-130.'
  apa: Sprütten, F., Wessel, L., Zentgraf, K., &#38; Prediger, S. (2020). Fach- und
    sprachintegrierte Ansätze für Neuzugewanderte. In S. Prediger (Ed.), <i>Sprachbildender
    Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes Praxisbuch</i>
    (pp. 115–130). Cornelsen Skriptor.
  bibtex: '@inbook{Sprütten_Wessel_Zentgraf_Prediger_2020, place={Berlin}, title={Fach-
    und sprachintegrierte Ansätze für Neuzugewanderte}, booktitle={Sprachbildender
    Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes Praxisbuch},
    publisher={Cornelsen Skriptor}, author={Sprütten, F. and Wessel, Lena and Zentgraf,
    K. and Prediger, S.}, editor={Prediger, S.}, year={2020}, pages={115–130} }'
  chicago: 'Sprütten, F., Lena Wessel, K. Zentgraf, and S. Prediger. “Fach- und sprachintegrierte
    Ansätze für Neuzugewanderte.” In <i>Sprachbildender Mathematikunterricht in der
    Sekundarstufe. Ein forschungsbasiertes Praxisbuch</i>, edited by S. Prediger,
    115–30. Berlin: Cornelsen Skriptor, 2020.'
  ieee: 'F. Sprütten, L. Wessel, K. Zentgraf, and S. Prediger, “Fach- und sprachintegrierte
    Ansätze für Neuzugewanderte,” in <i>Sprachbildender Mathematikunterricht in der
    Sekundarstufe. Ein forschungsbasiertes Praxisbuch</i>, S. Prediger, Ed. Berlin:
    Cornelsen Skriptor, 2020, pp. 115–130.'
  mla: Sprütten, F., et al. “Fach- und sprachintegrierte Ansätze für Neuzugewanderte.”
    <i>Sprachbildender Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes
    Praxisbuch</i>, edited by S. Prediger, Cornelsen Skriptor, 2020, pp. 115–30.
  short: 'F. Sprütten, L. Wessel, K. Zentgraf, S. Prediger, in: S. Prediger (Ed.),
    Sprachbildender Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes
    Praxisbuch, Cornelsen Skriptor, Berlin, 2020, pp. 115–130.'
date_created: 2023-10-24T07:13:15Z
date_updated: 2024-04-18T09:15:00Z
department:
- _id: '643'
editor:
- first_name: S.
  full_name: Prediger, S.
  last_name: Prediger
language:
- iso: other
page: 115-130
place: Berlin
publication: Sprachbildender Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes
  Praxisbuch
publisher: Cornelsen Skriptor
status: public
title: Fach- und sprachintegrierte Ansätze für Neuzugewanderte
type: book_chapter
user_id: '37888'
year: '2020'
...
---
_id: '48406'
author:
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
- first_name: S.
  full_name: Prediger, S.
  last_name: Prediger
- first_name: A.
  full_name: Stein, A.
  last_name: Stein
- first_name: M.
  full_name: Wijers, M.
  last_name: Wijers
- first_name: V.
  full_name: Jonker, V.
  last_name: Jonker
citation:
  ama: Wessel L, Prediger S, Stein A, Wijers M, Jonker V. <i>Language for Mathematics
    in Vocational Contexts. Handbook for Teachers and Facilitators</i>. DZLM; 2020.
  apa: Wessel, L., Prediger, S., Stein, A., Wijers, M., &#38; Jonker, V. (2020). <i>Language
    for Mathematics in Vocational Contexts. Handbook for teachers and facilitators</i>.
    DZLM.
  bibtex: '@book{Wessel_Prediger_Stein_Wijers_Jonker_2020, place={Dortmund/Arnsberg},
    title={Language for Mathematics in Vocational Contexts. Handbook for teachers
    and facilitators}, publisher={DZLM}, author={Wessel, Lena and Prediger, S. and
    Stein, A. and Wijers, M. and Jonker, V.}, year={2020} }'
  chicago: 'Wessel, Lena, S. Prediger, A. Stein, M. Wijers, and V. Jonker. <i>Language
    for Mathematics in Vocational Contexts. Handbook for Teachers and Facilitators</i>.
    Dortmund/Arnsberg: DZLM, 2020.'
  ieee: 'L. Wessel, S. Prediger, A. Stein, M. Wijers, and V. Jonker, <i>Language for
    Mathematics in Vocational Contexts. Handbook for teachers and facilitators</i>.
    Dortmund/Arnsberg: DZLM, 2020.'
  mla: Wessel, Lena, et al. <i>Language for Mathematics in Vocational Contexts. Handbook
    for Teachers and Facilitators</i>. DZLM, 2020.
  short: L. Wessel, S. Prediger, A. Stein, M. Wijers, V. Jonker, Language for Mathematics
    in Vocational Contexts. Handbook for Teachers and Facilitators, DZLM, Dortmund/Arnsberg,
    2020.
date_created: 2023-10-24T07:17:54Z
date_updated: 2024-04-18T09:17:59Z
department:
- _id: '643'
language:
- iso: eng
main_file_link:
- url: www.lamavoc.nrw.de
place: Dortmund/Arnsberg
publisher: DZLM
status: public
title: Language for Mathematics in Vocational Contexts. Handbook for teachers and
  facilitators
type: book
user_id: '37888'
year: '2020'
...
---
_id: '46156'
abstract:
- lang: eng
  text: <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:
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
citation:
  ama: Wessel L. Vocabulary in learning processes towards conceptual understanding
    of equivalent fractions—specifying students’ language demands on the basis of
    lexical trace analyses. <i>Mathematics Education Research Journal</i>. 2019;32(4):653-681.
    doi:<a href="https://doi.org/10.1007/s13394-019-00284-z">10.1007/s13394-019-00284-z</a>
  apa: Wessel, L. (2019). Vocabulary in learning processes towards conceptual understanding
    of equivalent fractions—specifying students’ language demands on the basis of
    lexical trace analyses. <i>Mathematics Education Research Journal</i>, <i>32</i>(4),
    653–681. <a href="https://doi.org/10.1007/s13394-019-00284-z">https://doi.org/10.1007/s13394-019-00284-z</a>
  bibtex: '@article{Wessel_2019, title={Vocabulary in learning processes towards conceptual
    understanding of equivalent fractions—specifying students’ language demands on
    the basis of lexical trace analyses}, volume={32}, DOI={<a href="https://doi.org/10.1007/s13394-019-00284-z">10.1007/s13394-019-00284-z</a>},
    number={4}, journal={Mathematics Education Research Journal}, publisher={Springer
    Science and Business Media LLC}, author={Wessel, Lena}, year={2019}, pages={653–681}
    }'
  chicago: 'Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding
    of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of
    Lexical Trace Analyses.” <i>Mathematics Education Research Journal</i> 32, no.
    4 (2019): 653–81. <a href="https://doi.org/10.1007/s13394-019-00284-z">https://doi.org/10.1007/s13394-019-00284-z</a>.'
  ieee: 'L. Wessel, “Vocabulary in learning processes towards conceptual understanding
    of equivalent fractions—specifying students’ language demands on the basis of
    lexical trace analyses,” <i>Mathematics Education Research Journal</i>, vol. 32,
    no. 4, pp. 653–681, 2019, doi: <a href="https://doi.org/10.1007/s13394-019-00284-z">10.1007/s13394-019-00284-z</a>.'
  mla: Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding
    of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of
    Lexical Trace Analyses.” <i>Mathematics Education Research Journal</i>, vol. 32,
    no. 4, Springer Science and Business Media LLC, 2019, pp. 653–81, doi:<a href="https://doi.org/10.1007/s13394-019-00284-z">10.1007/s13394-019-00284-z</a>.
  short: L. Wessel, Mathematics Education Research Journal 32 (2019) 653–681.
date_created: 2023-07-26T10:03:33Z
date_updated: 2024-04-18T09:01:40Z
department:
- _id: '643'
doi: 10.1007/s13394-019-00284-z
intvolume: '        32'
issue: '4'
keyword:
- Education
- General Mathematics
language:
- iso: eng
page: 653-681
publication: Mathematics Education Research Journal
publication_identifier:
  issn:
  - 1033-2170
  - 2211-050X
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Vocabulary in learning processes towards conceptual understanding of equivalent
  fractions—specifying students’ language demands on the basis of lexical trace analyses
type: journal_article
user_id: '37888'
volume: 32
year: '2019'
...
---
_id: '48320'
author:
- first_name: Timo
  full_name: Leuders, Timo
  last_name: Leuders
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
citation:
  ama: 'Leuders T, Wessel L. 3.5 Kompetenzorientierte Didaktik der Analysis durch
    Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell.
    In: Kreutz J, Leuders T, Hellmann T, eds. <i>Professionsorientierung in der Lehrerbildung:
    Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell</i>.
    Springer; 2019:117-134.'
  apa: 'Leuders, T., &#38; Wessel, L. (2019). 3.5 Kompetenzorientierte Didaktik der
    Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign
    nach dem 4C/ID-Modell. In J. Kreutz, T. Leuders, &#38; T. Hellmann (Eds.), <i>Professionsorientierung
    in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell</i>
    (pp. 117–134). Springer.'
  bibtex: '@inbook{Leuders_Wessel_2019, place={Wiesbaden}, title={3.5 Kompetenzorientierte
    Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein
    Lehrdesign nach dem 4C/ID-Modell}, booktitle={Professionsorientierung in der Lehrerbildung:
    Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell},
    publisher={Springer}, author={Leuders, Timo and Wessel, Lena}, editor={Kreutz,
    J. and Leuders, Timo and Hellmann, T.}, year={2019}, pages={117–134} }'
  chicago: 'Leuders, Timo, and Lena Wessel. “3.5 Kompetenzorientierte Didaktik der
    Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign
    nach dem 4C/ID-Modell.” In <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes
    Lehren nach dem 4-Component-Instructional-Design-Modell</i>, edited by J. Kreutz,
    Timo Leuders, and T. Hellmann, 117–34. Wiesbaden: Springer, 2019.'
  ieee: 'T. Leuders and L. Wessel, “3.5 Kompetenzorientierte Didaktik der Analysis
    durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem
    4C/ID-Modell,” in <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes
    Lehren nach dem 4-Component-Instructional-Design-Modell</i>, J. Kreutz, T. Leuders,
    and T. Hellmann, Eds. Wiesbaden: Springer, 2019, pp. 117–134.'
  mla: 'Leuders, Timo, and Lena Wessel. “3.5 Kompetenzorientierte Didaktik der Analysis
    durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem
    4C/ID-Modell.” <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes
    Lehren nach dem 4-Component-Instructional-Design-Modell</i>, edited by J. Kreutz
    et al., Springer, 2019, pp. 117–34.'
  short: 'T. Leuders, L. Wessel, in: J. Kreutz, T. Leuders, T. Hellmann (Eds.), Professionsorientierung
    in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell,
    Springer, Wiesbaden, 2019, pp. 117–134.'
date_created: 2023-10-19T09:24:24Z
date_updated: 2024-04-18T09:04:42Z
department:
- _id: '643'
editor:
- first_name: J.
  full_name: Kreutz, J.
  last_name: Kreutz
- first_name: Timo
  full_name: Leuders, Timo
  last_name: Leuders
- first_name: T.
  full_name: Hellmann, T.
  last_name: Hellmann
language:
- iso: ger
page: 117-134
place: Wiesbaden
publication: 'Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes
  Lehren nach dem 4-Component-Instructional-Design-Modell'
publisher: Springer
status: public
title: 3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life
  tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell
type: book_chapter
user_id: '37888'
year: '2019'
...
---
_id: '48376'
abstract:
- lang: eng
  text: '<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>'
alternative_title:
- Beiträge zum gleichnamigen Symposium am 9. und 10. November 2018 an der Universität
  Duisburg-Essen
citation:
  ama: Klinger M, Schüler-Meyer A, Wessel L, eds. <i>Hanse-Kolloquium zur Hochschuldidaktik
    der Mathematik 2018</i>. Vol 6. WTM-Verlag; 2019. doi:<a href="https://doi.org/10.37626/ga9783959870986.0">10.37626/ga9783959870986.0</a>
  apa: Klinger, M., Schüler-Meyer, A., &#38; Wessel, L. (Eds.). (2019). <i>Hanse-Kolloquium
    zur Hochschuldidaktik der Mathematik 2018</i> (Vol. 6). WTM-Verlag. <a href="https://doi.org/10.37626/ga9783959870986.0">https://doi.org/10.37626/ga9783959870986.0</a>
  bibtex: '@book{Klinger_Schüler-Meyer_Wessel_2019, place={Münster}, series={Reihe
    Schriften zur Hochschuldidaktik Mathematik}, title={Hanse-Kolloquium zur Hochschuldidaktik
    der Mathematik 2018}, volume={6}, DOI={<a href="https://doi.org/10.37626/ga9783959870986.0">10.37626/ga9783959870986.0</a>},
    publisher={WTM-Verlag}, year={2019}, collection={Reihe Schriften zur Hochschuldidaktik
    Mathematik} }'
  chicago: 'Klinger, Marcel, Alexander Schüler-Meyer, and Lena Wessel, eds. <i>Hanse-Kolloquium
    zur Hochschuldidaktik der Mathematik 2018</i>. Vol. 6. Reihe Schriften zur Hochschuldidaktik
    Mathematik. Münster: WTM-Verlag, 2019. <a href="https://doi.org/10.37626/ga9783959870986.0">https://doi.org/10.37626/ga9783959870986.0</a>.'
  ieee: 'M. Klinger, A. Schüler-Meyer, and L. Wessel, Eds., <i>Hanse-Kolloquium zur
    Hochschuldidaktik der Mathematik 2018</i>, vol. 6. Münster: WTM-Verlag, 2019.'
  mla: Klinger, Marcel, et al., editors. <i>Hanse-Kolloquium zur Hochschuldidaktik
    der Mathematik 2018</i>. WTM-Verlag, 2019, doi:<a href="https://doi.org/10.37626/ga9783959870986.0">10.37626/ga9783959870986.0</a>.
  short: M. Klinger, A. Schüler-Meyer, L. Wessel, eds., Hanse-Kolloquium zur Hochschuldidaktik
    der Mathematik 2018, WTM-Verlag, Münster, 2019.
date_created: 2023-10-23T07:50:59Z
date_updated: 2024-04-18T09:08:38Z
department:
- _id: '643'
doi: 10.37626/ga9783959870986.0
editor:
- first_name: Marcel
  full_name: Klinger, Marcel
  last_name: Klinger
- first_name: Alexander
  full_name: Schüler-Meyer, Alexander
  last_name: Schüler-Meyer
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
intvolume: '         6'
language:
- iso: ger
place: Münster
publication_identifier:
  isbn:
  - '9783959870986'
publication_status: published
publisher: WTM-Verlag
series_title: Reihe Schriften zur Hochschuldidaktik Mathematik
status: public
title: Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018
type: book_editor
user_id: '37888'
volume: 6
year: '2019'
...
---
_id: '48409'
article_number: hal-02409325
author:
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
citation:
  ama: 'Wessel L. How theories of language-responsive mathematics can inform teaching
    designs for vocational mathematics. In: Jankvist UT, van den Heuvel-Panhuizen
    M, Veldhuis M, eds. <i>Eleventh Congress of the European Society for Research
    in Mathematics Education (CERME11)</i>. Vol TWG07. Proceedings of the Eleventh
    Congress of the European Society for Research in Mathematics Education (CERME11).
    Freudenthal Group; 2019.'
  apa: Wessel, L. (2019). How theories of language-responsive mathematics can inform
    teaching designs for vocational mathematics. In U. T. Jankvist, M. van den Heuvel-Panhuizen,
    &#38; M. Veldhuis (Eds.), <i>Eleventh Congress of the European Society for Research
    in Mathematics Education (CERME11)</i> (hal-02409325; Vol. TWG07, Issue 12). Freudenthal
    Group.
  bibtex: '@inproceedings{Wessel_2019, place={Utrecht, Netherlands}, series={Proceedings
    of the Eleventh Congress of the European Society for Research in Mathematics Education
    (CERME11)}, title={How theories of language-responsive mathematics can inform
    teaching designs for vocational mathematics}, volume={TWG07}, number={12hal-02409325},
    booktitle={Eleventh Congress of the European Society for Research in Mathematics
    Education (CERME11)}, publisher={Freudenthal Group}, author={Wessel, Lena}, editor={Jankvist,
    Uffe Thomas and van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel}, year={2019},
    collection={Proceedings of the Eleventh Congress of the European Society for Research
    in Mathematics Education (CERME11)} }'
  chicago: 'Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform
    Teaching Designs for Vocational Mathematics.” In <i>Eleventh Congress of the European
    Society for Research in Mathematics Education (CERME11)</i>, edited by Uffe Thomas
    Jankvist, Marja van den Heuvel-Panhuizen, and Michiel Veldhuis, Vol. TWG07. Proceedings
    of the Eleventh Congress of the European Society for Research in Mathematics Education
    (CERME11). Utrecht, Netherlands: Freudenthal Group, 2019.'
  ieee: L. Wessel, “How theories of language-responsive mathematics can inform teaching
    designs for vocational mathematics,” in <i>Eleventh Congress of the European Society
    for Research in Mathematics Education (CERME11)</i>, 2019, vol. TWG07, no. 12.
  mla: Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform Teaching
    Designs for Vocational Mathematics.” <i>Eleventh Congress of the European Society
    for Research in Mathematics Education (CERME11)</i>, edited by Uffe Thomas Jankvist
    et al., vol. TWG07, no. 12, hal-02409325, Freudenthal Group, 2019.
  short: 'L. Wessel, in: U.T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis (Eds.),
    Eleventh Congress of the European Society for Research in Mathematics Education
    (CERME11), Freudenthal Group, Utrecht, Netherlands, 2019.'
date_created: 2023-10-24T07:56:11Z
date_updated: 2024-04-18T09:19:16Z
department:
- _id: '643'
editor:
- first_name: Uffe Thomas
  full_name: Jankvist, Uffe Thomas
  last_name: Jankvist
- first_name: Marja
  full_name: van den Heuvel-Panhuizen, Marja
  last_name: van den Heuvel-Panhuizen
- first_name: Michiel
  full_name: Veldhuis, Michiel
  last_name: Veldhuis
issue: '12'
keyword:
- Vocational education
- language
- percentages
- scaffolding
- design research
language:
- iso: eng
main_file_link:
- url: https://hal.science/hal-02409325/
place: Utrecht, Netherlands
publication: Eleventh Congress of the European Society for Research in Mathematics
  Education (CERME11)
publisher: Freudenthal Group
series_title: Proceedings of the Eleventh Congress of the European Society for Research
  in Mathematics Education (CERME11)
status: public
title: How theories of language-responsive mathematics can inform teaching designs
  for vocational mathematics
type: conference
user_id: '37888'
volume: TWG07
year: '2019'
...