---
_id: '58913'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
- first_name: Leonie
full_name: Ahlemeyer, Leonie
last_name: Ahlemeyer
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
citation:
ama: 'Dröse J, Ahlemeyer L, Prediger S. How curriculum materials can contribute
to implementing instructional innovations: the case of enactment of strategy instruction.
ZDM – Mathematics Education. Published online 2025. doi:https://doi.org/10.1007/s11858-025-01662-7'
apa: 'Dröse, J., Ahlemeyer, L., & Prediger, S. (2025). How curriculum materials
can contribute to implementing instructional innovations: the case of enactment
of strategy instruction. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-025-01662-7'
bibtex: '@article{Dröse_Ahlemeyer_Prediger_2025, title={How curriculum materials
can contribute to implementing instructional innovations: the case of enactment
of strategy instruction}, DOI={https://doi.org/10.1007/s11858-025-01662-7},
journal={ZDM – Mathematics Education}, author={Dröse, Jennifer and Ahlemeyer,
Leonie and Prediger, Susanne}, year={2025} }'
chicago: 'Dröse, Jennifer, Leonie Ahlemeyer, and Susanne Prediger. “How Curriculum
Materials Can Contribute to Implementing Instructional Innovations: The Case of
Enactment of Strategy Instruction.” ZDM – Mathematics Education, 2025.
https://doi.org/10.1007/s11858-025-01662-7.'
ieee: 'J. Dröse, L. Ahlemeyer, and S. Prediger, “How curriculum materials can contribute
to implementing instructional innovations: the case of enactment of strategy instruction,”
ZDM – Mathematics Education, 2025, doi: https://doi.org/10.1007/s11858-025-01662-7.'
mla: 'Dröse, Jennifer, et al. “How Curriculum Materials Can Contribute to Implementing
Instructional Innovations: The Case of Enactment of Strategy Instruction.” ZDM
– Mathematics Education, 2025, doi:https://doi.org/10.1007/s11858-025-01662-7.'
short: J. Dröse, L. Ahlemeyer, S. Prediger, ZDM – Mathematics Education (2025).
date_created: 2025-03-05T10:10:50Z
date_updated: 2025-03-05T10:11:11Z
doi: https://doi.org/10.1007/s11858-025-01662-7
language:
- iso: eng
publication: ZDM – Mathematics Education
status: public
title: 'How curriculum materials can contribute to implementing instructional innovations:
the case of enactment of strategy instruction'
type: journal_article
user_id: '85820'
year: '2025'
...
---
_id: '58914'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
citation:
ama: Dröse J, Bruns J, Häsel-Weide U. Concept Maps zur Reflexion für einen professionellen
Umgang mit Vielfalt im Mathematikunterricht. die hochschullehre. Published
online 2025. doi:10.3278/HSL2461W.
apa: Dröse, J., Bruns, J., & Häsel-Weide, U. (2025). Concept Maps zur Reflexion
für einen professionellen Umgang mit Vielfalt im Mathematikunterricht. Die
Hochschullehre. https://doi.org/10.3278/HSL2461W.
bibtex: '@article{Dröse_Bruns_Häsel-Weide_2025, title={Concept Maps zur Reflexion
für einen professionellen Umgang mit Vielfalt im Mathematikunterricht}, DOI={10.3278/HSL2461W.}, journal={die
hochschullehre}, author={Dröse, Jennifer and Bruns, Julia and Häsel-Weide, Uta},
year={2025} }'
chicago: Dröse, Jennifer, Julia Bruns, and Uta Häsel-Weide. “Concept Maps Zur Reflexion
Für Einen Professionellen Umgang Mit Vielfalt Im Mathematikunterricht.” Die
Hochschullehre, 2025. https://doi.org/10.3278/HSL2461W.
ieee: 'J. Dröse, J. Bruns, and U. Häsel-Weide, “Concept Maps zur Reflexion für einen
professionellen Umgang mit Vielfalt im Mathematikunterricht,” die hochschullehre,
2025, doi: 10.3278/HSL2461W.'
mla: Dröse, Jennifer, et al. “Concept Maps Zur Reflexion Für Einen Professionellen
Umgang Mit Vielfalt Im Mathematikunterricht.” Die Hochschullehre, 2025,
doi:10.3278/HSL2461W.
short: J. Dröse, J. Bruns, U. Häsel-Weide, Die Hochschullehre (2025).
date_created: 2025-03-05T10:12:59Z
date_updated: 2025-03-05T10:13:11Z
doi: 10.3278/HSL2461W.
language:
- iso: eng
publication: die hochschullehre
status: public
title: Concept Maps zur Reflexion für einen professionellen Umgang mit Vielfalt im
Mathematikunterricht
type: journal_article
user_id: '85820'
year: '2025'
...
---
_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: Proceedings of the 47th Conference
of the International Group for the Psychology of Mathematics Education, PME.
; 2024.'
apa: Dröse, J., & Wessel, L. (2024). Prospective Teachers’ Moves For Fostering
Students’ Understanding In Relation To Their Diagnostic Judgements. Proceedings
of the 47th Conference of the International Group for the Psychology of Mathematics
Education, PME.
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 Proceedings
of the 47th Conference of the International Group for the Psychology of Mathematics
Education, PME. 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.” Proceedings
of the 47th Conference of the International Group for the Psychology of Mathematics
Education, PME, 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: '58819'
author:
- first_name: Leonie
full_name: Ahlemeyer, Leonie
last_name: Ahlemeyer
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
citation:
ama: 'Ahlemeyer L, Dröse J, Prediger S. Diagnostische Urteile von Lehrkräften zu
typischen Hürden in Textaufgaben: Vignettenbasierte Erhebung. In: Beiträge
Zum Mathematikunterricht 2024. ; 2024.'
apa: 'Ahlemeyer, L., Dröse, J., & Prediger, S. (2024). Diagnostische Urteile
von Lehrkräften zu typischen Hürden in Textaufgaben: Vignettenbasierte Erhebung.
Beiträge Zum Mathematikunterricht 2024.'
bibtex: '@inproceedings{Ahlemeyer_Dröse_Prediger_2024, title={Diagnostische Urteile
von Lehrkräften zu typischen Hürden in Textaufgaben: Vignettenbasierte Erhebung},
booktitle={Beiträge zum Mathematikunterricht 2024}, author={Ahlemeyer, Leonie
and Dröse, Jennifer and Prediger, Susanne}, year={2024} }'
chicago: 'Ahlemeyer, Leonie, Jennifer Dröse, and Susanne Prediger. “Diagnostische
Urteile von Lehrkräften Zu Typischen Hürden in Textaufgaben: Vignettenbasierte
Erhebung.” In Beiträge Zum Mathematikunterricht 2024, 2024.'
ieee: 'L. Ahlemeyer, J. Dröse, and S. Prediger, “Diagnostische Urteile von Lehrkräften
zu typischen Hürden in Textaufgaben: Vignettenbasierte Erhebung,” 2024.'
mla: 'Ahlemeyer, Leonie, et al. “Diagnostische Urteile von Lehrkräften Zu Typischen
Hürden in Textaufgaben: Vignettenbasierte Erhebung.” Beiträge Zum Mathematikunterricht
2024, 2024.'
short: 'L. Ahlemeyer, J. Dröse, S. Prediger, in: Beiträge Zum Mathematikunterricht
2024, 2024.'
date_created: 2025-02-24T13:45:27Z
date_updated: 2025-02-24T13:46:10Z
language:
- iso: eng
publication: Beiträge zum Mathematikunterricht 2024
status: public
title: 'Diagnostische Urteile von Lehrkräften zu typischen Hürden in Textaufgaben:
Vignettenbasierte Erhebung'
type: conference
user_id: '85820'
year: '2024'
...
---
_id: '45374'
author:
- first_name: S.
full_name: Prediger, S.
last_name: Prediger
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
- first_name: R.
full_name: Stahnke, R.
last_name: Stahnke
- first_name: C.
full_name: Ademmer, C.
last_name: Ademmer
citation:
ama: 'Prediger S, Dröse J, Stahnke R, Ademmer C. Teacher expertise for fostering
at-risk students’ understanding of basic concepts: conceptual model and evidence
for growth. Journal of Mathematics Teacher Education. Published online
2023. doi:https://doi.org/10.1007/s10857-022-09538-3'
apa: 'Prediger, S., Dröse, J., Stahnke, R., & Ademmer, C. (2023). Teacher expertise
for fostering at-risk students’ understanding of basic concepts: conceptual model
and evidence for growth. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-022-09538-3'
bibtex: '@article{Prediger_Dröse_Stahnke_Ademmer_2023, title={Teacher expertise
for fostering at-risk students’ understanding of basic concepts: conceptual model
and evidence for growth}, DOI={https://doi.org/10.1007/s10857-022-09538-3},
journal={Journal of Mathematics Teacher Education}, author={Prediger, S. and Dröse,
Jennifer and Stahnke, R. and Ademmer, C.}, year={2023} }'
chicago: 'Prediger, S., Jennifer Dröse, R. Stahnke, and C. Ademmer. “Teacher Expertise
for Fostering At-Risk Students’ Understanding of Basic Concepts: Conceptual Model
and Evidence for Growth.” Journal of Mathematics Teacher Education, 2023.
https://doi.org/10.1007/s10857-022-09538-3.'
ieee: 'S. Prediger, J. Dröse, R. Stahnke, and C. Ademmer, “Teacher expertise for
fostering at-risk students’ understanding of basic concepts: conceptual model
and evidence for growth,” Journal of Mathematics Teacher Education, 2023,
doi: https://doi.org/10.1007/s10857-022-09538-3.'
mla: 'Prediger, S., et al. “Teacher Expertise for Fostering At-Risk Students’ Understanding
of Basic Concepts: Conceptual Model and Evidence for Growth.” Journal of Mathematics
Teacher Education, 2023, doi:https://doi.org/10.1007/s10857-022-09538-3.'
short: S. Prediger, J. Dröse, R. Stahnke, C. Ademmer, Journal of Mathematics Teacher
Education (2023).
date_created: 2023-05-31T06:27:51Z
date_updated: 2025-01-15T08:34:36Z
department:
- _id: '98'
doi: https://doi.org/10.1007/s10857-022-09538-3
language:
- iso: eng
publication: Journal of Mathematics Teacher Education
quality_controlled: '1'
status: public
title: 'Teacher expertise for fostering at-risk students’ understanding of basic concepts:
conceptual model and evidence for growth'
type: journal_article
user_id: '85820'
year: '2023'
...
---
_id: '45373'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
- first_name: P.
full_name: Neugebauer, P.
last_name: Neugebauer
- first_name: R.
full_name: Delucchi Danhier, R.
last_name: Delucchi Danhier
- first_name: B.
full_name: Mertins, B.
last_name: Mertins
citation:
ama: 'Dröse J, Neugebauer P, Delucchi Danhier R, Mertins B. Eye-Tracking Studie
zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen.
In: Kleine P, Graulich N, Kuhn J, Schindler M, eds. Eye-Tracking in der Mathematik-
und Naturwissenschaftsdidaktik. Forschung und Praxis. ; 2022:209-225. doi:https://doi.org/10.1007/978-3-662-63214-7'
apa: 'Dröse, J., Neugebauer, P., Delucchi Danhier, R., & Mertins, B. (2022).
Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer
Strukturen. In P. Kleine, N. Graulich, J. Kuhn, & M. Schindler (Eds.), Eye-Tracking
in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis (pp.
209–225). https://doi.org/10.1007/978-3-662-63214-7'
bibtex: '@inbook{Dröse_Neugebauer_Delucchi Danhier_Mertins_2022, title={Eye-Tracking
Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer
Strukturen}, DOI={https://doi.org/10.1007/978-3-662-63214-7},
booktitle={Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung
und Praxis}, author={Dröse, Jennifer and Neugebauer, P. and Delucchi Danhier,
R. and Mertins, B.}, editor={Kleine, P. and Graulich, N. and Kuhn, J. and Schindler,
M.}, year={2022}, pages={209–225} }'
chicago: 'Dröse, Jennifer, P. Neugebauer, R. Delucchi Danhier, and B. Mertins. “Eye-Tracking
Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer
Strukturen.” In Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik.
Forschung und Praxis, edited by P. Kleine, N. Graulich, J. Kuhn, and M. Schindler,
209–25, 2022. https://doi.org/10.1007/978-3-662-63214-7.'
ieee: 'J. Dröse, P. Neugebauer, R. Delucchi Danhier, and B. Mertins, “Eye-Tracking
Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer
Strukturen,” in Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik.
Forschung und Praxis, P. Kleine, N. Graulich, J. Kuhn, and M. Schindler, Eds.
2022, pp. 209–225.'
mla: 'Dröse, Jennifer, et al. “Eye-Tracking Studie zu Textaufgaben in Klasse 5:
Bemerken und Interpretieren syntaktischer Strukturen.” Eye-Tracking in der
Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis, edited by
P. Kleine et al., 2022, pp. 209–25, doi:https://doi.org/10.1007/978-3-662-63214-7.'
short: 'J. Dröse, P. Neugebauer, R. Delucchi Danhier, B. Mertins, in: P. Kleine,
N. Graulich, J. Kuhn, M. Schindler (Eds.), Eye-Tracking in der Mathematik- und
Naturwissenschaftsdidaktik. Forschung und Praxis, 2022, pp. 209–225.'
date_created: 2023-05-31T06:22:21Z
date_updated: 2023-11-02T08:07:31Z
department:
- _id: '98'
doi: https://doi.org/10.1007/978-3-662-63214-7
editor:
- first_name: P.
full_name: Kleine, P.
last_name: Kleine
- first_name: N.
full_name: Graulich, N.
last_name: Graulich
- first_name: J.
full_name: Kuhn, J.
last_name: Kuhn
- first_name: M.
full_name: Schindler, M.
last_name: Schindler
language:
- iso: ger
page: 209-225
publication: Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung
und Praxis
quality_controlled: '1'
status: public
title: 'Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren
syntaktischer Strukturen'
type: book_chapter
user_id: '85820'
year: '2022'
...
---
_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. Proceedings of the 45th Conference of the International Group
for the Psychology of Mathematics Education. PME. ; 2022.'
apa: Dröse, J., & Wessel, L. (2022). Prospective Teachers‘ Competence of Fostering
Students’ Understanding in Script Writing Task. 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.
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 Proceedings of
the 45th Conference of the International Group for the Psychology of Mathematics
Education. PME, 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 Proceedings of the 45th Conference
of the International Group for the Psychology of Mathematics Education. PME,
2022.
mla: Dröse, Jennifer, and Lena Wessel. “Prospective Teachers‘ Competence of Fostering
Students’ Understanding in Script Writing Task.” Proceedings of the 45th Conference
of the International Group for the Psychology of Mathematics Education. PME,
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: Twelfth Congress
of the European Society for Research in Mathematics Education (CERME12). ;
2022.'
apa: Dröse, J., Griese, B., & Wessel, L. (2022). Prospective teachers’ diagnostic
judgments on students’ understanding of conditional probabilities. Twelfth
Congress of the European Society for Research in Mathematics Education (CERME12).
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 Twelfth Congress of the European Society for Research in Mathematics Education
(CERME12), 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.” Twelfth Congress of the European
Society for Research in Mathematics Education (CERME12), 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: '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. mathematik lehren. 2022;233:33-36.'
apa: 'Wessel, L., & Dröse, J. (2022). Schreiben will gelernt sein: Schreiblerngelegenheiten
adaptiv gestalten. mathematik lehren, 233, 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.” mathematik lehren 233 (2022): 33–36.'
ieee: 'L. Wessel and J. Dröse, “Schreiben will gelernt sein: Schreiblerngelegenheiten
adaptiv gestalten,” mathematik lehren, vol. 233, pp. 33–36, 2022.'
mla: 'Wessel, Lena, and Jennifer Dröse. “Schreiben will gelernt sein: Schreiblerngelegenheiten
adaptiv gestalten.” mathematik lehren, 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: '40613'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
citation:
ama: 'Dröse J. Verstehensgrundlagen diagnostizieren - Diagnostisches Denken von
drei Professionalisierungsgruppen. In: Beiträge Zum Mathematikunterricht.
; 2022.'
apa: Dröse, J. (2022). Verstehensgrundlagen diagnostizieren - Diagnostisches Denken
von drei Professionalisierungsgruppen. Beiträge Zum Mathematikunterricht.
bibtex: '@inproceedings{Dröse_2022, title={Verstehensgrundlagen diagnostizieren
- Diagnostisches Denken von drei Professionalisierungsgruppen}, booktitle={Beiträge
zum Mathematikunterricht}, author={Dröse, Jennifer}, year={2022} }'
chicago: Dröse, Jennifer. “Verstehensgrundlagen Diagnostizieren - Diagnostisches
Denken von Drei Professionalisierungsgruppen.” In Beiträge Zum Mathematikunterricht,
2022.
ieee: J. Dröse, “Verstehensgrundlagen diagnostizieren - Diagnostisches Denken von
drei Professionalisierungsgruppen,” 2022.
mla: Dröse, Jennifer. “Verstehensgrundlagen Diagnostizieren - Diagnostisches Denken
von Drei Professionalisierungsgruppen.” Beiträge Zum Mathematikunterricht,
2022.
short: 'J. Dröse, in: Beiträge Zum Mathematikunterricht, 2022.'
date_created: 2023-01-27T19:00:01Z
date_updated: 2023-08-15T06:04:03Z
department:
- _id: '98'
language:
- iso: eng
publication: Beiträge zum Mathematikunterricht
status: public
title: Verstehensgrundlagen diagnostizieren - Diagnostisches Denken von drei Professionalisierungsgruppen
type: conference
user_id: '85820'
year: '2022'
...
---
_id: '45381'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
- first_name: S.
full_name: Prediger, S.
last_name: Prediger
- first_name: P.
full_name: Neugebauer, P.
last_name: Neugebauer
- first_name: R. D.
full_name: Danhier, R. D.
last_name: Danhier
- first_name: B.
full_name: Mertins, B.
last_name: Mertins
citation:
ama: Dröse J, Prediger S, Neugebauer P, Danhier RD, Mertins B. Investigating students’
processes of noticing and interpreting syntactic language features in word problem
solving through eye-tracking. International Electronic Journal of Mathematics
Education, 16(1), em0625. Published online 2021. doi:doi.org/10.29333/iejme/9674n
apa: Dröse, J., Prediger, S., Neugebauer, P., Danhier, R. D., & Mertins, B.
(2021). Investigating students’ processes of noticing and interpreting syntactic
language features in word problem solving through eye-tracking. International
Electronic Journal of Mathematics Education, 16(1), Em0625. https://doi.org/doi.org/10.29333/iejme/9674n
bibtex: '@article{Dröse_Prediger_Neugebauer_Danhier_Mertins_2021, title={Investigating
students’ processes of noticing and interpreting syntactic language features in
word problem solving through eye-tracking}, DOI={doi.org/10.29333/iejme/9674n }, journal={International Electronic Journal
of Mathematics Education, 16(1), em0625}, author={Dröse, Jennifer and Prediger,
S. and Neugebauer, P. and Danhier, R. D. and Mertins, B.}, year={2021} }'
chicago: Dröse, Jennifer, S. Prediger, P. Neugebauer, R. D. Danhier, and B. Mertins.
“Investigating Students’ Processes of Noticing and Interpreting Syntactic Language
Features in Word Problem Solving through Eye-Tracking.” International Electronic
Journal of Mathematics Education, 16(1), Em0625, 2021. https://doi.org/doi.org/10.29333/iejme/9674n .
ieee: 'J. Dröse, S. Prediger, P. Neugebauer, R. D. Danhier, and B. Mertins, “Investigating
students’ processes of noticing and interpreting syntactic language features in
word problem solving through eye-tracking,” International Electronic Journal
of Mathematics Education, 16(1), em0625, 2021, doi: doi.org/10.29333/iejme/9674n .'
mla: Dröse, Jennifer, et al. “Investigating Students’ Processes of Noticing and
Interpreting Syntactic Language Features in Word Problem Solving through Eye-Tracking.”
International Electronic Journal of Mathematics Education, 16(1), Em0625,
2021, doi:doi.org/10.29333/iejme/9674n
.
short: J. Dröse, S. Prediger, P. Neugebauer, R.D. Danhier, B. Mertins, International
Electronic Journal of Mathematics Education, 16(1), Em0625 (2021).
date_created: 2023-05-31T07:08:04Z
date_updated: 2023-11-02T08:07:15Z
department:
- _id: '98'
doi: 'doi.org/10.29333/iejme/9674n '
language:
- iso: eng
publication: International Electronic Journal of Mathematics Education, 16(1), em0625
quality_controlled: '1'
status: public
title: Investigating students' processes of noticing and interpreting syntactic language
features in word problem solving through eye-tracking
type: journal_article
user_id: '85820'
year: '2021'
...
---
_id: '45380'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
- first_name: S.
full_name: Prediger, S.
last_name: Prediger
citation:
ama: Dröse J, Prediger S. Identifying obstacles is not enough for everybody – Differential
efficacy of an intervention fostering fifth graders’ comprehension for word problems.
Studies in Educational Evaluation, 68 (100953). Published online 2021:1-15.
doi:doi.org/10.1016/j.stueduc.2020.100953
apa: Dröse, J., & Prediger, S. (2021). Identifying obstacles is not enough for
everybody – Differential efficacy of an intervention fostering fifth graders’
comprehension for word problems. Studies in Educational Evaluation, 68 (100953),
1–15. https://doi.org/doi.org/10.1016/j.stueduc.2020.100953
bibtex: '@article{Dröse_Prediger_2021, title={Identifying obstacles is not enough
for everybody – Differential efficacy of an intervention fostering fifth graders’
comprehension for word problems}, DOI={doi.org/10.1016/j.stueduc.2020.100953},
journal={Studies in Educational Evaluation, 68 (100953)}, author={Dröse, Jennifer
and Prediger, S.}, year={2021}, pages={1–15} }'
chicago: Dröse, Jennifer, and S. Prediger. “Identifying Obstacles Is Not Enough
for Everybody – Differential Efficacy of an Intervention Fostering Fifth Graders’
Comprehension for Word Problems.” Studies in Educational Evaluation, 68 (100953),
2021, 1–15. https://doi.org/doi.org/10.1016/j.stueduc.2020.100953.
ieee: 'J. Dröse and S. Prediger, “Identifying obstacles is not enough for everybody
– Differential efficacy of an intervention fostering fifth graders’ comprehension
for word problems,” Studies in Educational Evaluation, 68 (100953), pp.
1–15, 2021, doi: doi.org/10.1016/j.stueduc.2020.100953.'
mla: Dröse, Jennifer, and S. Prediger. “Identifying Obstacles Is Not Enough for
Everybody – Differential Efficacy of an Intervention Fostering Fifth Graders’
Comprehension for Word Problems.” Studies in Educational Evaluation, 68 (100953),
2021, pp. 1–15, doi:doi.org/10.1016/j.stueduc.2020.100953.
short: J. Dröse, S. Prediger, Studies in Educational Evaluation, 68 (100953) (2021)
1–15.
date_created: 2023-05-31T07:04:40Z
date_updated: 2023-11-02T08:08:35Z
department:
- _id: '98'
doi: doi.org/10.1016/j.stueduc.2020.100953
language:
- iso: eng
page: 1-15
publication: Studies in Educational Evaluation, 68 (100953)
quality_controlled: '1'
status: public
title: Identifying obstacles is not enough for everybody – Differential efficacy of
an intervention fostering fifth graders’ comprehension for word problems
type: journal_article
user_id: '85820'
year: '2021'
...
---
_id: '45382'
author:
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
citation:
ama: Prediger S, Dröse J. Fehlerbearbeitung bei mathematischen Textaufgaben – Sprachliche
und strategische Fehlerursachen und ihre Bearbeitung. Lernen und Lernstörungen,
10(2). Published online 2021. doi:doi.org/10.1024/2235-0977/a000330
apa: Prediger, S., & Dröse, J. (2021). Fehlerbearbeitung bei mathematischen
Textaufgaben – Sprachliche und strategische Fehlerursachen und ihre Bearbeitung.
Lernen und Lernstörungen, 10(2). https://doi.org/doi.org/10.1024/2235-0977/a000330
bibtex: '@article{Prediger_Dröse_2021, title={Fehlerbearbeitung bei mathematischen
Textaufgaben – Sprachliche und strategische Fehlerursachen und ihre Bearbeitung},
DOI={doi.org/10.1024/2235-0977/a000330},
journal={Lernen und Lernstörungen, 10(2)}, author={Prediger, Susanne and Dröse,
Jennifer}, year={2021} }'
chicago: Prediger, Susanne, and Jennifer Dröse. “Fehlerbearbeitung bei mathematischen
Textaufgaben – Sprachliche und strategische Fehlerursachen und ihre Bearbeitung.”
Lernen und Lernstörungen, 10(2), 2021. https://doi.org/doi.org/10.1024/2235-0977/a000330.
ieee: 'S. Prediger and J. Dröse, “Fehlerbearbeitung bei mathematischen Textaufgaben
– Sprachliche und strategische Fehlerursachen und ihre Bearbeitung,” Lernen
und Lernstörungen, 10(2), 2021, doi: doi.org/10.1024/2235-0977/a000330.'
mla: Prediger, Susanne, and Jennifer Dröse. “Fehlerbearbeitung bei mathematischen
Textaufgaben – Sprachliche und strategische Fehlerursachen und ihre Bearbeitung.”
Lernen und Lernstörungen, 10(2), 2021, doi:doi.org/10.1024/2235-0977/a000330.
short: S. Prediger, J. Dröse, Lernen und Lernstörungen, 10(2) (2021).
date_created: 2023-05-31T07:14:10Z
date_updated: 2023-11-02T08:09:00Z
department:
- _id: '98'
doi: doi.org/10.1024/2235-0977/a000330
language:
- iso: ger
publication: Lernen und Lernstörungen, 10(2)
quality_controlled: '1'
status: public
title: Fehlerbearbeitung bei mathematischen Textaufgaben – Sprachliche und strategische
Fehlerursachen und ihre Bearbeitung
type: journal_article
user_id: '85820'
year: '2021'
...
---
_id: '45383'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
citation:
ama: 'Dröse J, Prediger S. Enhancing Fifth Graders’ Awareness of Syntactic Features
in Mathematical Word Problems: A Design Research Study on the Variation Principle.
Journal für Mathematik-Didaktik, 41(2). Published online 2020:399-422.
doi:doi.org/10.1007/s13138-019-00153-z'
apa: 'Dröse, J., & Prediger, S. (2020). Enhancing Fifth Graders’ Awareness of
Syntactic Features in Mathematical Word Problems: A Design Research Study on the
Variation Principle. Journal Für Mathematik-Didaktik, 41(2), 399–422. https://doi.org/doi.org/10.1007/s13138-019-00153-z'
bibtex: '@article{Dröse_Prediger_2020, title={Enhancing Fifth Graders’ Awareness
of Syntactic Features in Mathematical Word Problems: A Design Research Study on
the Variation Principle}, DOI={doi.org/10.1007/s13138-019-00153-z},
journal={Journal für Mathematik-Didaktik, 41(2)}, author={Dröse, Jennifer and
Prediger, Susanne}, year={2020}, pages={399–422} }'
chicago: 'Dröse, Jennifer, and Susanne Prediger. “Enhancing Fifth Graders’ Awareness
of Syntactic Features in Mathematical Word Problems: A Design Research Study on
the Variation Principle.” Journal Für Mathematik-Didaktik, 41(2), 2020,
399–422. https://doi.org/doi.org/10.1007/s13138-019-00153-z.'
ieee: 'J. Dröse and S. Prediger, “Enhancing Fifth Graders’ Awareness of Syntactic
Features in Mathematical Word Problems: A Design Research Study on the Variation
Principle,” Journal für Mathematik-Didaktik, 41(2), pp. 399–422, 2020,
doi: doi.org/10.1007/s13138-019-00153-z.'
mla: 'Dröse, Jennifer, and Susanne Prediger. “Enhancing Fifth Graders’ Awareness
of Syntactic Features in Mathematical Word Problems: A Design Research Study on
the Variation Principle.” Journal Für Mathematik-Didaktik, 41(2), 2020,
pp. 399–422, doi:doi.org/10.1007/s13138-019-00153-z.'
short: J. Dröse, S. Prediger, Journal Für Mathematik-Didaktik, 41(2) (2020) 399–422.
date_created: 2023-05-31T07:16:27Z
date_updated: 2023-11-02T08:06:54Z
department:
- _id: '98'
doi: doi.org/10.1007/s13138-019-00153-z
language:
- iso: eng
page: 399-422
publication: Journal für Mathematik-Didaktik, 41(2)
quality_controlled: '1'
status: public
title: 'Enhancing Fifth Graders’ Awareness of Syntactic Features in Mathematical Word
Problems: A Design Research Study on the Variation Principle'
type: journal_article
user_id: '85820'
year: '2020'
...
---
_id: '45384'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
citation:
ama: 'Dröse J. Verstehensgrundlagen diagnostizieren - Welche Wissenselemente fokussieren
Lehrkräfte? In: Siller H-S, Weigel W, Wöler JF, eds. Beiträge zum Mathematikunterricht
2020 . WTM; 2020:233-236.'
apa: Dröse, J. (2020). Verstehensgrundlagen diagnostizieren - Welche Wissenselemente
fokussieren Lehrkräfte? In H.-S. Siller, W. Weigel, & J. F. Wöler (Eds.),
Beiträge zum Mathematikunterricht 2020 (pp. 233–236). WTM.
bibtex: '@inproceedings{Dröse_2020, place={Münster}, title={Verstehensgrundlagen
diagnostizieren - Welche Wissenselemente fokussieren Lehrkräfte?}, booktitle={Beiträge
zum Mathematikunterricht 2020 }, publisher={WTM}, author={Dröse, Jennifer}, editor={Siller,
H.-S. and Weigel, W. and Wöler, J. F.}, year={2020}, pages={233–236} }'
chicago: 'Dröse, Jennifer. “Verstehensgrundlagen diagnostizieren - Welche Wissenselemente
fokussieren Lehrkräfte?” In Beiträge zum Mathematikunterricht 2020 , edited
by H.-S. Siller, W. Weigel, and J. F. Wöler, 233–36. Münster: WTM, 2020.'
ieee: J. Dröse, “Verstehensgrundlagen diagnostizieren - Welche Wissenselemente fokussieren
Lehrkräfte?,” in Beiträge zum Mathematikunterricht 2020 , 2020, pp. 233–236.
mla: Dröse, Jennifer. “Verstehensgrundlagen diagnostizieren - Welche Wissenselemente
fokussieren Lehrkräfte?” Beiträge zum Mathematikunterricht 2020 , edited
by H.-S. Siller et al., WTM, 2020, pp. 233–36.
short: 'J. Dröse, in: H.-S. Siller, W. Weigel, J.F. Wöler (Eds.), Beiträge zum Mathematikunterricht
2020 , WTM, Münster, 2020, pp. 233–236.'
date_created: 2023-05-31T07:18:51Z
date_updated: 2023-11-02T08:09:21Z
department:
- _id: '98'
editor:
- first_name: H.-S.
full_name: Siller, H.-S.
last_name: Siller
- first_name: W.
full_name: Weigel, W.
last_name: Weigel
- first_name: J. F.
full_name: Wöler, J. F.
last_name: Wöler
language:
- iso: ger
page: 233-236
place: Münster
publication: 'Beiträge zum Mathematikunterricht 2020 '
publisher: WTM
status: public
title: Verstehensgrundlagen diagnostizieren - Welche Wissenselemente fokussieren Lehrkräfte?
type: conference
user_id: '85820'
year: '2020'
...
---
_id: '45386'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
- first_name: V.
full_name: Eisen, V.
last_name: Eisen
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
- first_name: M.
full_name: Altieri, M.
last_name: Altieri
- first_name: M.
full_name: Schellenbach, M.
last_name: Schellenbach
- first_name: R.
full_name: Menning, R.
last_name: Menning
citation:
ama: 'Dröse J, Eisen V, Prediger S, Altieri M, Schellenbach M, Menning R. Textaufgaben
lesen lernen – eine digital gestützte Einheit mit App . In: Mathematik lehren
223. ; 2020:38-40.'
apa: Dröse, J., Eisen, V., Prediger, S., Altieri, M., Schellenbach, M., & Menning,
R. (2020). Textaufgaben lesen lernen – eine digital gestützte Einheit mit App
. In Mathematik lehren 223 (pp. 38–40).
bibtex: '@inbook{Dröse_Eisen_Prediger_Altieri_Schellenbach_Menning_2020, title={Textaufgaben
lesen lernen – eine digital gestützte Einheit mit App }, booktitle={Mathematik
lehren 223}, author={Dröse, Jennifer and Eisen, V. and Prediger, Susanne and Altieri,
M. and Schellenbach, M. and Menning, R.}, year={2020}, pages={38–40} }'
chicago: Dröse, Jennifer, V. Eisen, Susanne Prediger, M. Altieri, M. Schellenbach,
and R. Menning. “Textaufgaben lesen lernen – eine digital gestützte Einheit mit
App .” In Mathematik lehren 223, 38–40, 2020.
ieee: J. Dröse, V. Eisen, S. Prediger, M. Altieri, M. Schellenbach, and R. Menning,
“Textaufgaben lesen lernen – eine digital gestützte Einheit mit App ,” in Mathematik
lehren 223, 2020, pp. 38–40.
mla: Dröse, Jennifer, et al. “Textaufgaben lesen lernen – eine digital gestützte
Einheit mit App .” Mathematik lehren 223, 2020, pp. 38–40.
short: 'J. Dröse, V. Eisen, S. Prediger, M. Altieri, M. Schellenbach, R. Menning,
in: Mathematik lehren 223, 2020, pp. 38–40.'
date_created: 2023-05-31T07:42:06Z
date_updated: 2023-11-02T08:09:54Z
department:
- _id: '98'
language:
- iso: ger
page: 38-40
publication: Mathematik lehren 223
status: public
title: 'Textaufgaben lesen lernen – eine digital gestützte Einheit mit App '
type: book_chapter
user_id: '85820'
year: '2020'
...
---
_id: '45385'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
citation:
ama: 'Dröse J, Prediger S. Lesen lernen von Aufgabentexten. In: Prediger S, ed.
Sprachbildender Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes
Praxisbuch . Cornelsen; 2020:86-94.'
apa: Dröse, J., & Prediger, S. (2020). Lesen lernen von Aufgabentexten. In S.
Prediger (Ed.), Sprachbildender Mathematikunterricht in der Sekundarstufe -
ein forschungsbasiertes Praxisbuch (pp. 86–94). Cornelsen.
bibtex: '@inbook{Dröse_Prediger_2020, place={Berlin}, title={Lesen lernen von Aufgabentexten},
booktitle={Sprachbildender Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes
Praxisbuch }, publisher={Cornelsen}, author={Dröse, Jennifer and Prediger, Susanne},
editor={Prediger, Susanne}, year={2020}, pages={86–94} }'
chicago: 'Dröse, Jennifer, and Susanne Prediger. “Lesen lernen von Aufgabentexten.”
In Sprachbildender Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes
Praxisbuch , edited by Susanne Prediger, 86–94. Berlin: Cornelsen, 2020.'
ieee: 'J. Dröse and S. Prediger, “Lesen lernen von Aufgabentexten,” in Sprachbildender
Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes Praxisbuch
, S. Prediger, Ed. Berlin: Cornelsen, 2020, pp. 86–94.'
mla: Dröse, Jennifer, and Susanne Prediger. “Lesen lernen von Aufgabentexten.” Sprachbildender
Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes Praxisbuch
, edited by Susanne Prediger, Cornelsen, 2020, pp. 86–94.
short: 'J. Dröse, S. Prediger, in: S. Prediger (Ed.), Sprachbildender Mathematikunterricht
in der Sekundarstufe - ein forschungsbasiertes Praxisbuch , Cornelsen, Berlin,
2020, pp. 86–94.'
date_created: 2023-05-31T07:20:50Z
date_updated: 2023-05-31T07:21:01Z
department:
- _id: '98'
editor:
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
language:
- iso: ger
page: 86-94
place: Berlin
publication: 'Sprachbildender Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes
Praxisbuch '
publisher: Cornelsen
status: public
title: Lesen lernen von Aufgabentexten
type: book_chapter
user_id: '21240'
year: '2020'
...
---
_id: '45388'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
citation:
ama: 'Dröse J. Comprehending mathematical problem texts – Fostering subject-specific
reading strategies for creating mental text representation. In: Jankvist UT, van
den Heuvel-Panhuizen M, Veldhuis M, eds. Proceedings of the Eleventh Congress
of the European Society for Research in Mathematics Education. Freudenthal
Group & ERME; 2019.'
apa: Dröse, J. (2019). Comprehending mathematical problem texts – Fostering subject-specific
reading strategies for creating mental text representation. In U. T. Jankvist,
M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh
Congress of the European Society for Research in Mathematics Education. Freudenthal
Group & ERME.
bibtex: '@inproceedings{Dröse_2019, place={Utrecht}, title={Comprehending mathematical
problem texts – Fostering subject-specific reading strategies for creating mental
text representation}, booktitle={Proceedings of the Eleventh Congress of the European
Society for Research in Mathematics Education}, publisher={Freudenthal Group &
ERME}, author={Dröse, Jennifer}, editor={Jankvist, U. T. and van den Heuvel-Panhuizen,
M. and Veldhuis, M.}, year={2019} }'
chicago: 'Dröse, Jennifer. “Comprehending Mathematical Problem Texts – Fostering
Subject-Specific Reading Strategies for Creating Mental Text Representation.”
In Proceedings of the Eleventh Congress of the European Society for Research
in Mathematics Education, edited by U. T. Jankvist, M. van den Heuvel-Panhuizen,
and M. Veldhuis. Utrecht: Freudenthal Group & ERME, 2019.'
ieee: J. Dröse, “Comprehending mathematical problem texts – Fostering subject-specific
reading strategies for creating mental text representation,” in Proceedings
of the Eleventh Congress of the European Society for Research in Mathematics Education,
2019.
mla: Dröse, Jennifer. “Comprehending Mathematical Problem Texts – Fostering Subject-Specific
Reading Strategies for Creating Mental Text Representation.” Proceedings of
the Eleventh Congress of the European Society for Research in Mathematics Education,
edited by U. T. Jankvist et al., Freudenthal Group & ERME, 2019.
short: 'J. Dröse, in: U.T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis (Eds.),
Proceedings of the Eleventh Congress of the European Society for Research in Mathematics
Education, Freudenthal Group & ERME, Utrecht, 2019.'
date_created: 2023-05-31T07:49:40Z
date_updated: 2023-11-02T08:06:31Z
department:
- _id: '98'
editor:
- first_name: U. T.
full_name: Jankvist, U. T.
last_name: Jankvist
- first_name: M.
full_name: van den Heuvel-Panhuizen, M.
last_name: van den Heuvel-Panhuizen
- first_name: M.
full_name: Veldhuis, M.
last_name: Veldhuis
extern: '1'
language:
- iso: eng
place: Utrecht
publication: Proceedings of the Eleventh Congress of the European Society for Research
in Mathematics Education
publisher: Freudenthal Group & ERME
quality_controlled: '1'
status: public
title: Comprehending mathematical problem texts – Fostering subject-specific reading
strategies for creating mental text representation
type: conference
user_id: '85820'
year: '2019'
...
---
_id: '45389'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
citation:
ama: 'Dröse J. Mathematical and linguistic features of word problems in grade 4
and 5 German textbooks – A compara-tive corpus linguistic approach. In: Rezat
S, Hattermann M, Schumacher J, Wuschke H, eds. Proceedings of the Third International
Conference on Mathematics Textbook Research and Development . ; 2019:161-166.'
apa: Dröse, J. (2019). Mathematical and linguistic features of word problems in
grade 4 and 5 German textbooks – A compara-tive corpus linguistic approach. In
S. Rezat, M. Hattermann, J. Schumacher, & H. Wuschke (Eds.), Proceedings
of the Third International Conference on Mathematics Textbook Research and Development
(pp. 161–166).
bibtex: '@inproceedings{Dröse_2019, place={Paderborn}, title={Mathematical and linguistic
features of word problems in grade 4 and 5 German textbooks – A compara-tive corpus
linguistic approach}, booktitle={Proceedings of the Third International Conference
on Mathematics Textbook Research and Development }, author={Dröse, Jennifer},
editor={Rezat, S. and Hattermann, M. and Schumacher, J. and Wuschke, H.}, year={2019},
pages={161–166} }'
chicago: Dröse, Jennifer. “Mathematical and Linguistic Features of Word Problems
in Grade 4 and 5 German Textbooks – A Compara-Tive Corpus Linguistic Approach.”
In Proceedings of the Third International Conference on Mathematics Textbook
Research and Development , edited by S. Rezat, M. Hattermann, J. Schumacher,
and H. Wuschke, 161–66. Paderborn, 2019.
ieee: J. Dröse, “Mathematical and linguistic features of word problems in grade
4 and 5 German textbooks – A compara-tive corpus linguistic approach,” in Proceedings
of the Third International Conference on Mathematics Textbook Research and Development
, 2019, pp. 161–166.
mla: Dröse, Jennifer. “Mathematical and Linguistic Features of Word Problems in
Grade 4 and 5 German Textbooks – A Compara-Tive Corpus Linguistic Approach.” Proceedings
of the Third International Conference on Mathematics Textbook Research and Development
, edited by S. Rezat et al., 2019, pp. 161–66.
short: 'J. Dröse, in: S. Rezat, M. Hattermann, J. Schumacher, H. Wuschke (Eds.),
Proceedings of the Third International Conference on Mathematics Textbook Research
and Development , Paderborn, 2019, pp. 161–166.'
date_created: 2023-05-31T07:54:00Z
date_updated: 2023-11-02T08:06:16Z
department:
- _id: '98'
editor:
- first_name: S.
full_name: Rezat, S.
last_name: Rezat
- first_name: M.
full_name: Hattermann, M.
last_name: Hattermann
- first_name: J.
full_name: Schumacher, J.
last_name: Schumacher
- first_name: H.
full_name: Wuschke, H.
last_name: Wuschke
language:
- iso: eng
page: 161-166
place: Paderborn
publication: 'Proceedings of the Third International Conference on Mathematics Textbook
Research and Development '
quality_controlled: '1'
status: public
title: Mathematical and linguistic features of word problems in grade 4 and 5 German
textbooks – A compara-tive corpus linguistic approach
type: conference
user_id: '85820'
year: '2019'
...
---
_id: '45391'
author:
- first_name: R.
full_name: Delucchi, R.
last_name: Delucchi
- first_name: P.
full_name: Neugebauer, P.
last_name: Neugebauer
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
- first_name: B.
full_name: Mertins, B.
last_name: Mertins
citation:
ama: 'Delucchi R, Neugebauer P, Dröse J, Prediger S, Mertins B. Eye-Tracking-Studie
zum Erfassen von Referenzstrukturen in Textaufgaben der Klasse 5. In: Frank A,
Krauss S, Binder K, eds. Beiträge zum Mathematikunterricht 2019 . WTM;
2019:1239-1242.'
apa: Delucchi, R., Neugebauer, P., Dröse, J., Prediger, S., & Mertins, B. (2019).
Eye-Tracking-Studie zum Erfassen von Referenzstrukturen in Textaufgaben der Klasse
5. In A. Frank, S. Krauss, & K. Binder (Eds.), Beiträge zum Mathematikunterricht
2019 (pp. 1239–1242). WTM.
bibtex: '@inproceedings{Delucchi_Neugebauer_Dröse_Prediger_Mertins_2019, place={Münster},
title={Eye-Tracking-Studie zum Erfassen von Referenzstrukturen in Textaufgaben
der Klasse 5}, booktitle={Beiträge zum Mathematikunterricht 2019 }, publisher={WTM},
author={Delucchi, R. and Neugebauer, P. and Dröse, Jennifer and Prediger, Susanne
and Mertins, B.}, editor={Frank, A. and Krauss, S. and Binder, K.}, year={2019},
pages={1239–1242} }'
chicago: 'Delucchi, R., P. Neugebauer, Jennifer Dröse, Susanne Prediger, and B.
Mertins. “Eye-Tracking-Studie zum Erfassen von Referenzstrukturen in Textaufgaben
der Klasse 5.” In Beiträge zum Mathematikunterricht 2019 , edited by A.
Frank, S. Krauss, and K. Binder, 1239–42. Münster: WTM, 2019.'
ieee: R. Delucchi, P. Neugebauer, J. Dröse, S. Prediger, and B. Mertins, “Eye-Tracking-Studie
zum Erfassen von Referenzstrukturen in Textaufgaben der Klasse 5,” in Beiträge
zum Mathematikunterricht 2019 , 2019, pp. 1239–1242.
mla: Delucchi, R., et al. “Eye-Tracking-Studie zum Erfassen von Referenzstrukturen
in Textaufgaben der Klasse 5.” Beiträge zum Mathematikunterricht 2019 ,
edited by A. Frank et al., WTM, 2019, pp. 1239–42.
short: 'R. Delucchi, P. Neugebauer, J. Dröse, S. Prediger, B. Mertins, in: A. Frank,
S. Krauss, K. Binder (Eds.), Beiträge zum Mathematikunterricht 2019 , WTM, Münster,
2019, pp. 1239–1242.'
date_created: 2023-05-31T08:10:11Z
date_updated: 2023-11-02T08:10:18Z
department:
- _id: '98'
editor:
- first_name: A.
full_name: Frank, A.
last_name: Frank
- first_name: S.
full_name: Krauss, S.
last_name: Krauss
- first_name: K.
full_name: Binder, K.
last_name: Binder
extern: '1'
language:
- iso: ger
page: 1239-1242
place: Münster
publication: 'Beiträge zum Mathematikunterricht 2019 '
publisher: WTM
status: public
title: Eye-Tracking-Studie zum Erfassen von Referenzstrukturen in Textaufgaben der
Klasse 5
type: conference
user_id: '85820'
year: '2019'
...