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Luks and Y. Xiao, “On the Double Points of Operator Stable Lévy Processes,” <i>Journal of Theoretical Probability</i>, vol. 30, no. 1, pp. 297–325, 2017, doi: <a href=\"https://doi.org/10.1007/s10959-015-0638-4\">10.1007/s10959-015-0638-4</a>.","chicago":"Luks, Tomasz, and Yimin Xiao. “On the Double Points of Operator Stable Lévy Processes.” <i>Journal of Theoretical Probability</i> 30, no. 1 (2017): 297–325. <a href=\"https://doi.org/10.1007/s10959-015-0638-4\">https://doi.org/10.1007/s10959-015-0638-4</a>.","ama":"Luks T, Xiao Y. 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Eichen, “EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen,” in <i>Beiträge zum Mathematikunterricht 2017</i>, Potsdam, 2017, pp. 1221–1224.","apa":"Bruns, J., &#38; Eichen, L. (2017). EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen. In Institut für Mathematik der Universität Potsdam (Ed.), <i>Beiträge zum Mathematikunterricht 2017</i> (pp. 1221–1224). WTM-Verlag.","mla":"Bruns, Julia, and L. Eichen. “EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen.” <i>Beiträge zum Mathematikunterricht 2017</i>, edited by Institut für Mathematik der Universität Potsdam, WTM-Verlag, 2017, pp. 1221–1224.","short":"J. Bruns, L. Eichen, in: Institut für Mathematik der Universität Potsdam (Ed.), Beiträge zum Mathematikunterricht 2017, WTM-Verlag, Münster, 2017, pp. 1221–1224.","bibtex":"@inproceedings{Bruns_Eichen_2017, place={Münster}, title={EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen}, booktitle={Beiträge zum Mathematikunterricht 2017}, publisher={WTM-Verlag}, author={Bruns, Julia and Eichen, L.}, editor={Institut für Mathematik der Universität Potsdam}, year={2017}, pages={1221–1224} }"}},{"title":"Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study","author":[{"id":"72183","full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia"},{"first_name":"Lars","last_name":"Eichen","full_name":"Eichen, Lars"},{"last_name":"Gasteiger","full_name":"Gasteiger, Hedwig","first_name":"Hedwig"}],"date_created":"2023-01-12T15:28:13Z","volume":19,"date_updated":"2023-06-20T19:01:36Z","citation":{"ama":"Bruns J, Eichen L, Gasteiger H. Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study. <i>Mathematics Teacher Education and Development (MTED)</i>. 2017;19(3):76–93.","ieee":"J. Bruns, L. Eichen, and H. Gasteiger, “Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study,” <i>Mathematics Teacher Education and Development (MTED)</i>, vol. 19, no. 3, pp. 76–93, 2017.","chicago":"Bruns, Julia, Lars Eichen, and Hedwig Gasteiger. “Mathematics-Related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study.” <i>Mathematics Teacher Education and Development (MTED)</i> 19, no. 3 (2017): 76–93.","short":"J. Bruns, L. Eichen, H. Gasteiger, Mathematics Teacher Education and Development (MTED) 19 (2017) 76–93.","bibtex":"@article{Bruns_Eichen_Gasteiger_2017, title={Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study}, volume={19}, number={3}, journal={Mathematics Teacher Education and Development (MTED)}, author={Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}, year={2017}, pages={76–93} }","mla":"Bruns, Julia, et al. “Mathematics-Related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study.” <i>Mathematics Teacher Education and Development (MTED)</i>, vol. 19, no. 3, 2017, pp. 76–93.","apa":"Bruns, J., Eichen, L., &#38; Gasteiger, H. (2017). Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study. <i>Mathematics Teacher Education and Development (MTED)</i>, <i>19</i>(3), 76–93."},"page":"76–93","intvolume":"        19","year":"2017","issue":"3","publication_status":"published","quality_controlled":"1","extern":"1","language":[{"iso":"eng"}],"keyword":["Beliefs","Competency Based Teacher Education","Control Groups","Early Childhood Education","Faculty Development","Foreign Countries","Inservice Teacher Education","Intervention","Mathematical Aptitude","Mathematics Skills","Pedagogical Content Knowledge","Preschool Teachers","Pretests Posttests","Professional Continuing Education","Statistical Analysis","Teacher Competency Testing"],"user_id":"49063","department":[{"_id":"611"},{"_id":"97"}],"_id":"36481","status":"public","abstract":[{"text":"Recent studies highlight early childhood teachers’ mathematics-related competence. Developing this competence should be a main aspect of early childhood teachers’ education. This is, however, not the case in all countries. Consequently, high-quality professional development courses are needed. Based on research results, we developed a competence-oriented continuous professional development course (\"EmMa\") and examined the effects of \"EmMa\" by asking: How does \"EmMa\" affect the development of early childhood teachers’ i) mathematical content knowledge, ii) mathematical pedagogical content knowledge and iii) beliefs towards mathematics in general? To answer these questions, we conducted a pre-test/post-test study including a control group with 99 in-service early childhood teachers. Results show that the course affected teachers’ mathematical pedagogical content knowledge and static orientation towards mathematics positively. From this we conclude that scaling-up \"EmMa\" might be a suitable approach to bridge the gap between pre-service education with nearly no mathematics and the challenges of early mathematics education.","lang":"eng"}],"type":"journal_article","publication":"Mathematics Teacher Education and Development (MTED)"},{"external_id":{"isi":["000405986200003"]},"language":[{"iso":"ger"}],"keyword":["competency development","early childhood mathematics education","professional development course"],"publication":"Frühe Bildung","date_created":"2022-12-22T09:22:46Z","publisher":"Hogrefe & Huber Publishers","title":"Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen","issue":"2","quality_controlled":"1","year":"2017","user_id":"49063","department":[{"_id":"97"},{"_id":"611"}],"_id":"34826","extern":"1","article_type":"original","isi":"1","type":"journal_article","status":"public","author":[{"full_name":"Eichen, Lars","last_name":"Eichen","first_name":"Lars"},{"first_name":"Julia","id":"72183","full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"}],"volume":6,"date_updated":"2023-06-20T19:02:55Z","doi":"10.1026/2191-9186/a000310","publication_status":"published","publication_identifier":{"issn":["2191-9186"],"eissn":["2191-9194"]},"citation":{"mla":"Eichen, Lars, and Julia Bruns. “Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen.” <i>Frühe Bildung</i>, vol. 6, no. 2, Hogrefe &#38; Huber Publishers, 2017, pp. 67–73, doi:<a href=\"https://doi.org/10.1026/2191-9186/a000310\">10.1026/2191-9186/a000310</a>.","short":"L. Eichen, J. Bruns, Frühe Bildung 6 (2017) 67–73.","bibtex":"@article{Eichen_Bruns_2017, title={Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen}, volume={6}, DOI={<a href=\"https://doi.org/10.1026/2191-9186/a000310\">10.1026/2191-9186/a000310</a>}, number={2}, journal={Frühe Bildung}, publisher={Hogrefe &#38; Huber Publishers}, author={Eichen, Lars and Bruns, Julia}, year={2017}, pages={67–73} }","apa":"Eichen, L., &#38; Bruns, J. (2017). Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen. <i>Frühe Bildung</i>, <i>6</i>(2), 67–73. <a href=\"https://doi.org/10.1026/2191-9186/a000310\">https://doi.org/10.1026/2191-9186/a000310</a>","ama":"Eichen L, Bruns J. Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen. <i>Frühe Bildung</i>. 2017;6(2):67-73. doi:<a href=\"https://doi.org/10.1026/2191-9186/a000310\">10.1026/2191-9186/a000310</a>","ieee":"L. Eichen and J. Bruns, “Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen,” <i>Frühe Bildung</i>, vol. 6, no. 2, pp. 67–73, 2017, doi: <a href=\"https://doi.org/10.1026/2191-9186/a000310\">10.1026/2191-9186/a000310</a>.","chicago":"Eichen, Lars, and Julia Bruns. “Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen.” <i>Frühe Bildung</i> 6, no. 2 (2017): 67–73. <a href=\"https://doi.org/10.1026/2191-9186/a000310\">https://doi.org/10.1026/2191-9186/a000310</a>."},"page":"67-73","intvolume":"         6"},{"date_updated":"2023-06-20T19:00:53Z","volume":2,"author":[{"first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","id":"72183","full_name":"Bruns, Julia"},{"full_name":"Eichen, Lars","last_name":"Eichen","first_name":"Lars"},{"first_name":"Hedwig","full_name":"Gasteiger, Hedwig","last_name":"Gasteiger"}],"date_created":"2023-01-12T15:23:25Z","title":"Structure of Early Childhood Educators Math-related Competence","conference":{"location":"Singapur","name":" 41th Conference of the International Group for the Psychology of Mathematics Educa-tion"},"quality_controlled":"1","publication_status":"published","year":"2017","intvolume":"         2","page":"185-192","citation":{"apa":"Bruns, J., Eichen, L., &#38; Gasteiger, H. (2017). Structure of Early Childhood Educators Math-related Competence. In B. Kaur, W. K. Ho, T. L. Toh, &#38; B. H. Choy (Eds.), <i>Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education </i> (Vol. 2, pp. 185–192).","bibtex":"@inproceedings{Bruns_Eichen_Gasteiger_2017, title={Structure of Early Childhood Educators Math-related Competence}, volume={2}, booktitle={Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education }, author={Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}, editor={Kaur, Berinderjeet and Ho, Weng Kin and Toh, Tin Lam and Choy, Ban Heng}, year={2017}, pages={185–192} }","short":"J. Bruns, L. Eichen, H. Gasteiger, in: B. Kaur, W.K. Ho, T.L. Toh, B.H. Choy (Eds.), Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education , 2017, pp. 185–192.","mla":"Bruns, Julia, et al. “Structure of Early Childhood Educators Math-Related Competence.” <i>Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education </i>, edited by Berinderjeet Kaur et al., vol. 2, 2017, pp. 185–92.","ieee":"J. Bruns, L. Eichen, and H. Gasteiger, “Structure of Early Childhood Educators Math-related Competence,” in <i>Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education </i>, Singapur, 2017, vol. 2, pp. 185–192.","chicago":"Bruns, Julia, Lars Eichen, and Hedwig Gasteiger. “Structure of Early Childhood Educators Math-Related Competence.” In <i>Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education </i>, edited by Berinderjeet Kaur, Weng Kin Ho, Tin Lam Toh, and Ban Heng Choy, 2:185–92, 2017.","ama":"Bruns J, Eichen L, Gasteiger H. Structure of Early Childhood Educators Math-related Competence. In: Kaur B, Ho WK, Toh TL, Choy BH, eds. <i>Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education </i>. Vol 2. ; 2017:185-192."},"_id":"36479","department":[{"_id":"611"},{"_id":"97"}],"user_id":"49063","extern":"1","language":[{"iso":"eng"}],"publication":"Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education ","type":"conference","editor":[{"first_name":"Berinderjeet","last_name":"Kaur","full_name":"Kaur, Berinderjeet"},{"full_name":"Ho, Weng Kin","last_name":"Ho","first_name":"Weng Kin"},{"full_name":"Toh, Tin Lam","last_name":"Toh","first_name":"Tin Lam"},{"full_name":"Choy, Ban Heng","last_name":"Choy","first_name":"Ban Heng"}],"status":"public"},{"_id":"36484","user_id":"49063","department":[{"_id":"611"},{"_id":"97"}],"extern":"1","type":"book_chapter","editor":[{"first_name":"Stephanie","last_name":"Schuler","full_name":"Schuler, Stephanie"},{"first_name":"Christine","full_name":"Streit, Christine","last_name":"Streit"},{"full_name":"Wittmann, Gerald","last_name":"Wittmann","first_name":"Gerald"}],"status":"public","date_updated":"2023-06-20T19:09:36Z","author":[{"first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183"},{"first_name":"Lars","last_name":"Eichen","full_name":"Eichen, Lars"}],"doi":"10.1007/978-3-658-12950-7_9","publication_status":"published","publication_identifier":{"isbn":["978-3-658-12950-7"]},"place":"Wiesbaden","citation":{"chicago":"Bruns, Julia, and Lars Eichen. “Individuelle Förderung im Kontext früher mathematischer Bildung.” In <i>Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule</i>, edited by Stephanie Schuler, Christine Streit, and Gerald Wittmann, 125–138. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. <a href=\"https://doi.org/10.1007/978-3-658-12950-7_9\">https://doi.org/10.1007/978-3-658-12950-7_9</a>.","ieee":"J. Bruns and L. Eichen, “Individuelle Förderung im Kontext früher mathematischer Bildung,” in <i>Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule</i>, S. Schuler, C. Streit, and G. Wittmann, Eds. Wiesbaden: Springer Fachmedien Wiesbaden, 2017, pp. 125–138.","mla":"Bruns, Julia, and Lars Eichen. “Individuelle Förderung im Kontext früher mathematischer Bildung.” <i>Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule</i>, edited by Stephanie Schuler et al., Springer Fachmedien Wiesbaden, 2017, pp. 125–138, doi:<a href=\"https://doi.org/10.1007/978-3-658-12950-7_9\">10.1007/978-3-658-12950-7_9</a>.","bibtex":"@inbook{Bruns_Eichen_2017, place={Wiesbaden}, title={Individuelle Förderung im Kontext früher mathematischer Bildung}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-12950-7_9\">10.1007/978-3-658-12950-7_9</a>}, booktitle={Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule}, publisher={Springer Fachmedien Wiesbaden}, author={Bruns, Julia and Eichen, Lars}, editor={Schuler, Stephanie and Streit, Christine and Wittmann, Gerald}, year={2017}, pages={125–138} }","short":"J. Bruns, L. Eichen, in: S. Schuler, C. Streit, G. Wittmann (Eds.), Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule, Springer Fachmedien Wiesbaden, Wiesbaden, 2017, pp. 125–138.","apa":"Bruns, J., &#38; Eichen, L. (2017). Individuelle Förderung im Kontext früher mathematischer Bildung. In S. Schuler, C. Streit, &#38; G. Wittmann (Eds.), <i>Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule</i> (pp. 125–138). Springer Fachmedien Wiesbaden. <a href=\"https://doi.org/10.1007/978-3-658-12950-7_9\">https://doi.org/10.1007/978-3-658-12950-7_9</a>","ama":"Bruns J, Eichen L. Individuelle Förderung im Kontext früher mathematischer Bildung. In: Schuler S, Streit C, Wittmann G, eds. <i>Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule</i>. Springer Fachmedien Wiesbaden; 2017:125–138. doi:<a href=\"https://doi.org/10.1007/978-3-658-12950-7_9\">10.1007/978-3-658-12950-7_9</a>"},"page":"125–138","language":[{"iso":"ger"}],"publication":"Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule","abstract":[{"lang":"ger","text":"Ziel der quasi-experimentellen Querschnittsuntersuchung ist die Beschreibung der adaptiven Förderpraxis elementarpädagogischer Fachpersonen (n = 31) von Kindern (n = 62) im Bereich Mathematik unter Einbezug des Konzepts der Zone der nächsten Entwicklung nach Vygotskij. Im Zentrum dieses Beitrags steht die Frage: Welcher Zusammenhang zeigt sich zwischen dem Bildungsverständnis der elementarpädagogischen Fachpersonen und der Adaptivität ihres Förderverhaltens im Bereich Mathematik? Die Ergebnisse weisen darauf hin, dass die Förderung nur unzureichend adaptiv gestaltet wird. Es zeigt sich kein Zusammenhang zwischen dem Bildungsverständnis und der adaptiven Förderleistung im Bereich Mathematik. Es scheint aufgrund der Ergebnisse, dass elementarpädagogische Fachpersonen stärkere Unterstützung in der Begleitung mathematischer Bildungsprozesse brauchen."}],"publisher":"Springer Fachmedien Wiesbaden","date_created":"2023-01-12T15:34:47Z","title":"Individuelle Förderung im Kontext früher mathematischer Bildung","quality_controlled":"1","year":"2017"},{"citation":{"ieee":"J. Schönherr and S. Schukajlow, “Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality,” <i>ZDM Mathematics Education</i>, vol. 49, no. 3, pp. 367–378, 2017, doi: <a href=\"https://doi.org/10.1007/s11858-016-0819-3\">10.1007/s11858-016-0819-3</a>.","chicago":"Schönherr, Johanna, and S. Schukajlow. “Does Students’ Interest in a Mathematical Problem Depend on the Problem’s Connection to Reality? An Analysis of Students’ Interest and Pre-Service Teachers’ Judgments of Students’ Interest in Problems with and without a Connection to Reality.” <i>ZDM Mathematics Education</i> 49, no. 3 (2017): 367–378. <a href=\"https://doi.org/10.1007/s11858-016-0819-3\">https://doi.org/10.1007/s11858-016-0819-3</a>.","ama":"Schönherr J, Schukajlow S. Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality. <i>ZDM Mathematics Education</i>. 2017;49(3):367–378. doi:<a href=\"https://doi.org/10.1007/s11858-016-0819-3\">10.1007/s11858-016-0819-3</a>","mla":"Schönherr, Johanna, and S. Schukajlow. “Does Students’ Interest in a Mathematical Problem Depend on the Problem’s Connection to Reality? An Analysis of Students’ Interest and Pre-Service Teachers’ Judgments of Students’ Interest in Problems with and without a Connection to Reality.” <i>ZDM Mathematics Education</i>, vol. 49, no. 3, 2017, pp. 367–378, doi:<a href=\"https://doi.org/10.1007/s11858-016-0819-3\">10.1007/s11858-016-0819-3</a>.","short":"J. Schönherr, S. Schukajlow, ZDM Mathematics Education 49 (2017) 367–378.","bibtex":"@article{Schönherr_Schukajlow_2017, title={Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality}, volume={49}, DOI={<a href=\"https://doi.org/10.1007/s11858-016-0819-3\">10.1007/s11858-016-0819-3</a>}, number={3}, journal={ZDM Mathematics Education}, author={Schönherr, Johanna and Schukajlow, S.}, year={2017}, pages={367–378} }","apa":"Schönherr, J., &#38; Schukajlow, S. (2017). Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality. <i>ZDM Mathematics Education</i>, <i>49</i>(3), 367–378. <a href=\"https://doi.org/10.1007/s11858-016-0819-3\">https://doi.org/10.1007/s11858-016-0819-3</a>"},"page":"367–378","intvolume":"        49","year":"2017","issue":"3","publication_status":"published","doi":"10.1007/s11858-016-0819-3","title":"Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality","author":[{"full_name":"Schönherr, Johanna","id":"99409","last_name":"Schönherr","first_name":"Johanna"},{"first_name":"S.","full_name":"Schukajlow, S.","last_name":"Schukajlow"}],"date_created":"2023-05-29T17:36:26Z","volume":49,"date_updated":"2023-06-20T19:24:05Z","status":"public","type":"journal_article","publication":"ZDM Mathematics Education","language":[{"iso":"eng"}],"extern":"1","user_id":"49063","department":[{"_id":"97"}],"_id":"45341"},{"status":"public","publication":"Journal für Mathematik-Didaktik","type":"journal_article","language":[{"iso":"eng"}],"extern":"1","_id":"45340","department":[{"_id":"97"}],"user_id":"49063","year":"2017","page":"171–196","intvolume":"        39","citation":{"ama":"Schönherr J, Schukajlow S. Do students enjoy computing a triangle’s side? Enjoyment and boredom while solving problems with and without a connection to reality from students’ and pre-service teachers’ perspectives. <i>Journal für Mathematik-Didaktik</i>. 2017;39:171–196. doi:<a href=\"https://doi.org/10.1007/s13138-017-0123-y\">10.1007/s13138-017-0123-y</a>","ieee":"J. Schönherr and S. Schukajlow, “Do students enjoy computing a triangle’s side? Enjoyment and boredom while solving problems with and without a connection to reality from students’ and pre-service teachers’ perspectives,” <i>Journal für Mathematik-Didaktik</i>, vol. 39, pp. 171–196, 2017, doi: <a href=\"https://doi.org/10.1007/s13138-017-0123-y\">10.1007/s13138-017-0123-y</a>.","chicago":"Schönherr, Johanna, and S. Schukajlow. “Do Students Enjoy Computing a Triangle’s Side? Enjoyment and Boredom While Solving Problems with and without a Connection to Reality from Students’ and Pre-Service Teachers’ Perspectives.” <i>Journal Für Mathematik-Didaktik</i> 39 (2017): 171–196. <a href=\"https://doi.org/10.1007/s13138-017-0123-y\">https://doi.org/10.1007/s13138-017-0123-y</a>.","apa":"Schönherr, J., &#38; Schukajlow, S. (2017). Do students enjoy computing a triangle’s side? Enjoyment and boredom while solving problems with and without a connection to reality from students’ and pre-service teachers’ perspectives. <i>Journal Für Mathematik-Didaktik</i>, <i>39</i>, 171–196. <a href=\"https://doi.org/10.1007/s13138-017-0123-y\">https://doi.org/10.1007/s13138-017-0123-y</a>","mla":"Schönherr, Johanna, and S. Schukajlow. “Do Students Enjoy Computing a Triangle’s Side? Enjoyment and Boredom While Solving Problems with and without a Connection to Reality from Students’ and Pre-Service Teachers’ Perspectives.” <i>Journal Für Mathematik-Didaktik</i>, vol. 39, 2017, pp. 171–196, doi:<a href=\"https://doi.org/10.1007/s13138-017-0123-y\">10.1007/s13138-017-0123-y</a>.","bibtex":"@article{Schönherr_Schukajlow_2017, title={Do students enjoy computing a triangle’s side? Enjoyment and boredom while solving problems with and without a connection to reality from students’ and pre-service teachers’ perspectives}, volume={39}, DOI={<a href=\"https://doi.org/10.1007/s13138-017-0123-y\">10.1007/s13138-017-0123-y</a>}, journal={Journal für Mathematik-Didaktik}, author={Schönherr, Johanna and Schukajlow, S.}, year={2017}, pages={171–196} }","short":"J. Schönherr, S. Schukajlow, Journal Für Mathematik-Didaktik 39 (2017) 171–196."},"publication_status":"published","title":"Do students enjoy computing a triangle’s side? 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