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Tagung für Didaktik der Mathematik - Jahrestagung der Gesellschaft für Didaktik der Mathematik","end_date":"2017-03-03"},"author":[{"full_name":"Bruns, Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia","id":"72183"},{"last_name":"Eichen","first_name":"L.","full_name":"Eichen, L."}],"corporate_editor":["Institut für Mathematik der Universität Potsdam"],"year":"2017","status":"public","title":"EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen","date_updated":"2023-06-20T18:31:46Z","publication_status":"published","language":[{"iso":"ger"}],"_id":"45681","publisher":"WTM-Verlag","page":"1221–1224","user_id":"49063","citation":{"short":"J. Bruns, L. Eichen, in: Institut für Mathematik der Universität Potsdam (Ed.), Beiträge zum Mathematikunterricht 2017, WTM-Verlag, Münster, 2017, pp. 1221–1224.","chicago":"Bruns, Julia, and L. Eichen. “EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen.” In <i>Beiträge zum Mathematikunterricht 2017</i>, edited by Institut für Mathematik der Universität Potsdam, 1221–1224. Münster: WTM-Verlag, 2017.","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.","ieee":"J. Bruns and L. Eichen, “EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen,” in <i>Beiträge zum Mathematikunterricht 2017</i>, Potsdam, 2017, pp. 1221–1224.","ama":"Bruns J, Eichen L. EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen. In: Institut für Mathematik der Universität Potsdam, ed. <i>Beiträge zum Mathematikunterricht 2017</i>. WTM-Verlag; 2017:1221–1224.","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} }","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."},"publication":"Beiträge zum Mathematikunterricht 2017","extern":"1","place":"Münster","date_created":"2023-06-20T18:31:38Z","department":[{"_id":"97"},{"_id":"611"}],"type":"conference"},{"language":[{"iso":"eng"}],"title":"Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study","year":"2017","author":[{"id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia","last_name":"Bruns","full_name":"Bruns, Julia"},{"last_name":"Eichen","first_name":"Lars","full_name":"Eichen, Lars"},{"last_name":"Gasteiger","first_name":"Hedwig","full_name":"Gasteiger, Hedwig"}],"date_updated":"2023-06-20T19:01:36Z","publication_status":"published","intvolume":"        19","date_created":"2023-01-12T15:28:13Z","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"],"type":"journal_article","department":[{"_id":"611"},{"_id":"97"}],"publication":"Mathematics Teacher Education and Development (MTED)","issue":"3","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"}],"extern":"1","page":"76–93","_id":"36481","user_id":"49063","volume":19,"status":"public","citation":{"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.","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.","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.","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.","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} }","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."},"quality_controlled":"1"},{"quality_controlled":"1","isi":"1","citation":{"short":"L. Eichen, J. Bruns, Frühe Bildung 6 (2017) 67–73.","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>.","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>.","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>","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} }","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>","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>."},"external_id":{"isi":["000405986200003"]},"status":"public","user_id":"49063","volume":6,"page":"67-73","_id":"34826","publisher":"Hogrefe & Huber Publishers","extern":"1","publication":"Frühe Bildung","issue":"2","type":"journal_article","keyword":["competency development","early childhood mathematics education","professional development course"],"department":[{"_id":"97"},{"_id":"611"}],"date_created":"2022-12-22T09:22:46Z","date_updated":"2023-06-20T19:02:55Z","publication_status":"published","intvolume":"         6","article_type":"original","year":"2017","title":"Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen","author":[{"full_name":"Eichen, Lars","first_name":"Lars","last_name":"Eichen"},{"full_name":"Bruns, Julia","last_name":"Bruns","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","id":"72183"}],"publication_identifier":{"issn":["2191-9186"],"eissn":["2191-9194"]},"doi":"10.1026/2191-9186/a000310","language":[{"iso":"ger"}]},{"conference":{"location":"Singapur","name":" 41th Conference of the International Group for the Psychology of Mathematics Educa-tion"},"status":"public","volume":2,"editor":[{"first_name":"Berinderjeet","last_name":"Kaur","full_name":"Kaur, Berinderjeet"},{"full_name":"Ho, Weng Kin","first_name":"Weng Kin","last_name":"Ho"},{"first_name":"Tin Lam","last_name":"Toh","full_name":"Toh, Tin Lam"},{"last_name":"Choy","first_name":"Ban Heng","full_name":"Choy, Ban Heng"}],"user_id":"49063","_id":"36479","page":"185-192","quality_controlled":"1","citation":{"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.","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.","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.","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} }","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.","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."},"intvolume":"         2","publication_status":"published","date_updated":"2023-06-20T19:00:53Z","author":[{"first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","full_name":"Bruns, Julia","id":"72183"},{"full_name":"Eichen, Lars","last_name":"Eichen","first_name":"Lars"},{"full_name":"Gasteiger, Hedwig","first_name":"Hedwig","last_name":"Gasteiger"}],"title":"Structure of Early Childhood Educators Math-related Competence","year":"2017","language":[{"iso":"eng"}],"extern":"1","publication":"Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education ","department":[{"_id":"611"},{"_id":"97"}],"type":"conference","date_created":"2023-01-12T15:23:25Z"},{"publication_identifier":{"isbn":["978-3-658-12950-7"]},"author":[{"id":"72183","last_name":"Bruns","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia"},{"full_name":"Eichen, Lars","first_name":"Lars","last_name":"Eichen"}],"title":"Individuelle Förderung im Kontext früher mathematischer Bildung","year":"2017","publication_status":"published","date_updated":"2023-06-20T19:09:36Z","language":[{"iso":"ger"}],"doi":"10.1007/978-3-658-12950-7_9","publication":"Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule","extern":"1","abstract":[{"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.","lang":"ger"}],"date_created":"2023-01-12T15:34:47Z","department":[{"_id":"611"},{"_id":"97"}],"type":"book_chapter","status":"public","publisher":"Springer Fachmedien Wiesbaden","_id":"36484","page":"125–138","editor":[{"last_name":"Schuler","first_name":"Stephanie","full_name":"Schuler, Stephanie"},{"first_name":"Christine","last_name":"Streit","full_name":"Streit, Christine"},{"full_name":"Wittmann, Gerald","first_name":"Gerald","last_name":"Wittmann"}],"user_id":"49063","citation":{"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.","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>","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>.","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} }","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>","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>.","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."},"quality_controlled":"1","place":"Wiesbaden"},{"type":"journal_article","department":[{"_id":"97"}],"date_created":"2023-05-29T17:36:26Z","extern":"1","publication":"ZDM Mathematics Education","issue":"3","citation":{"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} }","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.","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>.","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>.","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>"},"user_id":"49063","doi":"10.1007/s11858-016-0819-3","volume":49,"page":"367–378","language":[{"iso":"eng"}],"_id":"45341","publication_status":"published","date_updated":"2023-06-20T19:24:05Z","intvolume":"        49","status":"public","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","year":"2017","author":[{"first_name":"Johanna","last_name":"Schönherr","full_name":"Schönherr, Johanna","id":"99409"},{"first_name":"S.","last_name":"Schukajlow","full_name":"Schukajlow, S."}]},{"page":"171–196","language":[{"iso":"eng"}],"_id":"45340","doi":"10.1007/s13138-017-0123-y","user_id":"49063","volume":39,"year":"2017","status":"public","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","author":[{"id":"99409","full_name":"Schönherr, Johanna","first_name":"Johanna","last_name":"Schönherr"},{"first_name":"S.","last_name":"Schukajlow","full_name":"Schukajlow, S."}],"date_updated":"2023-06-20T19:27:09Z","publication_status":"published","intvolume":"        39","date_created":"2023-05-29T17:35:31Z","type":"journal_article","department":[{"_id":"97"}],"publication":"Journal für Mathematik-Didaktik","citation":{"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>.","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>","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} }","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>","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>.","short":"J. Schönherr, S. Schukajlow, Journal Für Mathematik-Didaktik 39 (2017) 171–196.","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>."},"extern":"1"},{"date_created":"2023-05-29T17:30:08Z","department":[{"_id":"97"}],"type":"journal_article","citation":{"ama":"Schönherr J, Schukajlow S, Leopold C. Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance. <i>Educational Studies in Mathematics</i>. 2017;95(1):53–78. doi:<a href=\"https://doi.org/10.1007/s10649-016-9736-1\">10.1007/s10649-016-9736-1</a>","bibtex":"@article{Schönherr_Schukajlow_Leopold_2017, title={Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance}, volume={95}, DOI={<a href=\"https://doi.org/10.1007/s10649-016-9736-1\">10.1007/s10649-016-9736-1</a>}, number={1}, journal={Educational Studies in Mathematics}, author={Schönherr, Johanna and Schukajlow, S. and Leopold, C.}, year={2017}, pages={53–78} }","mla":"Schönherr, Johanna, et al. “Make a Drawing. Effects of Strategic Knowledge, Drawing Accuracy, and Type of Drawing on Students’ Mathematical Modelling Performance.” <i>Educational Studies in Mathematics</i>, vol. 95, no. 1, 2017, pp. 53–78, doi:<a href=\"https://doi.org/10.1007/s10649-016-9736-1\">10.1007/s10649-016-9736-1</a>.","short":"J. Schönherr, S. Schukajlow, C. Leopold, Educational Studies in Mathematics 95 (2017) 53–78.","chicago":"Schönherr, Johanna, S. Schukajlow, and C. Leopold. “Make a Drawing. Effects of Strategic Knowledge, Drawing Accuracy, and Type of Drawing on Students’ Mathematical Modelling Performance.” <i>Educational Studies in Mathematics</i> 95, no. 1 (2017): 53–78. <a href=\"https://doi.org/10.1007/s10649-016-9736-1\">https://doi.org/10.1007/s10649-016-9736-1</a>.","apa":"Schönherr, J., Schukajlow, S., &#38; Leopold, C. (2017). Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance. <i>Educational Studies in Mathematics</i>, <i>95</i>(1), 53–78. <a href=\"https://doi.org/10.1007/s10649-016-9736-1\">https://doi.org/10.1007/s10649-016-9736-1</a>","ieee":"J. Schönherr, S. Schukajlow, and C. Leopold, “Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance,” <i>Educational Studies in Mathematics</i>, vol. 95, no. 1, pp. 53–78, 2017, doi: <a href=\"https://doi.org/10.1007/s10649-016-9736-1\">10.1007/s10649-016-9736-1</a>."},"issue":"1","publication":"Educational Studies in Mathematics","extern":"1","_id":"45336","language":[{"iso":"eng"}],"page":"53–78","volume":95,"doi":"10.1007/s10649-016-9736-1","user_id":"49063","author":[{"id":"99409","first_name":"Johanna","last_name":"Schönherr","full_name":"Schönherr, Johanna"},{"full_name":"Schukajlow, S.","last_name":"Schukajlow","first_name":"S."},{"last_name":"Leopold","first_name":"C.","full_name":"Leopold, C."}],"year":"2017","status":"public","title":"Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance","intvolume":"        95","date_updated":"2023-06-20T19:26:57Z","publication_status":"published"},{"quality_controlled":"1","citation":{"mla":"Weich, Tobias, and Max Hoffmann. “Exkursinhalte in der fachmathematischen Lehramtsausbildung: Wie man das Wesen und die Rolle der Mathematik vermittelt.” <i>die hochschullehre</i>, vol. 3, 2017.","ama":"Weich T, Hoffmann M. Exkursinhalte in der fachmathematischen Lehramtsausbildung: Wie man das Wesen und die Rolle der Mathematik vermittelt. <i>die hochschullehre</i>. 2017;3.","bibtex":"@article{Weich_Hoffmann_2017, title={Exkursinhalte in der fachmathematischen Lehramtsausbildung: Wie man das Wesen und die Rolle der Mathematik vermittelt.}, volume={3}, journal={die hochschullehre}, author={Weich, Tobias and Hoffmann, Max}, year={2017} }","apa":"Weich, T., &#38; Hoffmann, M. (2017). Exkursinhalte in der fachmathematischen Lehramtsausbildung: Wie man das Wesen und die Rolle der Mathematik vermittelt. <i>die hochschullehre</i>, <i>3</i>.","ieee":"T. Weich and M. Hoffmann, “Exkursinhalte in der fachmathematischen Lehramtsausbildung: Wie man das Wesen und die Rolle der Mathematik vermittelt.,” <i>die hochschullehre</i>, vol. 3, 2017.","chicago":"Weich, Tobias, and Max Hoffmann. “Exkursinhalte in der fachmathematischen Lehramtsausbildung: Wie man das Wesen und die Rolle der Mathematik vermittelt.” <i>die hochschullehre</i> 3 (2017).","short":"T. Weich, M. Hoffmann, die hochschullehre 3 (2017)."},"publication":"die hochschullehre","department":[{"_id":"97"}],"oa":"1","type":"journal_article","date_created":"2022-05-22T15:00:35Z","article_type":"original","intvolume":"         3","publication_status":"published","date_updated":"2023-07-19T13:59:03Z","author":[{"full_name":"Weich, Tobias","orcid":"0000-0002-9648-6919","last_name":"Weich","first_name":"Tobias","id":"49178"},{"id":"32202","last_name":"Hoffmann","first_name":"Max","orcid":"0000-0002-6964-7123","full_name":"Hoffmann, Max"}],"year":"2017","title":"Exkursinhalte in der fachmathematischen Lehramtsausbildung: Wie man das Wesen und die Rolle der Mathematik vermittelt.","status":"public","volume":3,"user_id":"32202","_id":"31377","language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1","url":"http://www.hochschullehre.org/wp-content/files/diehochschullehre_2017_weich_hoffmann.pdf"}]},{"publication":"Beiträge zum Mathematikunterricht 2017","citation":{"mla":"Biehler, Rolf, and Hauke Friedrich. “Professionelles Wissen von Lehrkräften Zum Thema Bedingte Wahrscheinlichkeiten Und Stochastische Unabhängigkeit.” <i>Beiträge Zum Mathematikunterricht 2017</i>, edited by U. Kortenkamp and A. Kuzle, WTM-Verlag, 2017, pp. 91–94.","bibtex":"@inbook{Biehler_Friedrich_2017, place={Münster}, title={Professionelles Wissen von Lehrkräften zum Thema bedingte Wahrscheinlichkeiten und stochastische Unabhängigkeit}, booktitle={Beiträge zum Mathematikunterricht 2017}, publisher={WTM-Verlag}, author={Biehler, Rolf and Friedrich, Hauke}, editor={Kortenkamp, U. and Kuzle, A.}, year={2017}, pages={91–94} }","ama":"Biehler R, Friedrich H. Professionelles Wissen von Lehrkräften zum Thema bedingte Wahrscheinlichkeiten und stochastische Unabhängigkeit. In: Kortenkamp U, Kuzle A, eds. <i>Beiträge Zum Mathematikunterricht 2017</i>. WTM-Verlag; 2017:91-94.","ieee":"R. Biehler and H. Friedrich, “Professionelles Wissen von Lehrkräften zum Thema bedingte Wahrscheinlichkeiten und stochastische Unabhängigkeit,” in <i>Beiträge zum Mathematikunterricht 2017</i>, U. Kortenkamp and A. Kuzle, Eds. Münster: WTM-Verlag, 2017, pp. 91–94.","apa":"Biehler, R., &#38; Friedrich, H. (2017). 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