[{"status":"public","editor":[{"full_name":"Schuler, Stephanie","first_name":"Stephanie","last_name":"Schuler"},{"first_name":"Christine","last_name":"Streit","full_name":"Streit, Christine"},{"full_name":"Wittmann, Gerald","last_name":"Wittmann","first_name":"Gerald"}],"user_id":"49063","_id":"36484","publisher":"Springer Fachmedien Wiesbaden","page":"125–138","quality_controlled":"1","citation":{"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>.","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>","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} }","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>.","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>"},"place":"Wiesbaden","date_updated":"2023-06-20T19:09:36Z","publication_status":"published","author":[{"id":"72183","last_name":"Bruns","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia"},{"last_name":"Eichen","first_name":"Lars","full_name":"Eichen, Lars"}],"publication_identifier":{"isbn":["978-3-658-12950-7"]},"title":"Individuelle Förderung im Kontext früher mathematischer Bildung","year":"2017","doi":"10.1007/978-3-658-12950-7_9","language":[{"iso":"ger"}],"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"}],"extern":"1","publication":"Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule","department":[{"_id":"611"},{"_id":"97"}],"type":"book_chapter","date_created":"2023-01-12T15:34:47Z"},{"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? 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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>.","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>","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>.","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>","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} }","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>."}},{"page":"171–196","language":[{"iso":"eng"}],"_id":"45340","user_id":"49063","doi":"10.1007/s13138-017-0123-y","volume":39,"year":"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","status":"public","author":[{"id":"99409","first_name":"Johanna","last_name":"Schönherr","full_name":"Schönherr, Johanna"},{"last_name":"Schukajlow","first_name":"S.","full_name":"Schukajlow, S."}],"publication_status":"published","date_updated":"2023-06-20T19:27:09Z","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>.","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>.","short":"J. Schönherr, S. Schukajlow, Journal Für Mathematik-Didaktik 39 (2017) 171–196."},"extern":"1"},{"citation":{"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>.","short":"J. Schönherr, S. Schukajlow, C. Leopold, Educational Studies in Mathematics 95 (2017) 53–78.","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>.","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>."},"publication":"Educational Studies in Mathematics","issue":"1","extern":"1","date_created":"2023-05-29T17:30:08Z","department":[{"_id":"97"}],"type":"journal_article","author":[{"full_name":"Schönherr, Johanna","last_name":"Schönherr","first_name":"Johanna","id":"99409"},{"last_name":"Schukajlow","first_name":"S.","full_name":"Schukajlow, S."},{"full_name":"Leopold, C.","last_name":"Leopold","first_name":"C."}],"status":"public","year":"2017","title":"Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance","intvolume":"        95","publication_status":"published","date_updated":"2023-06-20T19:26:57Z","language":[{"iso":"eng"}],"_id":"45336","page":"53–78","volume":95,"user_id":"49063","doi":"10.1007/s10649-016-9736-1"},{"type":"journal_article","oa":"1","department":[{"_id":"97"}],"date_created":"2022-05-22T15:00:35Z","quality_controlled":"1","publication":"die hochschullehre","citation":{"short":"T. Weich, M. Hoffmann, die hochschullehre 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).","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.","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>.","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} }","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.","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."},"user_id":"32202","volume":3,"main_file_link":[{"open_access":"1","url":"http://www.hochschullehre.org/wp-content/files/diehochschullehre_2017_weich_hoffmann.pdf"}],"_id":"31377","language":[{"iso":"ger"}],"date_updated":"2023-07-19T13:59:03Z","publication_status":"published","intvolume":"         3","article_type":"original","title":"Exkursinhalte in der fachmathematischen Lehramtsausbildung: Wie man das Wesen und die Rolle der Mathematik vermittelt.","year":"2017","status":"public","author":[{"id":"49178","full_name":"Weich, Tobias","first_name":"Tobias","last_name":"Weich","orcid":"0000-0002-9648-6919"},{"last_name":"Hoffmann","first_name":"Max","orcid":"0000-0002-6964-7123","full_name":"Hoffmann, Max","id":"32202"}]},{"type":"book_chapter","department":[{"_id":"363"}],"place":"Münster","date_created":"2024-10-07T09:58:57Z","publication":"Beiträge zum Mathematikunterricht 2017","citation":{"short":"R. Biehler, H. Friedrich, in: U. Kortenkamp, A. Kuzle (Eds.), Beiträge Zum Mathematikunterricht 2017, WTM-Verlag, Münster, 2017, pp. 91–94.","chicago":"Biehler, Rolf, and Hauke Friedrich. “Professionelles Wissen von Lehrkräften Zum Thema Bedingte Wahrscheinlichkeiten Und Stochastische Unabhängigkeit.” In <i>Beiträge Zum Mathematikunterricht 2017</i>, edited by U. Kortenkamp and A. Kuzle, 91–94. Münster: WTM-Verlag, 2017.","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). Professionelles Wissen von Lehrkräften zum Thema bedingte Wahrscheinlichkeiten und stochastische Unabhängigkeit. In U. Kortenkamp &#38; A. Kuzle (Eds.), <i>Beiträge zum Mathematikunterricht 2017</i> (pp. 91–94). WTM-Verlag.","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.","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."},"user_id":"37888","editor":[{"full_name":"Kortenkamp, U.","last_name":"Kortenkamp","first_name":"U."},{"full_name":"Kuzle, A.","first_name":"A.","last_name":"Kuzle"}],"main_file_link":[{"url":"https://eldorado.tu-dortmund.de/bitstream/2003/36401/1/BzMU-2017-BIEHLER.pdf"}],"page":"91-94","_id":"56356","language":[{"iso":"eng"}],"publisher":"WTM-Verlag","date_updated":"2024-10-07T10:45:28Z","title":"Professionelles Wissen von Lehrkräften zum Thema bedingte Wahrscheinlichkeiten und stochastische Unabhängigkeit","status":"public","year":"2017","author":[{"id":"16274","last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf"},{"full_name":"Friedrich, Hauke","first_name":"Hauke","last_name":"Friedrich"}]},{"publication":"International Handbook of Research in Statistics Education","date_created":"2024-10-07T10:50:59Z","department":[{"_id":"363"}],"type":"book_chapter","author":[{"id":"16274","first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf"},{"first_name":"Daniel","last_name":"Frischemeier","full_name":"Frischemeier, Daniel"},{"last_name":"Reading","first_name":"Chris","full_name":"Reading, Chris"},{"full_name":"Shaughnessy, J. Michael","first_name":"J. Michael","last_name":"Shaughnessy"}],"publication_identifier":{"issn":["2197-1951","2197-196X"],"isbn":["9783319661933","9783319661957"]},"year":"2017","title":"Reasoning About Data","date_updated":"2024-10-07T10:52:35Z","publication_status":"published","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://link.springer.com/chapter/10.1007/978-3-319-66195-7_5"}],"doi":"10.1007/978-3-319-66195-7_5","citation":{"ieee":"R. Biehler, D. Frischemeier, C. Reading, and J. M. Shaughnessy, “Reasoning About Data,” in <i>International Handbook of Research in Statistics Education</i>, D. Ben-Zvi, K. Makar, and J. Garfield, Eds. Cham: Springer International Publishing, 2017, pp. 139–192.","mla":"Biehler, Rolf, et al. “Reasoning About Data.” <i>International Handbook of Research in Statistics Education</i>, edited by Dani Ben-Zvi et al., Springer International Publishing, 2017, pp. 139–92, doi:<a href=\"https://doi.org/10.1007/978-3-319-66195-7_5\">10.1007/978-3-319-66195-7_5</a>.","apa":"Biehler, R., Frischemeier, D., Reading, C., &#38; Shaughnessy, J. M. (2017). Reasoning About Data. In D. Ben-Zvi, K. Makar, &#38; J. Garfield (Eds.), <i>International Handbook of Research in Statistics Education</i> (pp. 139–192). Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-319-66195-7_5\">https://doi.org/10.1007/978-3-319-66195-7_5</a>","bibtex":"@inbook{Biehler_Frischemeier_Reading_Shaughnessy_2017, place={Cham}, title={Reasoning About Data}, DOI={<a href=\"https://doi.org/10.1007/978-3-319-66195-7_5\">10.1007/978-3-319-66195-7_5</a>}, booktitle={International Handbook of Research in Statistics Education}, publisher={Springer International Publishing}, author={Biehler, Rolf and Frischemeier, Daniel and Reading, Chris and Shaughnessy, J. Michael}, editor={Ben-Zvi, Dani and Makar, K. and Garfield, J.}, year={2017}, pages={139–192} }","chicago":"Biehler, Rolf, Daniel Frischemeier, Chris Reading, and J. Michael Shaughnessy. “Reasoning About Data.” In <i>International Handbook of Research in Statistics Education</i>, edited by Dani Ben-Zvi, K. Makar, and J. Garfield, 139–92. 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