---
_id: '52510'
author:
- first_name: Gerda
full_name: Werth, Gerda
id: '578'
last_name: Werth
citation:
ama: 'Werth G. Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin. In:
Frank A, Krauss S, Binder K, eds. Beiträge zum Mathematikunterricht. WTM;
2019.'
apa: Werth, G. (2019). Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin.
In A. Frank, S. Krauss, & K. Binder (Eds.), Beiträge zum Mathematikunterricht.
WTM.
bibtex: '@inproceedings{Werth_2019, place={Münster}, title={Mathilde Vaerting. Deutschlands
erste Mathematikdidaktikderin}, booktitle={Beiträge zum Mathematikunterricht},
publisher={WTM}, author={Werth, Gerda}, editor={Frank, Andreas and Krauss, Stefan and
Binder, Karin}, year={2019} }'
chicago: 'Werth, Gerda. “Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin.”
In Beiträge zum Mathematikunterricht, edited by Andreas Frank, Stefan Krauss,
and Karin Binder. Münster: WTM, 2019.'
ieee: G. Werth, “Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin,”
in Beiträge zum Mathematikunterricht, Regensburg, 2019.
mla: Werth, Gerda. “Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin.”
Beiträge zum Mathematikunterricht, edited by Andreas Frank et al., WTM,
2019.
short: 'G. Werth, in: A. Frank, S. Krauss, K. Binder (Eds.), Beiträge zum Mathematikunterricht,
WTM, Münster, 2019.'
conference:
end_date: 2019-03-08
location: Regensburg
name: Jahrestagung der Gesellschaft für Didaktik der Mathematik
start_date: 2019-03-04
date_created: 2024-03-12T15:22:28Z
date_updated: 2024-04-09T11:06:08Z
department:
- _id: '34'
- _id: '10'
- _id: '98'
- _id: '360'
editor:
- first_name: Andreas
full_name: Frank, Andreas
last_name: Frank
- first_name: 'Stefan '
full_name: 'Krauss, Stefan '
last_name: Krauss
- first_name: Karin
full_name: Binder, Karin
last_name: Binder
language:
- iso: ger
place: Münster
publication: Beiträge zum Mathematikunterricht
publisher: WTM
status: public
title: Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin
type: conference
user_id: '578'
year: '2019'
...
---
_id: '53416'
abstract:
- lang: eng
text: "Abstract\r\n For a compact
Riemannian locally symmetric space $\\mathcal M$ of rank 1 and an associated vector
bundle $\\mathbf V_{\\tau }$ over the unit cosphere bundle $S^{\\ast }\\mathcal
M$, we give a precise description of those classical (Pollicott–Ruelle) resonant
states on $\\mathbf V_{\\tau }$ that vanish under covariant derivatives in the
Anosov-unstable directions of the chaotic geodesic flow on $S^{\\ast }\\mathcal
M$. In particular, we show that they are isomorphically mapped by natural pushforwards
into generalized common eigenspaces of the algebra of invariant differential operators
$D(G,\\sigma )$ on compatible associated vector bundles $\\mathbf W_{\\sigma }$
over $\\mathcal M$. As a consequence of this description, we obtain an exact band
structure of the Pollicott–Ruelle spectrum. Further, under some mild assumptions
on the representations $\\tau$ and $\\sigma$ defining the bundles $\\mathbf V_{\\tau
}$ and $\\mathbf W_{\\sigma }$, we obtain a very explicit description of the generalized
common eigenspaces. This allows us to relate classical Pollicott–Ruelle resonances
to quantum eigenvalues of a Laplacian in a suitable Hilbert space of sections
of $\\mathbf W_{\\sigma }$. Our methods of proof are based on representation theory
and Lie theory."
author:
- first_name: Benjamin
full_name: Küster, Benjamin
last_name: Küster
- first_name: Tobias
full_name: Weich, Tobias
id: '49178'
last_name: Weich
orcid: 0000-0002-9648-6919
citation:
ama: Küster B, Weich T. Quantum-Classical Correspondence on Associated Vector Bundles
Over Locally Symmetric Spaces. International Mathematics Research Notices.
2019;2021(11):8225-8296. doi:10.1093/imrn/rnz068
apa: Küster, B., & Weich, T. (2019). Quantum-Classical Correspondence on Associated
Vector Bundles Over Locally Symmetric Spaces. International Mathematics Research
Notices, 2021(11), 8225–8296. https://doi.org/10.1093/imrn/rnz068
bibtex: '@article{Küster_Weich_2019, title={Quantum-Classical Correspondence on
Associated Vector Bundles Over Locally Symmetric Spaces}, volume={2021}, DOI={10.1093/imrn/rnz068}, number={11},
journal={International Mathematics Research Notices}, publisher={Oxford University
Press (OUP)}, author={Küster, Benjamin and Weich, Tobias}, year={2019}, pages={8225–8296}
}'
chicago: 'Küster, Benjamin, and Tobias Weich. “Quantum-Classical Correspondence
on Associated Vector Bundles Over Locally Symmetric Spaces.” International
Mathematics Research Notices 2021, no. 11 (2019): 8225–96. https://doi.org/10.1093/imrn/rnz068.'
ieee: 'B. Küster and T. Weich, “Quantum-Classical Correspondence on Associated Vector
Bundles Over Locally Symmetric Spaces,” International Mathematics Research
Notices, vol. 2021, no. 11, pp. 8225–8296, 2019, doi: 10.1093/imrn/rnz068.'
mla: Küster, Benjamin, and Tobias Weich. “Quantum-Classical Correspondence on Associated
Vector Bundles Over Locally Symmetric Spaces.” International Mathematics Research
Notices, vol. 2021, no. 11, Oxford University Press (OUP), 2019, pp. 8225–96,
doi:10.1093/imrn/rnz068.
short: B. Küster, T. Weich, International Mathematics Research Notices 2021 (2019)
8225–8296.
date_created: 2024-04-11T12:33:46Z
date_updated: 2024-04-11T12:36:33Z
department:
- _id: '548'
doi: 10.1093/imrn/rnz068
intvolume: ' 2021'
issue: '11'
keyword:
- General Mathematics
language:
- iso: eng
page: 8225-8296
publication: International Mathematics Research Notices
publication_identifier:
issn:
- 1073-7928
- 1687-0247
publication_status: published
publisher: Oxford University Press (OUP)
status: public
title: Quantum-Classical Correspondence on Associated Vector Bundles Over Locally
Symmetric Spaces
type: journal_article
user_id: '70575'
volume: 2021
year: '2019'
...
---
_id: '33598'
author:
- first_name: Sara
full_name: Rezat, Sara
id: '58338'
last_name: Rezat
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Rezat S, Rezat S. „...weil man Fermi-Aufgaben so rechnet“. Modelltexte als
sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben. In:
Mathematik differenziert 3/2019. Published online 2019:30-37.'
apa: 'Rezat, S., & Rezat, S. (2019). „...weil man Fermi-Aufgaben so rechnet“.
Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.
In: Mathematik differenziert 3/2019, 30–37.'
bibtex: '@article{Rezat_Rezat_2019, title={„...weil man Fermi-Aufgaben so rechnet“.
Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben},
journal={In: Mathematik differenziert 3/2019}, author={Rezat, Sara and Rezat,
Sebastian}, year={2019}, pages={30–37} }'
chicago: 'Rezat, Sara, and Sebastian Rezat. “„...weil man Fermi-Aufgaben so rechnet“.
Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.”
In: Mathematik differenziert 3/2019, 2019, 30–37.'
ieee: 'S. Rezat and S. Rezat, “„...weil man Fermi-Aufgaben so rechnet“. Modelltexte
als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben,”
In: Mathematik differenziert 3/2019, pp. 30–37, 2019.'
mla: 'Rezat, Sara, and Sebastian Rezat. “„...weil man Fermi-Aufgaben so rechnet“.
Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.”
In: Mathematik differenziert 3/2019, 2019, pp. 30–37.'
short: 'S. Rezat, S. Rezat, In: Mathematik differenziert 3/2019 (2019) 30–37.'
date_created: 2022-10-09T22:08:36Z
date_updated: 2024-04-18T08:02:47Z
department:
- _id: '463'
- _id: '360'
language:
- iso: ger
page: 30-37
publication: 'In: Mathematik differenziert 3/2019'
status: public
title: „...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource
für das Erklären von Lösungswegen bei Fermi-Aufgaben
type: journal_article
user_id: '31132'
year: '2019'
...
---
_id: '44684'
author:
- first_name: Maike
full_name: Vollstedt, Maike
last_name: Vollstedt
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Vollstedt M, Rezat S. An Introduction to Grounded Theory with a Special Focus
on Axial Coding and the Coding Paradigm. In: Kaiser G, Presmeg N, eds. Compendium
for Early Career Researchers in Mathematics Education. Springer International
Publishing; 2019. doi:10.1007/978-3-030-15636-7_4'
apa: Vollstedt, M., & Rezat, S. (2019). An Introduction to Grounded Theory with
a Special Focus on Axial Coding and the Coding Paradigm. In G. Kaiser & N.
Presmeg (Eds.), Compendium for Early Career Researchers in Mathematics Education.
Springer International Publishing. https://doi.org/10.1007/978-3-030-15636-7_4
bibtex: '@inbook{Vollstedt_Rezat_2019, place={Cham}, title={An Introduction to Grounded
Theory with a Special Focus on Axial Coding and the Coding Paradigm}, DOI={10.1007/978-3-030-15636-7_4},
booktitle={Compendium for Early Career Researchers in Mathematics Education},
publisher={Springer International Publishing}, author={Vollstedt, Maike and Rezat,
Sebastian}, editor={Kaiser, Gabriele and Presmeg, Norma}, year={2019} }'
chicago: 'Vollstedt, Maike, and Sebastian Rezat. “An Introduction to Grounded Theory
with a Special Focus on Axial Coding and the Coding Paradigm.” In Compendium
for Early Career Researchers in Mathematics Education, edited by Gabriele
Kaiser and Norma Presmeg. Cham: Springer International Publishing, 2019. https://doi.org/10.1007/978-3-030-15636-7_4.'
ieee: 'M. Vollstedt and S. Rezat, “An Introduction to Grounded Theory with a Special
Focus on Axial Coding and the Coding Paradigm,” in Compendium for Early Career
Researchers in Mathematics Education, G. Kaiser and N. Presmeg, Eds. Cham:
Springer International Publishing, 2019.'
mla: Vollstedt, Maike, and Sebastian Rezat. “An Introduction to Grounded Theory
with a Special Focus on Axial Coding and the Coding Paradigm.” Compendium for
Early Career Researchers in Mathematics Education, edited by Gabriele Kaiser
and Norma Presmeg, Springer International Publishing, 2019, doi:10.1007/978-3-030-15636-7_4.
short: 'M. Vollstedt, S. Rezat, in: G. Kaiser, N. Presmeg (Eds.), Compendium for
Early Career Researchers in Mathematics Education, Springer International Publishing,
Cham, 2019.'
date_created: 2023-05-09T13:46:15Z
date_updated: 2024-04-18T08:24:46Z
department:
- _id: '360'
doi: 10.1007/978-3-030-15636-7_4
editor:
- first_name: Gabriele
full_name: Kaiser, Gabriele
last_name: Kaiser
- first_name: Norma
full_name: Presmeg, Norma
last_name: Presmeg
language:
- iso: eng
place: Cham
publication: Compendium for Early Career Researchers in Mathematics Education
publication_identifier:
isbn:
- '9783030156350'
- '9783030156367'
issn:
- 2520-8322
- 2520-8330
publication_status: published
publisher: Springer International Publishing
status: public
title: An Introduction to Grounded Theory with a Special Focus on Axial Coding and
the Coding Paradigm
type: book_chapter
user_id: '31132'
year: '2019'
...
---
_id: '46156'
abstract:
- lang: eng
text: AbstractAlthough the teaching of vocabulary
in mathematics lessons is requested in content- and language-integrated lesson
designs, the clarification of the specific lexical language demands is still an
open question for many mathematical topics. In a content- and language-integrated
lesson design towards understanding the concept of equivalent fractions, the vocabulary
(words and phrases) used by 17 students has been analyzed with qualitative means
of data analysis. The qualitative in-depth analyses underline the importance of
meaning-related vocabulary for making structural relations between the fractions
in view explicit. Quantitative analyses of inventoried vocabulary for the four
categories “self-initiated by students,” “triggered by teaching material,” “triggered
by teacher,” or “triggered by peers” show the relations of collective and autonomous
vocabularies from which the students retrieve their lexical means in oral and
written language production.
author:
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
ama: Wessel L. Vocabulary in learning processes towards conceptual understanding
of equivalent fractions—specifying students’ language demands on the basis of
lexical trace analyses. Mathematics Education Research Journal. 2019;32(4):653-681.
doi:10.1007/s13394-019-00284-z
apa: Wessel, L. (2019). Vocabulary in learning processes towards conceptual understanding
of equivalent fractions—specifying students’ language demands on the basis of
lexical trace analyses. Mathematics Education Research Journal, 32(4),
653–681. https://doi.org/10.1007/s13394-019-00284-z
bibtex: '@article{Wessel_2019, title={Vocabulary in learning processes towards conceptual
understanding of equivalent fractions—specifying students’ language demands on
the basis of lexical trace analyses}, volume={32}, DOI={10.1007/s13394-019-00284-z},
number={4}, journal={Mathematics Education Research Journal}, publisher={Springer
Science and Business Media LLC}, author={Wessel, Lena}, year={2019}, pages={653–681}
}'
chicago: 'Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding
of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of
Lexical Trace Analyses.” Mathematics Education Research Journal 32, no.
4 (2019): 653–81. https://doi.org/10.1007/s13394-019-00284-z.'
ieee: 'L. Wessel, “Vocabulary in learning processes towards conceptual understanding
of equivalent fractions—specifying students’ language demands on the basis of
lexical trace analyses,” Mathematics Education Research Journal, vol. 32,
no. 4, pp. 653–681, 2019, doi: 10.1007/s13394-019-00284-z.'
mla: Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding
of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of
Lexical Trace Analyses.” Mathematics Education Research Journal, vol. 32,
no. 4, Springer Science and Business Media LLC, 2019, pp. 653–81, doi:10.1007/s13394-019-00284-z.
short: L. Wessel, Mathematics Education Research Journal 32 (2019) 653–681.
date_created: 2023-07-26T10:03:33Z
date_updated: 2024-04-18T09:01:40Z
department:
- _id: '643'
doi: 10.1007/s13394-019-00284-z
intvolume: ' 32'
issue: '4'
keyword:
- Education
- General Mathematics
language:
- iso: eng
page: 653-681
publication: Mathematics Education Research Journal
publication_identifier:
issn:
- 1033-2170
- 2211-050X
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Vocabulary in learning processes towards conceptual understanding of equivalent
fractions—specifying students’ language demands on the basis of lexical trace analyses
type: journal_article
user_id: '37888'
volume: 32
year: '2019'
...
---
_id: '48320'
author:
- first_name: Timo
full_name: Leuders, Timo
last_name: Leuders
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
ama: 'Leuders T, Wessel L. 3.5 Kompetenzorientierte Didaktik der Analysis durch
Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell.
In: Kreutz J, Leuders T, Hellmann T, eds. Professionsorientierung in der Lehrerbildung:
Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell.
Springer; 2019:117-134.'
apa: 'Leuders, T., & Wessel, L. (2019). 3.5 Kompetenzorientierte Didaktik der
Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign
nach dem 4C/ID-Modell. In J. Kreutz, T. Leuders, & T. Hellmann (Eds.), Professionsorientierung
in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell
(pp. 117–134). Springer.'
bibtex: '@inbook{Leuders_Wessel_2019, place={Wiesbaden}, title={3.5 Kompetenzorientierte
Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein
Lehrdesign nach dem 4C/ID-Modell}, booktitle={Professionsorientierung in der Lehrerbildung:
Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell},
publisher={Springer}, author={Leuders, Timo and Wessel, Lena}, editor={Kreutz,
J. and Leuders, Timo and Hellmann, T.}, year={2019}, pages={117–134} }'
chicago: 'Leuders, Timo, and Lena Wessel. “3.5 Kompetenzorientierte Didaktik der
Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign
nach dem 4C/ID-Modell.” In Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes
Lehren nach dem 4-Component-Instructional-Design-Modell, edited by J. Kreutz,
Timo Leuders, and T. Hellmann, 117–34. Wiesbaden: Springer, 2019.'
ieee: 'T. Leuders and L. Wessel, “3.5 Kompetenzorientierte Didaktik der Analysis
durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem
4C/ID-Modell,” in Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes
Lehren nach dem 4-Component-Instructional-Design-Modell, J. Kreutz, T. Leuders,
and T. Hellmann, Eds. Wiesbaden: Springer, 2019, pp. 117–134.'
mla: 'Leuders, Timo, and Lena Wessel. “3.5 Kompetenzorientierte Didaktik der Analysis
durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem
4C/ID-Modell.” Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes
Lehren nach dem 4-Component-Instructional-Design-Modell, edited by J. Kreutz
et al., Springer, 2019, pp. 117–34.'
short: 'T. Leuders, L. Wessel, in: J. Kreutz, T. Leuders, T. Hellmann (Eds.), Professionsorientierung
in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell,
Springer, Wiesbaden, 2019, pp. 117–134.'
date_created: 2023-10-19T09:24:24Z
date_updated: 2024-04-18T09:04:42Z
department:
- _id: '643'
editor:
- first_name: J.
full_name: Kreutz, J.
last_name: Kreutz
- first_name: Timo
full_name: Leuders, Timo
last_name: Leuders
- first_name: T.
full_name: Hellmann, T.
last_name: Hellmann
language:
- iso: ger
page: 117-134
place: Wiesbaden
publication: 'Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes
Lehren nach dem 4-Component-Instructional-Design-Modell'
publisher: Springer
status: public
title: 3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life
tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell
type: book_chapter
user_id: '37888'
year: '2019'
...
---
_id: '48376'
abstract:
- lang: eng
text: '„Vielfalt, die verbindet“ ist ein Leitmotiv, welches das Hanse-Kolloquium
zur Hochschuldidaktik der Mathematik 2018 in Essen gut beschreibt. Zu diesem kamen
Akteure von Fachhochschulen und Universitäten mit fachmathematischer wie fachdidaktischer
Perspektive vom 9. bis 10. November zusammen, um die Problematik des Übergangs
von Schule zu Hochschule im Kontext mathematischer Studiengänge zu diskutieren.
Der vorliegende Band bündelt die vielfältigen Projekte und Forschungsaktivitäten
rund um den Übergang Schule–Hochschule und zeigt Innovationen innerhalb der mathematischen
Hochschullehre gleichermaßen praxisorientiert wie theoretisch fundiert auf. Neben
drei Hauptbeiträgen von Bärbel Barzel, Frode Rønning sowie Nimet Sarikaya und
Peter Furlan umfasst der Band weitere 13 Sektionsbeiträge, welche u. a. die nebenstehenden
Schwerpunkte fokussieren. • Heranführen von Studierenden an hochschulmathematische
Denk- und Arbeitsweisen • Anpassung von Strukturen und Aufgaben für einen konstruktiven
Übergang von Schule zu Hochschule • Bewährte Unterstützungsmaßnahmen für ein erfolgreiches
Selbstlernen, z. B. in Form von Peer Instruction. • Etablierte Flipped-Classroom-
und Blended-Learning-Formate • Messung vielfältiger Fähigkeitsprofile von Studierenden
beim Eintritt in die Hochschule • Chancen der Digitalisierung nutzen: Lehren und
Lernen mit digitalen Medien, z. B. mithilfe von Lernvideo oder durch dynamische
Visualisierungen • Umgang mit zunehmender Heterogenität und unterschiedlichem
Vorwissen auf Seite der Studierenden • Konzepte problembasierten Lernens in die
Hochschullehre integrieren • Steigerung der Motivation von Studierenden • Umgang
mit der doppelten Diskontinuität mathematischer Lehramtsstudiengänge'
alternative_title:
- Beiträge zum gleichnamigen Symposium am 9. und 10. November 2018 an der Universität
Duisburg-Essen
citation:
ama: Klinger M, Schüler-Meyer A, Wessel L, eds. Hanse-Kolloquium zur Hochschuldidaktik
der Mathematik 2018. Vol 6. WTM-Verlag; 2019. doi:10.37626/ga9783959870986.0
apa: Klinger, M., Schüler-Meyer, A., & Wessel, L. (Eds.). (2019). Hanse-Kolloquium
zur Hochschuldidaktik der Mathematik 2018 (Vol. 6). WTM-Verlag. https://doi.org/10.37626/ga9783959870986.0
bibtex: '@book{Klinger_Schüler-Meyer_Wessel_2019, place={Münster}, series={Reihe
Schriften zur Hochschuldidaktik Mathematik}, title={Hanse-Kolloquium zur Hochschuldidaktik
der Mathematik 2018}, volume={6}, DOI={10.37626/ga9783959870986.0},
publisher={WTM-Verlag}, year={2019}, collection={Reihe Schriften zur Hochschuldidaktik
Mathematik} }'
chicago: 'Klinger, Marcel, Alexander Schüler-Meyer, and Lena Wessel, eds. Hanse-Kolloquium
zur Hochschuldidaktik der Mathematik 2018. Vol. 6. Reihe Schriften zur Hochschuldidaktik
Mathematik. Münster: WTM-Verlag, 2019. https://doi.org/10.37626/ga9783959870986.0.'
ieee: 'M. Klinger, A. Schüler-Meyer, and L. Wessel, Eds., Hanse-Kolloquium zur
Hochschuldidaktik der Mathematik 2018, vol. 6. Münster: WTM-Verlag, 2019.'
mla: Klinger, Marcel, et al., editors. Hanse-Kolloquium zur Hochschuldidaktik
der Mathematik 2018. WTM-Verlag, 2019, doi:10.37626/ga9783959870986.0.
short: M. Klinger, A. Schüler-Meyer, L. Wessel, eds., Hanse-Kolloquium zur Hochschuldidaktik
der Mathematik 2018, WTM-Verlag, Münster, 2019.
date_created: 2023-10-23T07:50:59Z
date_updated: 2024-04-18T09:08:38Z
department:
- _id: '643'
doi: 10.37626/ga9783959870986.0
editor:
- first_name: Marcel
full_name: Klinger, Marcel
last_name: Klinger
- first_name: Alexander
full_name: Schüler-Meyer, Alexander
last_name: Schüler-Meyer
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
intvolume: ' 6'
language:
- iso: ger
place: Münster
publication_identifier:
isbn:
- '9783959870986'
publication_status: published
publisher: WTM-Verlag
series_title: Reihe Schriften zur Hochschuldidaktik Mathematik
status: public
title: Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018
type: book_editor
user_id: '37888'
volume: 6
year: '2019'
...
---
_id: '48409'
article_number: hal-02409325
author:
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
ama: 'Wessel L. How theories of language-responsive mathematics can inform teaching
designs for vocational mathematics. In: Jankvist UT, van den Heuvel-Panhuizen
M, Veldhuis M, eds. Eleventh Congress of the European Society for Research
in Mathematics Education (CERME11). Vol TWG07. Proceedings of the Eleventh
Congress of the European Society for Research in Mathematics Education (CERME11).
Freudenthal Group; 2019.'
apa: Wessel, L. (2019). How theories of language-responsive mathematics can inform
teaching designs for vocational mathematics. In U. T. Jankvist, M. van den Heuvel-Panhuizen,
& M. Veldhuis (Eds.), Eleventh Congress of the European Society for Research
in Mathematics Education (CERME11) (hal-02409325; Vol. TWG07, Issue 12). Freudenthal
Group.
bibtex: '@inproceedings{Wessel_2019, place={Utrecht, Netherlands}, series={Proceedings
of the Eleventh Congress of the European Society for Research in Mathematics Education
(CERME11)}, title={How theories of language-responsive mathematics can inform
teaching designs for vocational mathematics}, volume={TWG07}, number={12hal-02409325},
booktitle={Eleventh Congress of the European Society for Research in Mathematics
Education (CERME11)}, publisher={Freudenthal Group}, author={Wessel, Lena}, editor={Jankvist,
Uffe Thomas and van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel}, year={2019},
collection={Proceedings of the Eleventh Congress of the European Society for Research
in Mathematics Education (CERME11)} }'
chicago: 'Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform
Teaching Designs for Vocational Mathematics.” In Eleventh Congress of the European
Society for Research in Mathematics Education (CERME11), edited by Uffe Thomas
Jankvist, Marja van den Heuvel-Panhuizen, and Michiel Veldhuis, Vol. TWG07. Proceedings
of the Eleventh Congress of the European Society for Research in Mathematics Education
(CERME11). Utrecht, Netherlands: Freudenthal Group, 2019.'
ieee: L. Wessel, “How theories of language-responsive mathematics can inform teaching
designs for vocational mathematics,” in Eleventh Congress of the European Society
for Research in Mathematics Education (CERME11), 2019, vol. TWG07, no. 12.
mla: Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform Teaching
Designs for Vocational Mathematics.” Eleventh Congress of the European Society
for Research in Mathematics Education (CERME11), edited by Uffe Thomas Jankvist
et al., vol. TWG07, no. 12, hal-02409325, Freudenthal Group, 2019.
short: 'L. Wessel, in: U.T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis (Eds.),
Eleventh Congress of the European Society for Research in Mathematics Education
(CERME11), Freudenthal Group, Utrecht, Netherlands, 2019.'
date_created: 2023-10-24T07:56:11Z
date_updated: 2024-04-18T09:19:16Z
department:
- _id: '643'
editor:
- first_name: Uffe Thomas
full_name: Jankvist, Uffe Thomas
last_name: Jankvist
- first_name: Marja
full_name: van den Heuvel-Panhuizen, Marja
last_name: van den Heuvel-Panhuizen
- first_name: Michiel
full_name: Veldhuis, Michiel
last_name: Veldhuis
issue: '12'
keyword:
- Vocational education
- language
- percentages
- scaffolding
- design research
language:
- iso: eng
main_file_link:
- url: https://hal.science/hal-02409325/
place: Utrecht, Netherlands
publication: Eleventh Congress of the European Society for Research in Mathematics
Education (CERME11)
publisher: Freudenthal Group
series_title: Proceedings of the Eleventh Congress of the European Society for Research
in Mathematics Education (CERME11)
status: public
title: How theories of language-responsive mathematics can inform teaching designs
for vocational mathematics
type: conference
user_id: '37888'
volume: TWG07
year: '2019'
...
---
_id: '48324'
author:
- first_name: Richard
full_name: Barwell, Richard
last_name: Barwell
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
- first_name: Aldo
full_name: Parra, Aldo
last_name: Parra
citation:
ama: 'Barwell R, Wessel L, Parra A. Language diversity and mathematics education:
new developments. Research in Mathematics Education. 2019;21(2):113-118.
doi:10.1080/14794802.2019.1638824'
apa: 'Barwell, R., Wessel, L., & Parra, A. (2019). Language diversity and mathematics
education: new developments. Research in Mathematics Education, 21(2),
113–118. https://doi.org/10.1080/14794802.2019.1638824'
bibtex: '@article{Barwell_Wessel_Parra_2019, title={Language diversity and mathematics
education: new developments}, volume={21}, DOI={10.1080/14794802.2019.1638824},
number={2}, journal={Research in Mathematics Education}, publisher={Informa UK
Limited}, author={Barwell, Richard and Wessel, Lena and Parra, Aldo}, year={2019},
pages={113–118} }'
chicago: 'Barwell, Richard, Lena Wessel, and Aldo Parra. “Language Diversity and
Mathematics Education: New Developments.” Research in Mathematics Education
21, no. 2 (2019): 113–18. https://doi.org/10.1080/14794802.2019.1638824.'
ieee: 'R. Barwell, L. Wessel, and A. Parra, “Language diversity and mathematics
education: new developments,” Research in Mathematics Education, vol. 21,
no. 2, pp. 113–118, 2019, doi: 10.1080/14794802.2019.1638824.'
mla: 'Barwell, Richard, et al. “Language Diversity and Mathematics Education: New
Developments.” Research in Mathematics Education, vol. 21, no. 2, Informa
UK Limited, 2019, pp. 113–18, doi:10.1080/14794802.2019.1638824.'
short: R. Barwell, L. Wessel, A. Parra, Research in Mathematics Education 21 (2019)
113–118.
date_created: 2023-10-19T09:32:44Z
date_updated: 2024-04-18T09:18:58Z
department:
- _id: '643'
doi: 10.1080/14794802.2019.1638824
intvolume: ' 21'
issue: '2'
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 113-118
publication: Research in Mathematics Education
publication_identifier:
issn:
- 1479-4802
- 1754-0178
publication_status: published
publisher: Informa UK Limited
status: public
title: 'Language diversity and mathematics education: new developments'
type: journal_article
user_id: '37888'
volume: 21
year: '2019'
...
---
_id: '48554'
alternative_title:
- Special Issue des Journals Research in Mathematics Education
citation:
ama: Barwell R, Wessel L, Parra A, eds. Mathematics Education in a Multilingual
and Multicultural Environment. Post-Publikation Der Topic Study Group 31 Beiträge
Der ICME-Konferenz 2016 in Hamburg.; 2019.
apa: Barwell, R., Wessel, L., & Parra, A. (Eds.). (2019). Mathematics education
in a multilingual and multicultural environment. Post-Publikation der Topic Study
Group 31 Beiträge der ICME-Konferenz 2016 in Hamburg.
bibtex: '@book{Barwell_Wessel_Parra_2019, title={Mathematics education in a multilingual
and multicultural environment. Post-Publikation der Topic Study Group 31 Beiträge
der ICME-Konferenz 2016 in Hamburg.}, year={2019} }'
chicago: Barwell, R., Lena Wessel, and A. Parra, eds. Mathematics Education in
a Multilingual and Multicultural Environment. Post-Publikation Der Topic Study
Group 31 Beiträge Der ICME-Konferenz 2016 in Hamburg., 2019.
ieee: R. Barwell, L. Wessel, and A. Parra, Eds., Mathematics education in a multilingual
and multicultural environment. Post-Publikation der Topic Study Group 31 Beiträge
der ICME-Konferenz 2016 in Hamburg. 2019.
mla: Barwell, R., et al., editors. Mathematics Education in a Multilingual and
Multicultural Environment. Post-Publikation Der Topic Study Group 31 Beiträge
Der ICME-Konferenz 2016 in Hamburg. 2019.
short: R. Barwell, L. Wessel, A. Parra, eds., Mathematics Education in a Multilingual
and Multicultural Environment. Post-Publikation Der Topic Study Group 31 Beiträge
Der ICME-Konferenz 2016 in Hamburg., 2019.
date_created: 2023-10-31T08:28:01Z
date_updated: 2024-04-18T09:19:08Z
department:
- _id: '643'
editor:
- first_name: R.
full_name: Barwell, R.
last_name: Barwell
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
- first_name: A.
full_name: Parra, A.
last_name: Parra
language:
- iso: eng
status: public
title: Mathematics education in a multilingual and multicultural environment. Post-Publikation
der Topic Study Group 31 Beiträge der ICME-Konferenz 2016 in Hamburg.
type: book_editor
user_id: '37888'
year: '2019'
...
---
_id: '16966'
author:
- first_name: Christiane
full_name: Kuklinski, Christiane
last_name: Kuklinski
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Elisa
full_name: Lankeit, Elisa
last_name: Lankeit
- first_name: Elena
full_name: Leis, Elena
last_name: Leis
- first_name: Mirko
full_name: Schürmann, Mirko
id: '59707'
last_name: Schürmann
orcid: 0000-0003-2646-085X
citation:
ama: 'Kuklinski C, Liebendörfer M, Hochmuth R, et al. Features of innovative lectures
that distinguish them from traditional lectures and their evaluation by attending
students. In: Proceedings of {CERME} 11. ; 2019.'
apa: Kuklinski, C., Liebendörfer, M., Hochmuth, R., Biehler, R., Schaper, N., Lankeit,
E., Leis, E., & Schürmann, M. (2019). Features of innovative lectures that
distinguish them from traditional lectures and their evaluation by attending students.
In Proceedings of {CERME} 11.
bibtex: '@inbook{Kuklinski_Liebendörfer_Hochmuth_Biehler_Schaper_Lankeit_Leis_Schürmann_2019,
place={Utrecht}, title={Features of innovative lectures that distinguish them
from traditional lectures and their evaluation by attending students}, booktitle={Proceedings
of {CERME} 11}, author={Kuklinski, Christiane and Liebendörfer, Michael and Hochmuth,
Reinhard and Biehler, Rolf and Schaper, Niclas and Lankeit, Elisa and Leis, Elena
and Schürmann, Mirko}, year={2019} }'
chicago: Kuklinski, Christiane, Michael Liebendörfer, Reinhard Hochmuth, Rolf Biehler,
Niclas Schaper, Elisa Lankeit, Elena Leis, and Mirko Schürmann. “Features of Innovative
Lectures That Distinguish Them from Traditional Lectures and Their Evaluation
by Attending Students.” In Proceedings of {CERME} 11. Utrecht, 2019.
ieee: C. Kuklinski et al., “Features of innovative lectures that distinguish
them from traditional lectures and their evaluation by attending students,” in
Proceedings of {CERME} 11, Utrecht, 2019.
mla: Kuklinski, Christiane, et al. “Features of Innovative Lectures That Distinguish
Them from Traditional Lectures and Their Evaluation by Attending Students.” Proceedings
of {CERME} 11, 2019.
short: 'C. Kuklinski, M. Liebendörfer, R. Hochmuth, R. Biehler, N. Schaper, E. Lankeit,
E. Leis, M. Schürmann, in: Proceedings of {CERME} 11, Utrecht, 2019.'
date_created: 2020-05-16T07:32:47Z
date_updated: 2024-04-30T13:44:25Z
department:
- _id: '423'
- _id: '625'
language:
- iso: eng
place: Utrecht
publication: Proceedings of {CERME} 11
status: public
title: Features of innovative lectures that distinguish them from traditional lectures
and their evaluation by attending students
type: book_chapter
user_id: '30933'
year: '2019'
...
---
_id: '55284'
author:
- first_name: Ch.
full_name: Elsholtz, Ch.
last_name: Elsholtz
- first_name: Marc
full_name: Technau, Marc
id: '106108'
last_name: Technau
orcid: 0000-0001-9650-2459
- first_name: N.
full_name: Technau, N.
last_name: Technau
citation:
ama: Elsholtz Ch, Technau M, Technau N. The maximal order of iterated multiplicative
functions. Mathematika. 2019;64(4):990–1009. doi:10.1112/S0025579319000214
apa: Elsholtz, Ch., Technau, M., & Technau, N. (2019). The maximal order of
iterated multiplicative functions. Mathematika, 64(4), 990–1009.
https://doi.org/10.1112/S0025579319000214
bibtex: '@article{Elsholtz_Technau_Technau_2019, title={The maximal order of iterated
multiplicative functions}, volume={64}, DOI={10.1112/S0025579319000214},
number={4}, journal={Mathematika}, author={Elsholtz, Ch. and Technau, Marc and
Technau, N.}, year={2019}, pages={990–1009} }'
chicago: 'Elsholtz, Ch., Marc Technau, and N. Technau. “The Maximal Order of Iterated
Multiplicative Functions.” Mathematika 64, no. 4 (2019): 990–1009. https://doi.org/10.1112/S0025579319000214.'
ieee: 'Ch. Elsholtz, M. Technau, and N. Technau, “The maximal order of iterated
multiplicative functions,” Mathematika, vol. 64, no. 4, pp. 990–1009, 2019,
doi: 10.1112/S0025579319000214.'
mla: Elsholtz, Ch., et al. “The Maximal Order of Iterated Multiplicative Functions.”
Mathematika, vol. 64, no. 4, 2019, pp. 990–1009, doi:10.1112/S0025579319000214.
short: Ch. Elsholtz, M. Technau, N. Technau, Mathematika 64 (2019) 990–1009.
date_created: 2024-07-16T11:09:02Z
date_updated: 2024-07-24T07:25:42Z
department:
- _id: '102'
doi: 10.1112/S0025579319000214
extern: '1'
intvolume: ' 64'
issue: '4'
language:
- iso: eng
page: 990–1009
publication: Mathematika
status: public
title: The maximal order of iterated multiplicative functions
type: journal_article
user_id: '106108'
volume: 64
year: '2019'
...
---
_id: '55285'
author:
- first_name: Marc
full_name: Technau, Marc
id: '106108'
last_name: Technau
orcid: 0000-0001-9650-2459
citation:
ama: Technau M. Generalised Beatty sets. Notes Number Theory Discrete Math.
2019;25(2):127–135. doi:10.7546/nntdm.2019.25.2.127-135
apa: Technau, M. (2019). Generalised Beatty sets. Notes Number Theory Discrete
Math., 25(2), 127–135. https://doi.org/10.7546/nntdm.2019.25.2.127-135
bibtex: '@article{Technau_2019, title={Generalised Beatty sets}, volume={25}, DOI={10.7546/nntdm.2019.25.2.127-135},
number={2}, journal={Notes Number Theory Discrete Math.}, author={Technau, Marc},
year={2019}, pages={127–135} }'
chicago: 'Technau, Marc. “Generalised Beatty Sets.” Notes Number Theory Discrete
Math. 25, no. 2 (2019): 127–135. https://doi.org/10.7546/nntdm.2019.25.2.127-135.'
ieee: 'M. Technau, “Generalised Beatty sets,” Notes Number Theory Discrete Math.,
vol. 25, no. 2, pp. 127–135, 2019, doi: 10.7546/nntdm.2019.25.2.127-135.'
mla: Technau, Marc. “Generalised Beatty Sets.” Notes Number Theory Discrete Math.,
vol. 25, no. 2, 2019, pp. 127–135, doi:10.7546/nntdm.2019.25.2.127-135.
short: M. Technau, Notes Number Theory Discrete Math. 25 (2019) 127–135.
date_created: 2024-07-16T11:09:02Z
date_updated: 2024-07-24T07:25:59Z
department:
- _id: '102'
doi: 10.7546/nntdm.2019.25.2.127-135
extern: '1'
intvolume: ' 25'
issue: '2'
language:
- iso: eng
page: 127–135
publication: Notes Number Theory Discrete Math.
status: public
title: Generalised Beatty sets
type: journal_article
user_id: '106108'
volume: 25
year: '2019'
...
---
_id: '34915'
abstract:
- lang: eng
text: We describe the determinants of the automorphism groups of Hermitian lattices
over local fields. Using a result of G. Shimura, this yields an explicit method
to compute the special genera in a given genus of Hermitian lattices over a number
field.
author:
- first_name: Markus
full_name: Kirschmer, Markus
id: '82258'
last_name: Kirschmer
citation:
ama: Kirschmer M. Determinant groups of Hermitian lattices over local fields. Archiv
der Mathematik. 2019;113(4):337-347. doi:10.1007/s00013-019-01348-z
apa: Kirschmer, M. (2019). Determinant groups of Hermitian lattices over local fields.
Archiv Der Mathematik, 113(4), 337–347. https://doi.org/10.1007/s00013-019-01348-z
bibtex: '@article{Kirschmer_2019, title={Determinant groups of Hermitian lattices
over local fields}, volume={113}, DOI={10.1007/s00013-019-01348-z},
number={4}, journal={Archiv der Mathematik}, publisher={Springer Science and Business
Media LLC}, author={Kirschmer, Markus}, year={2019}, pages={337–347} }'
chicago: 'Kirschmer, Markus. “Determinant Groups of Hermitian Lattices over Local
Fields.” Archiv Der Mathematik 113, no. 4 (2019): 337–47. https://doi.org/10.1007/s00013-019-01348-z.'
ieee: 'M. Kirschmer, “Determinant groups of Hermitian lattices over local fields,”
Archiv der Mathematik, vol. 113, no. 4, pp. 337–347, 2019, doi: 10.1007/s00013-019-01348-z.'
mla: Kirschmer, Markus. “Determinant Groups of Hermitian Lattices over Local Fields.”
Archiv Der Mathematik, vol. 113, no. 4, Springer Science and Business Media
LLC, 2019, pp. 337–47, doi:10.1007/s00013-019-01348-z.
short: M. Kirschmer, Archiv Der Mathematik 113 (2019) 337–347.
date_created: 2022-12-23T11:03:41Z
date_updated: 2023-04-04T09:05:04Z
department:
- _id: '102'
doi: 10.1007/s00013-019-01348-z
intvolume: ' 113'
issue: '4'
keyword:
- General Mathematics
language:
- iso: eng
page: 337-347
publication: Archiv der Mathematik
publication_identifier:
issn:
- 0003-889X
- 1420-8938
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Determinant groups of Hermitian lattices over local fields
type: journal_article
user_id: '93826'
volume: 113
year: '2019'
...
---
_id: '45387'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
citation:
ama: Dröse J. Textaufgaben lesen und verstehen lernen – Entwicklungsforschungsstudie
zur mathematikspezifischen Leseverständnisförderung. Springer Spektrum; 2019.
apa: Dröse, J. (2019). Textaufgaben lesen und verstehen lernen – Entwicklungsforschungsstudie
zur mathematikspezifischen Leseverständnisförderung. Springer Spektrum.
bibtex: '@book{Dröse_2019, place={Heidelberg}, title={Textaufgaben lesen und verstehen
lernen – Entwicklungsforschungsstudie zur mathematikspezifischen Leseverständnisförderung},
publisher={Springer Spektrum}, author={Dröse, Jennifer}, year={2019} }'
chicago: 'Dröse, Jennifer. Textaufgaben lesen und verstehen lernen – Entwicklungsforschungsstudie
zur mathematikspezifischen Leseverständnisförderung. Heidelberg: Springer
Spektrum, 2019.'
ieee: 'J. Dröse, Textaufgaben lesen und verstehen lernen – Entwicklungsforschungsstudie
zur mathematikspezifischen Leseverständnisförderung. Heidelberg: Springer
Spektrum, 2019.'
mla: Dröse, Jennifer. Textaufgaben lesen und verstehen lernen – Entwicklungsforschungsstudie
zur mathematikspezifischen Leseverständnisförderung. Springer Spektrum, 2019.
short: J. Dröse, Textaufgaben lesen und verstehen lernen – Entwicklungsforschungsstudie
zur mathematikspezifischen Leseverständnisförderung, Springer Spektrum, Heidelberg,
2019.
date_created: 2023-05-31T07:45:22Z
date_updated: 2023-05-31T07:45:36Z
department:
- _id: '98'
extern: '1'
language:
- iso: ger
place: Heidelberg
publisher: Springer Spektrum
status: public
title: Textaufgaben lesen und verstehen lernen – Entwicklungsforschungsstudie zur
mathematikspezifischen Leseverständnisförderung
type: book
user_id: '21240'
year: '2019'
...
---
_id: '45390'
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. Scaffolding für fachbezogene textsortenspezifische Lesestrategien
– Entwicklungsforschungsstudie zur Förderung des Umgangs mit Textaufgaben. In:
Ahrenholz B, Jeuk S, Lütke B, Paetsch J, Roll H, eds. Fachunterricht, Sprachbildung
und Sprachkompetenzen . de Gruyter; 2019:107-134.'
apa: Dröse, J., & Prediger, S. (2019). Scaffolding für fachbezogene textsortenspezifische
Lesestrategien – Entwicklungsforschungsstudie zur Förderung des Umgangs mit Textaufgaben.
In B. Ahrenholz, S. Jeuk, B. Lütke, J. Paetsch, & H. Roll (Eds.), Fachunterricht,
Sprachbildung und Sprachkompetenzen (pp. 107–134). de Gruyter.
bibtex: '@inbook{Dröse_Prediger_2019, place={Berlin}, title={Scaffolding für fachbezogene
textsortenspezifische Lesestrategien – Entwicklungsforschungsstudie zur Förderung
des Umgangs mit Textaufgaben}, booktitle={Fachunterricht, Sprachbildung und Sprachkompetenzen
}, publisher={de Gruyter}, author={Dröse, Jennifer and Prediger, Susanne}, editor={Ahrenholz,
B. and Jeuk, S. and Lütke, B. and Paetsch, J. and Roll, H.}, year={2019}, pages={107–134}
}'
chicago: 'Dröse, Jennifer, and Susanne Prediger. “Scaffolding für fachbezogene textsortenspezifische
Lesestrategien – Entwicklungsforschungsstudie zur Förderung des Umgangs mit Textaufgaben.”
In Fachunterricht, Sprachbildung und Sprachkompetenzen , edited by B. Ahrenholz,
S. Jeuk, B. Lütke, J. Paetsch, and H. Roll, 107–34. Berlin: de Gruyter, 2019.'
ieee: 'J. Dröse and S. Prediger, “Scaffolding für fachbezogene textsortenspezifische
Lesestrategien – Entwicklungsforschungsstudie zur Förderung des Umgangs mit Textaufgaben,”
in Fachunterricht, Sprachbildung und Sprachkompetenzen , B. Ahrenholz,
S. Jeuk, B. Lütke, J. Paetsch, and H. Roll, Eds. Berlin: de Gruyter, 2019, pp.
107–134.'
mla: Dröse, Jennifer, and Susanne Prediger. “Scaffolding für fachbezogene textsortenspezifische
Lesestrategien – Entwicklungsforschungsstudie zur Förderung des Umgangs mit Textaufgaben.”
Fachunterricht, Sprachbildung und Sprachkompetenzen , edited by B. Ahrenholz
et al., de Gruyter, 2019, pp. 107–34.
short: 'J. Dröse, S. Prediger, in: B. Ahrenholz, S. Jeuk, B. Lütke, J. Paetsch,
H. Roll (Eds.), Fachunterricht, Sprachbildung und Sprachkompetenzen , de Gruyter,
Berlin, 2019, pp. 107–134.'
date_created: 2023-05-31T08:02:17Z
date_updated: 2023-05-31T08:03:38Z
department:
- _id: '98'
editor:
- first_name: B.
full_name: Ahrenholz, B.
last_name: Ahrenholz
- first_name: S.
full_name: Jeuk, S.
last_name: Jeuk
- first_name: B.
full_name: Lütke, B.
last_name: Lütke
- first_name: J.
full_name: Paetsch, J.
last_name: Paetsch
- first_name: H.
full_name: Roll, H.
last_name: Roll
extern: '1'
language:
- iso: ger
page: 107-134
place: Berlin
publication: 'Fachunterricht, Sprachbildung und Sprachkompetenzen '
publisher: de Gruyter
status: public
title: Scaffolding für fachbezogene textsortenspezifische Lesestrategien – Entwicklungsforschungsstudie
zur Förderung des Umgangs mit Textaufgaben
type: book_chapter
user_id: '21240'
year: '2019'
...
---
_id: '45689'
author:
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: L.
full_name: Eichen, L.
last_name: Eichen
citation:
ama: Bruns J, Eichen L. Frühe mathematische Bildung im elementarpädagogischen Alltag.
KiTa aktuell Österreich. 2019;7(5):85-86.
apa: Bruns, J., & Eichen, L. (2019). Frühe mathematische Bildung im elementarpädagogischen
Alltag. KiTa aktuell Österreich, 7(5), 85–86.
bibtex: '@article{Bruns_Eichen_2019, title={Frühe mathematische Bildung im elementarpädagogischen
Alltag}, volume={7}, number={5}, journal={KiTa aktuell Österreich}, author={Bruns,
Julia and Eichen, L.}, year={2019}, pages={85–86} }'
chicago: 'Bruns, Julia, and L. Eichen. “Frühe mathematische Bildung im elementarpädagogischen
Alltag.” KiTa aktuell Österreich 7, no. 5 (2019): 85–86.'
ieee: J. Bruns and L. Eichen, “Frühe mathematische Bildung im elementarpädagogischen
Alltag,” KiTa aktuell Österreich, vol. 7, no. 5, pp. 85–86, 2019.
mla: Bruns, Julia, and L. Eichen. “Frühe mathematische Bildung im elementarpädagogischen
Alltag.” KiTa aktuell Österreich, vol. 7, no. 5, 2019, pp. 85–86.
short: J. Bruns, L. Eichen, KiTa aktuell Österreich 7 (2019) 85–86.
date_created: 2023-06-20T18:49:45Z
date_updated: 2023-06-20T18:51:53Z
department:
- _id: '97'
- _id: '611'
intvolume: ' 7'
issue: '5'
language:
- iso: ger
page: 85-86
publication: KiTa aktuell Österreich
publication_status: published
status: public
title: Frühe mathematische Bildung im elementarpädagogischen Alltag
type: journal_article
user_id: '49063'
volume: 7
year: '2019'
...
---
_id: '36529'
author:
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
citation:
ama: 'Bruns J, Gasteiger H. VimaS_num: Measuring situational perception in mathematics
of early childhood teachers. In: Graven M, Venkat H, Essien A, Vale P, eds. Proceedings
of the 43rd Conference of the International Group for the Psychology of Mathematics
Education. Vol 2. ; 2019:129-136.'
apa: 'Bruns, J., & Gasteiger, H. (2019). VimaS_num: Measuring situational perception
in mathematics of early childhood teachers. In M. Graven, H. Venkat, A. Essien,
& P. Vale (Eds.), Proceedings of the 43rd Conference of the International
Group for the Psychology of Mathematics Education (Vol. 2, pp. 129–136).'
bibtex: '@inproceedings{Bruns_Gasteiger_2019, title={VimaS_num: Measuring situational
perception in mathematics of early childhood teachers}, volume={2}, booktitle={Proceedings
of the 43rd Conference of the International Group for the Psychology of Mathematics
Education}, author={Bruns, Julia and Gasteiger, Hedwig}, editor={Graven, Mellony
and Venkat, Hamsa and Essien, Anthony and Vale, Pamela}, year={2019}, pages={129–136}
}'
chicago: 'Bruns, Julia, and Hedwig Gasteiger. “VimaS_num: Measuring Situational
Perception in Mathematics of Early Childhood Teachers.” In Proceedings of the
43rd Conference of the International Group for the Psychology of Mathematics Education,
edited by Mellony Graven, Hamsa Venkat, Anthony Essien, and Pamela Vale, 2:129–36,
2019.'
ieee: 'J. Bruns and H. Gasteiger, “VimaS_num: Measuring situational perception in
mathematics of early childhood teachers,” in Proceedings of the 43rd Conference
of the International Group for the Psychology of Mathematics Education, Pretoria,
South Africa, 2019, vol. 2, pp. 129–136.'
mla: 'Bruns, Julia, and Hedwig Gasteiger. “VimaS_num: Measuring Situational Perception
in Mathematics of Early Childhood Teachers.” Proceedings of the 43rd Conference
of the International Group for the Psychology of Mathematics Education, edited
by Mellony Graven et al., vol. 2, 2019, pp. 129–36.'
short: 'J. Bruns, H. Gasteiger, in: M. Graven, H. Venkat, A. Essien, P. Vale (Eds.),
Proceedings of the 43rd Conference of the International Group for the Psychology
of Mathematics Education, 2019, pp. 129–136.'
conference:
location: Pretoria, South Africa
name: 43rd Conference of the International Group for the Psychology of Mathematics
Education
date_created: 2023-01-13T08:51:58Z
date_updated: 2023-06-20T19:05:48Z
department:
- _id: '611'
- _id: '97'
editor:
- first_name: Mellony
full_name: Graven, Mellony
last_name: Graven
- first_name: Hamsa
full_name: Venkat, Hamsa
last_name: Venkat
- first_name: Anthony
full_name: Essien, Anthony
last_name: Essien
- first_name: Pamela
full_name: Vale, Pamela
last_name: Vale
intvolume: ' 2'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.igpme.org/publications/current-proceedings/
oa: '1'
page: 129-136
publication: Proceedings of the 43rd Conference of the International Group for the
Psychology of Mathematics Education
publication_status: published
quality_controlled: '1'
status: public
title: 'VimaS_num: Measuring situational perception in mathematics of early childhood
teachers'
type: conference
user_id: '49063'
volume: 2
year: '2019'
...
---
_id: '21531'
author:
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Christiane
full_name: Benz, Christiane
last_name: Benz
- first_name: Esther
full_name: Brunner, Esther
last_name: Brunner
- first_name: Priska
full_name: Sprenger, Priska
last_name: Sprenger
citation:
ama: 'Gasteiger H, Bruns J, Benz C, Brunner E, Sprenger P. Mathematical pedagogical
content knowledge of early childhood teachers: a standardized situation-related
measurement approach. ZDM. 2019;52:193-205. doi:10.1007/s11858-019-01103-2'
apa: 'Gasteiger, H., Bruns, J., Benz, C., Brunner, E., & Sprenger, P. (2019).
Mathematical pedagogical content knowledge of early childhood teachers: a standardized
situation-related measurement approach. ZDM, 52, 193–205. https://doi.org/10.1007/s11858-019-01103-2'
bibtex: '@article{Gasteiger_Bruns_Benz_Brunner_Sprenger_2019, title={Mathematical
pedagogical content knowledge of early childhood teachers: a standardized situation-related
measurement approach}, volume={52}, DOI={10.1007/s11858-019-01103-2},
journal={ZDM}, author={Gasteiger, Hedwig and Bruns, Julia and Benz, Christiane
and Brunner, Esther and Sprenger, Priska}, year={2019}, pages={193–205} }'
chicago: 'Gasteiger, Hedwig, Julia Bruns, Christiane Benz, Esther Brunner, and Priska
Sprenger. “Mathematical Pedagogical Content Knowledge of Early Childhood Teachers:
A Standardized Situation-Related Measurement Approach.” ZDM 52 (2019):
193–205. https://doi.org/10.1007/s11858-019-01103-2.'
ieee: 'H. Gasteiger, J. Bruns, C. Benz, E. Brunner, and P. Sprenger, “Mathematical
pedagogical content knowledge of early childhood teachers: a standardized situation-related
measurement approach,” ZDM, vol. 52, pp. 193–205, 2019, doi: 10.1007/s11858-019-01103-2.'
mla: 'Gasteiger, Hedwig, et al. “Mathematical Pedagogical Content Knowledge of Early
Childhood Teachers: A Standardized Situation-Related Measurement Approach.” ZDM,
vol. 52, 2019, pp. 193–205, doi:10.1007/s11858-019-01103-2.'
short: H. Gasteiger, J. Bruns, C. Benz, E. Brunner, P. Sprenger, ZDM 52 (2019) 193–205.
date_created: 2021-03-17T15:19:51Z
date_updated: 2023-06-20T19:11:34Z
department:
- _id: '97'
- _id: '611'
doi: 10.1007/s11858-019-01103-2
intvolume: ' 52'
language:
- iso: eng
page: 193-205
publication: ZDM
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
quality_controlled: '1'
status: public
title: 'Mathematical pedagogical content knowledge of early childhood teachers: a
standardized situation-related measurement approach'
type: journal_article
user_id: '49063'
volume: 52
year: '2019'
...
---
_id: '36542'
author:
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
citation:
ama: 'Bruns J, Gasteiger H. Mathematikdidaktischen Wissen von frühpädagogischen
Fachkräften aus kognitiv-situationsbezogener Perspektive – Theoretisches Konstrukt
und empirische Erfassung. In: Frank A, Krauss S, Binder K, eds. Beiträge zum
Mathematikunterricht 2019. WTM-Verlag; 2019:169-172. doi:10.17877/DE290R-20771'
apa: Bruns, J., & Gasteiger, H. (2019). Mathematikdidaktischen Wissen von frühpädagogischen
Fachkräften aus kognitiv-situationsbezogener Perspektive – Theoretisches Konstrukt
und empirische Erfassung. In A. Frank, S. Krauss, & K. Binder (Eds.), Beiträge
zum Mathematikunterricht 2019 (pp. 169–172). WTM-Verlag. https://doi.org/10.17877/DE290R-20771
bibtex: '@inproceedings{Bruns_Gasteiger_2019, place={ Münster}, title={Mathematikdidaktischen
Wissen von frühpädagogischen Fachkräften aus kognitiv-situationsbezogener Perspektive
– Theoretisches Konstrukt und empirische Erfassung}, DOI={10.17877/DE290R-20771},
booktitle={Beiträge zum Mathematikunterricht 2019}, publisher={WTM-Verlag}, author={Bruns,
Julia and Gasteiger, Hedwig}, editor={Frank, Andreas and Krauss, Stefan and Binder,
Karin}, year={2019}, pages={169–172} }'
chicago: 'Bruns, Julia, and Hedwig Gasteiger. “Mathematikdidaktischen Wissen von
frühpädagogischen Fachkräften aus kognitiv-situationsbezogener Perspektive – Theoretisches
Konstrukt und empirische Erfassung.” In Beiträge zum Mathematikunterricht 2019,
edited by Andreas Frank, Stefan Krauss, and Karin Binder, 169–72. Münster: WTM-Verlag,
2019. https://doi.org/10.17877/DE290R-20771.'
ieee: 'J. Bruns and H. Gasteiger, “Mathematikdidaktischen Wissen von frühpädagogischen
Fachkräften aus kognitiv-situationsbezogener Perspektive – Theoretisches Konstrukt
und empirische Erfassung,” in Beiträge zum Mathematikunterricht 2019, Regensburg,
2019, pp. 169–172, doi: 10.17877/DE290R-20771.'
mla: Bruns, Julia, and Hedwig Gasteiger. “Mathematikdidaktischen Wissen von frühpädagogischen
Fachkräften aus kognitiv-situationsbezogener Perspektive – Theoretisches Konstrukt
und empirische Erfassung.” Beiträge zum Mathematikunterricht 2019, edited
by Andreas Frank et al., WTM-Verlag, 2019, pp. 169–72, doi:10.17877/DE290R-20771.
short: 'J. Bruns, H. Gasteiger, in: A. Frank, S. Krauss, K. Binder (Eds.), Beiträge
zum Mathematikunterricht 2019, WTM-Verlag, Münster, 2019, pp. 169–172.'
conference:
location: Regensburg
name: 53. Jahrestagung der Gesellschaft für Didaktik der Mathematik
date_created: 2023-01-13T09:14:30Z
date_updated: 2023-06-20T19:14:14Z
department:
- _id: '611'
- _id: '97'
doi: 10.17877/DE290R-20771
editor:
- first_name: Andreas
full_name: Frank, Andreas
last_name: Frank
- first_name: Stefan
full_name: Krauss, Stefan
last_name: Krauss
- first_name: Karin
full_name: Binder, Karin
last_name: Binder
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://eldorado.tu-dortmund.de/bitstream/2003/38852/1/BzMU19_BRUNS.pdf
oa: '1'
page: 169-172
place: ' Münster'
publication: Beiträge zum Mathematikunterricht 2019
publication_status: published
publisher: WTM-Verlag
status: public
title: Mathematikdidaktischen Wissen von frühpädagogischen Fachkräften aus kognitiv-situationsbezogener
Perspektive – Theoretisches Konstrukt und empirische Erfassung
type: conference
user_id: '49063'
year: '2019'
...