---
_id: '36481'
abstract:
- lang: eng
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.'
author:
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Lars
full_name: Eichen, Lars
last_name: Eichen
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
citation:
ama: 'Bruns J, Eichen L, Gasteiger H. Mathematics-related Competence of Early Childhood
Teachers Visiting a Continuous Professional Development Course: An Intervention
Study. Mathematics Teacher Education and Development (MTED). 2017;19(3):76–93.'
apa: 'Bruns, J., Eichen, L., & Gasteiger, H. (2017). Mathematics-related Competence
of Early Childhood Teachers Visiting a Continuous Professional Development Course:
An Intervention Study. Mathematics Teacher Education and Development (MTED),
19(3), 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} }'
chicago: 'Bruns, Julia, Lars Eichen, and Hedwig Gasteiger. “Mathematics-Related
Competence of Early Childhood Teachers Visiting a Continuous Professional Development
Course: An Intervention Study.” Mathematics Teacher Education and Development
(MTED) 19, no. 3 (2017): 76–93.'
ieee: 'J. Bruns, L. Eichen, and H. Gasteiger, “Mathematics-related Competence of
Early Childhood Teachers Visiting a Continuous Professional Development Course:
An Intervention Study,” Mathematics Teacher Education and Development (MTED),
vol. 19, no. 3, pp. 76–93, 2017.'
mla: 'Bruns, Julia, et al. “Mathematics-Related Competence of Early Childhood Teachers
Visiting a Continuous Professional Development Course: An Intervention Study.”
Mathematics Teacher Education and Development (MTED), vol. 19, no. 3, 2017,
pp. 76–93.'
short: J. Bruns, L. Eichen, H. Gasteiger, Mathematics Teacher Education and Development
(MTED) 19 (2017) 76–93.
date_created: 2023-01-12T15:28:13Z
date_updated: 2023-06-20T19:01:36Z
department:
- _id: '611'
- _id: '97'
extern: '1'
intvolume: ' 19'
issue: '3'
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
language:
- iso: eng
page: 76–93
publication: Mathematics Teacher Education and Development (MTED)
publication_status: published
quality_controlled: '1'
status: public
title: 'Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous
Professional Development Course: An Intervention Study'
type: journal_article
user_id: '49063'
volume: 19
year: '2017'
...
---
_id: '34826'
article_type: original
author:
- first_name: Lars
full_name: Eichen, Lars
last_name: Eichen
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
citation:
ama: Eichen L, Bruns J. Interventionsstudie zur Entwicklung mathematikbezogener
Einstellungen frühpädagogischer Fachpersonen. Frühe Bildung. 2017;6(2):67-73.
doi:10.1026/2191-9186/a000310
apa: Eichen, L., & Bruns, J. (2017). Interventionsstudie zur Entwicklung mathematikbezogener
Einstellungen frühpädagogischer Fachpersonen. Frühe Bildung, 6(2),
67–73. https://doi.org/10.1026/2191-9186/a000310
bibtex: '@article{Eichen_Bruns_2017, title={Interventionsstudie zur Entwicklung
mathematikbezogener Einstellungen frühpädagogischer Fachpersonen}, volume={6},
DOI={10.1026/2191-9186/a000310},
number={2}, journal={Frühe Bildung}, publisher={Hogrefe & Huber Publishers},
author={Eichen, Lars and Bruns, Julia}, year={2017}, pages={67–73} }'
chicago: 'Eichen, Lars, and Julia Bruns. “Interventionsstudie zur Entwicklung mathematikbezogener
Einstellungen frühpädagogischer Fachpersonen.” Frühe Bildung 6, no. 2 (2017):
67–73. https://doi.org/10.1026/2191-9186/a000310.'
ieee: 'L. Eichen and J. Bruns, “Interventionsstudie zur Entwicklung mathematikbezogener
Einstellungen frühpädagogischer Fachpersonen,” Frühe Bildung, vol. 6, no.
2, pp. 67–73, 2017, doi: 10.1026/2191-9186/a000310.'
mla: Eichen, Lars, and Julia Bruns. “Interventionsstudie zur Entwicklung mathematikbezogener
Einstellungen frühpädagogischer Fachpersonen.” Frühe Bildung, vol. 6, no.
2, Hogrefe & Huber Publishers, 2017, pp. 67–73, doi:10.1026/2191-9186/a000310.
short: L. Eichen, J. Bruns, Frühe Bildung 6 (2017) 67–73.
date_created: 2022-12-22T09:22:46Z
date_updated: 2023-06-20T19:02:55Z
department:
- _id: '97'
- _id: '611'
doi: 10.1026/2191-9186/a000310
extern: '1'
external_id:
isi:
- '000405986200003'
intvolume: ' 6'
isi: '1'
issue: '2'
keyword:
- competency development
- early childhood mathematics education
- professional development course
language:
- iso: ger
page: 67-73
publication: Frühe Bildung
publication_identifier:
eissn:
- 2191-9194
issn:
- 2191-9186
publication_status: published
publisher: Hogrefe & Huber Publishers
quality_controlled: '1'
status: public
title: Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer
Fachpersonen
type: journal_article
user_id: '49063'
volume: 6
year: '2017'
...
---
_id: '36479'
author:
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Lars
full_name: Eichen, Lars
last_name: Eichen
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
citation:
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. Proceedings of the 41th
Conference of the International Group for the Psychology of Mathematics Education
. Vol 2. ; 2017:185-192.'
apa: Bruns, J., Eichen, L., & Gasteiger, H. (2017). Structure of Early Childhood
Educators Math-related Competence. 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 (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} }'
chicago: Bruns, Julia, Lars Eichen, and Hedwig Gasteiger. “Structure of Early Childhood
Educators Math-Related Competence.” In Proceedings of the 41th Conference of
the International Group for the Psychology of Mathematics Education , edited
by Berinderjeet Kaur, Weng Kin Ho, Tin Lam Toh, and Ban Heng Choy, 2:185–92, 2017.
ieee: J. Bruns, L. Eichen, and H. Gasteiger, “Structure of Early Childhood Educators
Math-related Competence,” in Proceedings of the 41th Conference of the International
Group for the Psychology of Mathematics Education , Singapur, 2017, vol. 2,
pp. 185–192.
mla: Bruns, Julia, et al. “Structure of Early Childhood Educators Math-Related Competence.”
Proceedings of the 41th Conference of the International Group for the Psychology
of Mathematics Education , edited by Berinderjeet Kaur et al., vol. 2, 2017,
pp. 185–92.
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.'
conference:
location: Singapur
name: ' 41th Conference of the International Group for the Psychology of Mathematics
Educa-tion'
date_created: 2023-01-12T15:23:25Z
date_updated: 2023-06-20T19:00:53Z
department:
- _id: '611'
- _id: '97'
editor:
- first_name: Berinderjeet
full_name: Kaur, Berinderjeet
last_name: Kaur
- first_name: Weng Kin
full_name: Ho, Weng Kin
last_name: Ho
- first_name: Tin Lam
full_name: Toh, Tin Lam
last_name: Toh
- first_name: Ban Heng
full_name: Choy, Ban Heng
last_name: Choy
extern: '1'
intvolume: ' 2'
language:
- iso: eng
page: 185-192
publication: 'Proceedings of the 41th Conference of the International Group for the
Psychology of Mathematics Education '
publication_status: published
quality_controlled: '1'
status: public
title: Structure of Early Childhood Educators Math-related Competence
type: conference
user_id: '49063'
volume: 2
year: '2017'
...
---
_id: '36484'
abstract:
- lang: ger
text: 'Ziel der quasi-experimentellen Querschnittsuntersuchung ist die Beschreibung
der adaptiven Förderpraxis elementarpädagogischer Fachpersonen (n = 31) von Kindern
(n = 62) im Bereich Mathematik unter Einbezug des Konzepts der Zone der nächsten
Entwicklung nach Vygotskij. Im Zentrum dieses Beitrags steht die Frage: Welcher
Zusammenhang zeigt sich zwischen dem Bildungsverständnis der elementarpädagogischen
Fachpersonen und der Adaptivität ihres Förderverhaltens im Bereich Mathematik?
Die Ergebnisse weisen darauf hin, dass die Förderung nur unzureichend adaptiv
gestaltet wird. Es zeigt sich kein Zusammenhang zwischen dem Bildungsverständnis
und der adaptiven Förderleistung im Bereich Mathematik. Es scheint aufgrund der
Ergebnisse, dass elementarpädagogische Fachpersonen stärkere Unterstützung in
der Begleitung mathematischer Bildungsprozesse brauchen.'
author:
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Lars
full_name: Eichen, Lars
last_name: Eichen
citation:
ama: 'Bruns J, Eichen L. Individuelle Förderung im Kontext früher mathematischer
Bildung. In: Schuler S, Streit C, Wittmann G, eds. Perspektiven mathematischer
Bildung im Übergang vom Kindergarten zur Grundschule. Springer Fachmedien
Wiesbaden; 2017:125–138. doi:10.1007/978-3-658-12950-7_9'
apa: Bruns, J., & Eichen, L. (2017). Individuelle Förderung im Kontext früher
mathematischer Bildung. In S. Schuler, C. Streit, & G. Wittmann (Eds.), Perspektiven
mathematischer Bildung im Übergang vom Kindergarten zur Grundschule (pp. 125–138).
Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-12950-7_9
bibtex: '@inbook{Bruns_Eichen_2017, place={Wiesbaden}, title={Individuelle Förderung
im Kontext früher mathematischer Bildung}, DOI={10.1007/978-3-658-12950-7_9},
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 Perspektiven mathematischer Bildung im Übergang
vom Kindergarten zur Grundschule, edited by Stephanie Schuler, Christine Streit,
and Gerald Wittmann, 125–138. Wiesbaden: Springer Fachmedien Wiesbaden, 2017.
https://doi.org/10.1007/978-3-658-12950-7_9.'
ieee: 'J. Bruns and L. Eichen, “Individuelle Förderung im Kontext früher mathematischer
Bildung,” in Perspektiven mathematischer Bildung im Übergang vom Kindergarten
zur Grundschule, 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.” Perspektiven mathematischer Bildung im Übergang vom Kindergarten
zur Grundschule, edited by Stephanie Schuler et al., Springer Fachmedien Wiesbaden,
2017, pp. 125–138, doi:10.1007/978-3-658-12950-7_9.
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.'
date_created: 2023-01-12T15:34:47Z
date_updated: 2023-06-20T19:09:36Z
department:
- _id: '611'
- _id: '97'
doi: 10.1007/978-3-658-12950-7_9
editor:
- first_name: Stephanie
full_name: Schuler, Stephanie
last_name: Schuler
- first_name: Christine
full_name: Streit, Christine
last_name: Streit
- first_name: Gerald
full_name: Wittmann, Gerald
last_name: Wittmann
extern: '1'
language:
- iso: ger
page: 125–138
place: Wiesbaden
publication: Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur
Grundschule
publication_identifier:
isbn:
- 978-3-658-12950-7
publication_status: published
publisher: Springer Fachmedien Wiesbaden
quality_controlled: '1'
status: public
title: Individuelle Förderung im Kontext früher mathematischer Bildung
type: book_chapter
user_id: '49063'
year: '2017'
...
---
_id: '45341'
author:
- first_name: Johanna
full_name: Schönherr, Johanna
id: '99409'
last_name: Schönherr
- first_name: S.
full_name: Schukajlow, S.
last_name: Schukajlow
citation:
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. ZDM Mathematics Education. 2017;49(3):367–378.
doi:10.1007/s11858-016-0819-3
apa: Schönherr, J., & 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. ZDM Mathematics Education, 49(3),
367–378. https://doi.org/10.1007/s11858-016-0819-3
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={10.1007/s11858-016-0819-3},
number={3}, journal={ZDM Mathematics Education}, author={Schönherr, Johanna and
Schukajlow, S.}, year={2017}, pages={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.” ZDM Mathematics Education 49,
no. 3 (2017): 367–378. https://doi.org/10.1007/s11858-016-0819-3.'
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,” ZDM Mathematics Education, vol.
49, no. 3, pp. 367–378, 2017, doi: 10.1007/s11858-016-0819-3.'
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.” ZDM Mathematics Education, vol.
49, no. 3, 2017, pp. 367–378, doi:10.1007/s11858-016-0819-3.
short: J. Schönherr, S. Schukajlow, ZDM Mathematics Education 49 (2017) 367–378.
date_created: 2023-05-29T17:36:26Z
date_updated: 2023-06-20T19:24:05Z
department:
- _id: '97'
doi: 10.1007/s11858-016-0819-3
extern: '1'
intvolume: ' 49'
issue: '3'
language:
- iso: eng
page: 367–378
publication: ZDM Mathematics Education
publication_status: published
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
type: journal_article
user_id: '49063'
volume: 49
year: '2017'
...
---
_id: '45340'
author:
- first_name: Johanna
full_name: Schönherr, Johanna
id: '99409'
last_name: Schönherr
- first_name: S.
full_name: Schukajlow, S.
last_name: Schukajlow
citation:
ama: Schönherr J, Schukajlow S. Do students enjoy computing a triangle’s side? Enjoyment
and boredom while solving problems with and without a connection to reality from
students’ and pre-service teachers’ perspectives. Journal für Mathematik-Didaktik.
2017;39:171–196. doi:10.1007/s13138-017-0123-y
apa: Schönherr, J., & 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. Journal Für
Mathematik-Didaktik, 39, 171–196. https://doi.org/10.1007/s13138-017-0123-y
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={10.1007/s13138-017-0123-y},
journal={Journal für Mathematik-Didaktik}, author={Schönherr, Johanna and Schukajlow,
S.}, year={2017}, pages={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.”
Journal Für Mathematik-Didaktik 39 (2017): 171–196. https://doi.org/10.1007/s13138-017-0123-y.'
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,” Journal
für Mathematik-Didaktik, vol. 39, pp. 171–196, 2017, doi: 10.1007/s13138-017-0123-y.'
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.” Journal
Für Mathematik-Didaktik, vol. 39, 2017, pp. 171–196, doi:10.1007/s13138-017-0123-y.
short: J. Schönherr, S. Schukajlow, Journal Für Mathematik-Didaktik 39 (2017) 171–196.
date_created: 2023-05-29T17:35:31Z
date_updated: 2023-06-20T19:27:09Z
department:
- _id: '97'
doi: 10.1007/s13138-017-0123-y
extern: '1'
intvolume: ' 39'
language:
- iso: eng
page: 171–196
publication: Journal für Mathematik-Didaktik
publication_status: published
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
type: journal_article
user_id: '49063'
volume: 39
year: '2017'
...
---
_id: '45336'
author:
- first_name: Johanna
full_name: Schönherr, Johanna
id: '99409'
last_name: Schönherr
- first_name: S.
full_name: Schukajlow, S.
last_name: Schukajlow
- first_name: C.
full_name: Leopold, C.
last_name: Leopold
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. Educational Studies in Mathematics. 2017;95(1):53–78. doi:10.1007/s10649-016-9736-1
apa: Schönherr, J., Schukajlow, S., & Leopold, C. (2017). Make a drawing. Effects
of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical
modelling performance. Educational Studies in Mathematics, 95(1),
53–78. https://doi.org/10.1007/s10649-016-9736-1
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={10.1007/s10649-016-9736-1},
number={1}, journal={Educational Studies in Mathematics}, author={Schönherr, Johanna
and Schukajlow, S. and Leopold, C.}, year={2017}, pages={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.” Educational Studies in Mathematics 95, no. 1 (2017):
53–78. https://doi.org/10.1007/s10649-016-9736-1.'
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,” Educational Studies in Mathematics, vol. 95, no.
1, pp. 53–78, 2017, doi: 10.1007/s10649-016-9736-1.'
mla: Schönherr, Johanna, et al. “Make a Drawing. Effects of Strategic Knowledge,
Drawing Accuracy, and Type of Drawing on Students’ Mathematical Modelling Performance.”
Educational Studies in Mathematics, vol. 95, no. 1, 2017, pp. 53–78, doi:10.1007/s10649-016-9736-1.
short: J. Schönherr, S. Schukajlow, C. Leopold, Educational Studies in Mathematics
95 (2017) 53–78.
date_created: 2023-05-29T17:30:08Z
date_updated: 2023-06-20T19:26:57Z
department:
- _id: '97'
doi: 10.1007/s10649-016-9736-1
extern: '1'
intvolume: ' 95'
issue: '1'
language:
- iso: eng
page: 53–78
publication: Educational Studies in Mathematics
publication_status: published
status: public
title: Make a drawing. Effects of strategic knowledge, drawing accuracy, and type
of drawing on students’ mathematical modelling performance
type: journal_article
user_id: '49063'
volume: 95
year: '2017'
...
---
_id: '31377'
article_type: original
author:
- first_name: Tobias
full_name: Weich, Tobias
id: '49178'
last_name: Weich
orcid: 0000-0002-9648-6919
- first_name: Max
full_name: Hoffmann, Max
id: '32202'
last_name: Hoffmann
orcid: 0000-0002-6964-7123
citation:
ama: 'Weich T, Hoffmann M. Exkursinhalte in der fachmathematischen Lehramtsausbildung:
Wie man das Wesen und die Rolle der Mathematik vermittelt. die hochschullehre.
2017;3.'
apa: 'Weich, T., & Hoffmann, M. (2017). Exkursinhalte in der fachmathematischen
Lehramtsausbildung: Wie man das Wesen und die Rolle der Mathematik vermittelt.
die hochschullehre, 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} }'
chicago: 'Weich, Tobias, and Max Hoffmann. “Exkursinhalte in der fachmathematischen
Lehramtsausbildung: Wie man das Wesen und die Rolle der Mathematik vermittelt.”
die hochschullehre 3 (2017).'
ieee: 'T. Weich and M. Hoffmann, “Exkursinhalte in der fachmathematischen Lehramtsausbildung:
Wie man das Wesen und die Rolle der Mathematik vermittelt.,” die hochschullehre,
vol. 3, 2017.'
mla: 'Weich, Tobias, and Max Hoffmann. “Exkursinhalte in der fachmathematischen
Lehramtsausbildung: Wie man das Wesen und die Rolle der Mathematik vermittelt.”
die hochschullehre, vol. 3, 2017.'
short: T. Weich, M. Hoffmann, die hochschullehre 3 (2017).
date_created: 2022-05-22T15:00:35Z
date_updated: 2023-07-19T13:59:03Z
department:
- _id: '97'
intvolume: ' 3'
language:
- iso: ger
main_file_link:
- open_access: '1'
url: http://www.hochschullehre.org/wp-content/files/diehochschullehre_2017_weich_hoffmann.pdf
oa: '1'
publication: die hochschullehre
publication_status: published
quality_controlled: '1'
status: public
title: 'Exkursinhalte in der fachmathematischen Lehramtsausbildung: Wie man das Wesen
und die Rolle der Mathematik vermittelt.'
type: journal_article
user_id: '32202'
volume: 3
year: '2017'
...
---
_id: '56356'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Hauke
full_name: Friedrich, Hauke
last_name: Friedrich
citation:
ama: 'Biehler R, Friedrich H. Professionelles Wissen von Lehrkräften zum Thema bedingte
Wahrscheinlichkeiten und stochastische Unabhängigkeit. In: Kortenkamp U, Kuzle
A, eds. Beiträge Zum Mathematikunterricht 2017. WTM-Verlag; 2017:91-94.'
apa: Biehler, R., & Friedrich, H. (2017). Professionelles Wissen von Lehrkräften
zum Thema bedingte Wahrscheinlichkeiten und stochastische Unabhängigkeit. In U.
Kortenkamp & A. Kuzle (Eds.), Beiträge zum Mathematikunterricht 2017
(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} }'
chicago: 'Biehler, Rolf, and Hauke Friedrich. “Professionelles Wissen von Lehrkräften
Zum Thema Bedingte Wahrscheinlichkeiten Und Stochastische Unabhängigkeit.” In
Beiträge Zum Mathematikunterricht 2017, 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 Beiträge
zum Mathematikunterricht 2017, U. Kortenkamp and A. Kuzle, Eds. Münster: WTM-Verlag,
2017, pp. 91–94.'
mla: Biehler, Rolf, and Hauke Friedrich. “Professionelles Wissen von Lehrkräften
Zum Thema Bedingte Wahrscheinlichkeiten Und Stochastische Unabhängigkeit.” Beiträge
Zum Mathematikunterricht 2017, edited by U. Kortenkamp and A. Kuzle, WTM-Verlag,
2017, pp. 91–94.
short: 'R. Biehler, H. Friedrich, in: U. Kortenkamp, A. Kuzle (Eds.), Beiträge Zum
Mathematikunterricht 2017, WTM-Verlag, Münster, 2017, pp. 91–94.'
date_created: 2024-10-07T09:58:57Z
date_updated: 2024-10-07T10:45:28Z
department:
- _id: '363'
editor:
- first_name: U.
full_name: Kortenkamp, U.
last_name: Kortenkamp
- first_name: A.
full_name: Kuzle, A.
last_name: Kuzle
language:
- iso: eng
main_file_link:
- url: https://eldorado.tu-dortmund.de/bitstream/2003/36401/1/BzMU-2017-BIEHLER.pdf
page: 91-94
place: Münster
publication: Beiträge zum Mathematikunterricht 2017
publisher: WTM-Verlag
status: public
title: Professionelles Wissen von Lehrkräften zum Thema bedingte Wahrscheinlichkeiten
und stochastische Unabhängigkeit
type: book_chapter
user_id: '37888'
year: '2017'
...
---
_id: '56363'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Daniel
full_name: Frischemeier, Daniel
last_name: Frischemeier
- first_name: Chris
full_name: Reading, Chris
last_name: Reading
- first_name: J. Michael
full_name: Shaughnessy, J. Michael
last_name: Shaughnessy
citation:
ama: 'Biehler R, Frischemeier D, Reading C, Shaughnessy JM. Reasoning About Data.
In: Ben-Zvi D, Makar K, Garfield J, eds. International Handbook of Research
in Statistics Education. Springer International Publishing; 2017:139-192.
doi:10.1007/978-3-319-66195-7_5'
apa: Biehler, R., Frischemeier, D., Reading, C., & Shaughnessy, J. M. (2017).
Reasoning About Data. In D. Ben-Zvi, K. Makar, & J. Garfield (Eds.), International
Handbook of Research in Statistics Education (pp. 139–192). Springer International
Publishing. https://doi.org/10.1007/978-3-319-66195-7_5
bibtex: '@inbook{Biehler_Frischemeier_Reading_Shaughnessy_2017, place={Cham}, title={Reasoning
About Data}, DOI={10.1007/978-3-319-66195-7_5},
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 International Handbook of Research in Statistics
Education, edited by Dani Ben-Zvi, K. Makar, and J. Garfield, 139–92. Cham:
Springer International Publishing, 2017. https://doi.org/10.1007/978-3-319-66195-7_5.'
ieee: 'R. Biehler, D. Frischemeier, C. Reading, and J. M. Shaughnessy, “Reasoning
About Data,” in International Handbook of Research in Statistics Education,
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.” International Handbook of
Research in Statistics Education, edited by Dani Ben-Zvi et al., Springer
International Publishing, 2017, pp. 139–92, doi:10.1007/978-3-319-66195-7_5.
short: 'R. Biehler, D. Frischemeier, C. Reading, J.M. Shaughnessy, in: D. Ben-Zvi,
K. Makar, J. Garfield (Eds.), International Handbook of Research in Statistics
Education, Springer International Publishing, Cham, 2017, pp. 139–192.'
date_created: 2024-10-07T10:50:59Z
date_updated: 2024-10-07T10:52:35Z
department:
- _id: '363'
doi: 10.1007/978-3-319-66195-7_5
editor:
- first_name: Dani
full_name: Ben-Zvi, Dani
last_name: Ben-Zvi
- first_name: K.
full_name: Makar, K.
last_name: Makar
- first_name: J.
full_name: Garfield, J.
last_name: Garfield
language:
- iso: eng
main_file_link:
- url: https://link.springer.com/chapter/10.1007/978-3-319-66195-7_5
page: 139-192
place: Cham
publication: International Handbook of Research in Statistics Education
publication_identifier:
isbn:
- '9783319661933'
- '9783319661957'
issn:
- 2197-1951
- 2197-196X
publication_status: published
publisher: Springer International Publishing
status: public
title: Reasoning About Data
type: book_chapter
user_id: '37888'
year: '2017'
...
---
_id: '56704'
author:
- first_name: Yael
full_name: Fleischmann, Yael
last_name: Fleischmann
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Fleischmann Y, Biehler R. Analyse von Studierendenbearbeitungen von Präsenzaufgaben
in der linearen Algebra. In: Kortenkamp U, Kuzle A, eds. Beiträge zum Mathematikunterricht
2017. WTM-Verlag; 2017:231-234.'
apa: Fleischmann, Y., & Biehler, R. (2017). Analyse von Studierendenbearbeitungen
von Präsenzaufgaben in der linearen Algebra. In U. Kortenkamp & A. Kuzle (Eds.),
Beiträge zum Mathematikunterricht 2017 (pp. 231–234). WTM-Verlag.
bibtex: '@inbook{Fleischmann_Biehler_2017, place={Münster}, title={Analyse von Studierendenbearbeitungen
von Präsenzaufgaben in der linearen Algebra}, booktitle={Beiträge zum Mathematikunterricht
2017}, publisher={WTM-Verlag}, author={Fleischmann, Yael and Biehler, Rolf}, editor={Kortenkamp,
U. and Kuzle, A.}, year={2017}, pages={231–234} }'
chicago: 'Fleischmann, Yael, and Rolf Biehler. “Analyse von Studierendenbearbeitungen
von Präsenzaufgaben in der linearen Algebra.” In Beiträge zum Mathematikunterricht
2017, edited by U. Kortenkamp and A. Kuzle, 231–34. Münster: WTM-Verlag, 2017.'
ieee: 'Y. Fleischmann and R. Biehler, “Analyse von Studierendenbearbeitungen von
Präsenzaufgaben in der linearen Algebra,” in Beiträge zum Mathematikunterricht
2017, U. Kortenkamp and A. Kuzle, Eds. Münster: WTM-Verlag, 2017, pp. 231–234.'
mla: Fleischmann, Yael, and Rolf Biehler. “Analyse von Studierendenbearbeitungen
von Präsenzaufgaben in der linearen Algebra.” Beiträge zum Mathematikunterricht
2017, edited by U. Kortenkamp and A. Kuzle, WTM-Verlag, 2017, pp. 231–34.
short: 'Y. Fleischmann, R. Biehler, in: U. Kortenkamp, A. Kuzle (Eds.), Beiträge
zum Mathematikunterricht 2017, WTM-Verlag, Münster, 2017, pp. 231–234.'
date_created: 2024-10-22T08:23:17Z
date_updated: 2024-10-22T08:26:14Z
department:
- _id: '363'
editor:
- first_name: U.
full_name: Kortenkamp, U.
last_name: Kortenkamp
- first_name: A.
full_name: Kuzle, A.
last_name: Kuzle
language:
- iso: ger
main_file_link:
- url: https://eldorado.tu-dortmund.de/bitstream/2003/36440/1/BzMU-2017-FLEISCHMANN.pdf
page: 231-234
place: Münster
publication: Beiträge zum Mathematikunterricht 2017
publisher: WTM-Verlag
status: public
title: Analyse von Studierendenbearbeitungen von Präsenzaufgaben in der linearen Algebra
type: book_chapter
user_id: '37888'
year: '2017'
...
---
_id: '56785'
author:
- first_name: Tobias
full_name: Mai, Tobias
last_name: Mai
- first_name: Frank
full_name: Feudel, Frank
last_name: Feudel
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Mai T, Feudel F, Biehler R. Der Vektorbegriff an der Schnittstelle zwischen
Schule und Hochschule. In: Kortenkamp U, Kuzle A, eds. Beiträge zum Mathematikunterricht
2017. WTM-Verlag; 2017:629-632.'
apa: Mai, T., Feudel, F., & Biehler, R. (2017). Der Vektorbegriff an der Schnittstelle
zwischen Schule und Hochschule. In U. Kortenkamp & A. Kuzle (Eds.), Beiträge
zum Mathematikunterricht 2017 (pp. 629–632). WTM-Verlag.
bibtex: '@inbook{Mai_Feudel_Biehler_2017, place={Münster}, title={Der Vektorbegriff
an der Schnittstelle zwischen Schule und Hochschule}, booktitle={Beiträge zum
Mathematikunterricht 2017}, publisher={WTM-Verlag}, author={Mai, Tobias and Feudel,
Frank and Biehler, Rolf}, editor={Kortenkamp, U. and Kuzle, A.}, year={2017},
pages={629–632} }'
chicago: 'Mai, Tobias, Frank Feudel, and Rolf Biehler. “Der Vektorbegriff an der
Schnittstelle zwischen Schule und Hochschule.” In Beiträge zum Mathematikunterricht
2017, edited by U. Kortenkamp and A. Kuzle, 629–32. Münster: WTM-Verlag, 2017.'
ieee: 'T. Mai, F. Feudel, and R. Biehler, “Der Vektorbegriff an der Schnittstelle
zwischen Schule und Hochschule,” in Beiträge zum Mathematikunterricht 2017,
U. Kortenkamp and A. Kuzle, Eds. Münster: WTM-Verlag, 2017, pp. 629–632.'
mla: Mai, Tobias, et al. “Der Vektorbegriff an der Schnittstelle zwischen Schule
und Hochschule.” Beiträge zum Mathematikunterricht 2017, edited by U. Kortenkamp
and A. Kuzle, WTM-Verlag, 2017, pp. 629–32.
short: 'T. Mai, F. Feudel, R. Biehler, in: U. Kortenkamp, A. Kuzle (Eds.), Beiträge
zum Mathematikunterricht 2017, WTM-Verlag, Münster, 2017, pp. 629–632.'
date_created: 2024-10-29T10:53:47Z
date_updated: 2024-10-29T10:55:53Z
department:
- _id: '363'
editor:
- first_name: U.
full_name: Kortenkamp, U.
last_name: Kortenkamp
- first_name: A.
full_name: Kuzle, A.
last_name: Kuzle
language:
- iso: ger
main_file_link:
- url: https://eldorado.tu-dortmund.de/bitstream/2003/36550/1/BzMU-2017-MAI.pdf
page: 629-632
place: Münster
publication: Beiträge zum Mathematikunterricht 2017
publisher: WTM-Verlag
status: public
title: Der Vektorbegriff an der Schnittstelle zwischen Schule und Hochschule
type: book_chapter
user_id: '37888'
year: '2017'
...
---
_id: '56786'
author:
- first_name: Ralf
full_name: Nieszporek, Ralf
last_name: Nieszporek
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Nieszporek R, Biehler R. Kompetenzzuwachsmessung bei Lehrkräftefortbildungen
durch retrospektive Selbsteinschätzung am Beispiel von “Stochastik kompakt.” In:
Kortenkamp U, Kuzle A, eds. Beiträge zum Mathematikunterricht 2017. WTM-Verlag;
2017:1259-1262.'
apa: Nieszporek, R., & Biehler, R. (2017). Kompetenzzuwachsmessung bei Lehrkräftefortbildungen
durch retrospektive Selbsteinschätzung am Beispiel von “Stochastik kompakt.” In
U. Kortenkamp & A. Kuzle (Eds.), Beiträge zum Mathematikunterricht 2017
(pp. 1259–1262). WTM-Verlag.
bibtex: '@inbook{Nieszporek_Biehler_2017, place={Münster}, title={Kompetenzzuwachsmessung
bei Lehrkräftefortbildungen durch retrospektive Selbsteinschätzung am Beispiel
von “Stochastik kompakt”}, booktitle={Beiträge zum Mathematikunterricht 2017},
publisher={WTM-Verlag}, author={Nieszporek, Ralf and Biehler, Rolf}, editor={Kortenkamp,
U. and Kuzle, A.}, year={2017}, pages={1259–1262} }'
chicago: 'Nieszporek, Ralf, and Rolf Biehler. “Kompetenzzuwachsmessung bei Lehrkräftefortbildungen
durch retrospektive Selbsteinschätzung am Beispiel von ‘Stochastik kompakt.’”
In Beiträge zum Mathematikunterricht 2017, edited by U. Kortenkamp and
A. Kuzle, 1259–62. Münster: WTM-Verlag, 2017.'
ieee: 'R. Nieszporek and R. Biehler, “Kompetenzzuwachsmessung bei Lehrkräftefortbildungen
durch retrospektive Selbsteinschätzung am Beispiel von ‘Stochastik kompakt,’”
in Beiträge zum Mathematikunterricht 2017, U. Kortenkamp and A. Kuzle,
Eds. Münster: WTM-Verlag, 2017, pp. 1259–1262.'
mla: Nieszporek, Ralf, and Rolf Biehler. “Kompetenzzuwachsmessung bei Lehrkräftefortbildungen
durch retrospektive Selbsteinschätzung am Beispiel von ‘Stochastik kompakt.’”
Beiträge zum Mathematikunterricht 2017, edited by U. Kortenkamp and A.
Kuzle, WTM-Verlag, 2017, pp. 1259–62.
short: 'R. Nieszporek, R. Biehler, in: U. Kortenkamp, A. Kuzle (Eds.), Beiträge
zum Mathematikunterricht 2017, WTM-Verlag, Münster, 2017, pp. 1259–1262.'
date_created: 2024-10-29T10:57:19Z
date_updated: 2024-10-29T10:59:42Z
department:
- _id: '363'
editor:
- first_name: U.
full_name: Kortenkamp, U.
last_name: Kortenkamp
- first_name: A.
full_name: Kuzle, A.
last_name: Kuzle
language:
- iso: ger
main_file_link:
- url: https://eldorado.tu-dortmund.de/bitstream/2003/36718/1/BzMU-2017-NIESZPOREK.pdf
page: 1259-1262
place: Münster
publication: Beiträge zum Mathematikunterricht 2017
publisher: WTM-Verlag
status: public
title: Kompetenzzuwachsmessung bei Lehrkräftefortbildungen durch retrospektive Selbsteinschätzung
am Beispiel von "Stochastik kompakt"
type: book_chapter
user_id: '37888'
year: '2017'
...
---
_id: '56889'
author:
- first_name: Bärbel
full_name: Barzel, Bärbel
last_name: Barzel
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Barzel B, Biehler R. Design principles and domains of knowledge for the professionalization
of teachers and facilitators-Two examples from the DZLM for upper secondary teachers.
In: Zehetmeier S, Rösken-Winter B, Potari D, Ribeiro M, eds. Proceedings of
the Third ERME Topic Conference on Mathematics Teaching, Resources and Teacher
Professional Development. Humboldt-Universität zu Berlin; 2017:16-34.'
apa: Barzel, B., & Biehler, R. (2017). Design principles and domains of knowledge
for the professionalization of teachers and facilitators-Two examples from the
DZLM for upper secondary teachers. In S. Zehetmeier, B. Rösken-Winter, D. Potari,
& M. Ribeiro (Eds.), Proceedings of the Third ERME Topic Conference on
Mathematics Teaching, Resources and Teacher Professional Development (pp.
16–34). Humboldt-Universität zu Berlin.
bibtex: '@inbook{Barzel_Biehler_2017, place={Berlin}, title={Design principles and
domains of knowledge for the professionalization of teachers and facilitators-Two
examples from the DZLM for upper secondary teachers}, booktitle={Proceedings of
the Third ERME Topic Conference on Mathematics Teaching, Resources and Teacher
Professional Development}, publisher={Humboldt-Universität zu Berlin}, author={Barzel,
Bärbel and Biehler, Rolf}, editor={Zehetmeier, S. and Rösken-Winter, B. and Potari,
D. and Ribeiro, M.}, year={2017}, pages={16–34} }'
chicago: 'Barzel, Bärbel, and Rolf Biehler. “Design Principles and Domains of Knowledge
for the Professionalization of Teachers and Facilitators-Two Examples from the
DZLM for Upper Secondary Teachers.” In Proceedings of the Third ERME Topic
Conference on Mathematics Teaching, Resources and Teacher Professional Development,
edited by S. Zehetmeier, B. Rösken-Winter, D. Potari, and M. Ribeiro, 16–34. Berlin:
Humboldt-Universität zu Berlin, 2017.'
ieee: 'B. Barzel and R. Biehler, “Design principles and domains of knowledge for
the professionalization of teachers and facilitators-Two examples from the DZLM
for upper secondary teachers,” in Proceedings of the Third ERME Topic Conference
on Mathematics Teaching, Resources and Teacher Professional Development, S.
Zehetmeier, B. Rösken-Winter, D. Potari, and M. Ribeiro, Eds. Berlin: Humboldt-Universität
zu Berlin, 2017, pp. 16–34.'
mla: Barzel, Bärbel, and Rolf Biehler. “Design Principles and Domains of Knowledge
for the Professionalization of Teachers and Facilitators-Two Examples from the
DZLM for Upper Secondary Teachers.” Proceedings of the Third ERME Topic Conference
on Mathematics Teaching, Resources and Teacher Professional Development, edited
by S. Zehetmeier et al., Humboldt-Universität zu Berlin, 2017, pp. 16–34.
short: 'B. Barzel, R. Biehler, in: S. Zehetmeier, B. Rösken-Winter, D. Potari, M.
Ribeiro (Eds.), Proceedings of the Third ERME Topic Conference on Mathematics
Teaching, Resources and Teacher Professional Development, Humboldt-Universität
zu Berlin, Berlin, 2017, pp. 16–34.'
date_created: 2024-11-06T08:31:27Z
date_updated: 2024-11-06T08:33:52Z
department:
- _id: '363'
editor:
- first_name: S.
full_name: Zehetmeier, S.
last_name: Zehetmeier
- first_name: B.
full_name: Rösken-Winter, B.
last_name: Rösken-Winter
- first_name: D.
full_name: Potari, D.
last_name: Potari
- first_name: M.
full_name: Ribeiro, M.
last_name: Ribeiro
language:
- iso: eng
main_file_link:
- url: https://hal.archives-ouvertes.fr/ETC3/public/ERME_Topic_Conference_BarzelBiehler_171010.pdf
page: 16-34
place: Berlin
publication: Proceedings of the Third ERME Topic Conference on Mathematics Teaching,
Resources and Teacher Professional Development
publisher: Humboldt-Universität zu Berlin
status: public
title: Design principles and domains of knowledge for the professionalization of teachers
and facilitators-Two examples from the DZLM for upper secondary teachers
type: book_chapter
user_id: '37888'
year: '2017'
...
---
_id: '56891'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Biehler R. Das virtuelle Eingangstutorium Mathematik studiVEMINT–Struktur
und Inhalt. In: Leuchter C, Wistuba F, Czapla C, Segerer C, eds. Erfolgreich
Studieren Mit E-Learning: Online-Kurse Für Mathematik Und Sprach-Und Textverständnis
- Dokumentation Der Tagung Vom 3. November 2016 RWTH Aachen University. RWTH
Aachen University; 2017:18–30.'
apa: 'Biehler, R. (2017). Das virtuelle Eingangstutorium Mathematik studiVEMINT–Struktur
und Inhalt. In C. Leuchter, F. Wistuba, C. Czapla, & C. Segerer (Eds.), Erfolgreich
studieren mit E-Learning: Online-Kurse für Mathematik und Sprach-und Textverständnis
- Dokumentation der Tagung vom 3. November 2016 RWTH Aachen University (pp.
18–30). RWTH Aachen University.'
bibtex: '@inbook{Biehler_2017, place={Aachen}, title={Das virtuelle Eingangstutorium
Mathematik studiVEMINT–Struktur und Inhalt}, booktitle={Erfolgreich studieren
mit E-Learning: Online-Kurse für Mathematik und Sprach-und Textverständnis - Dokumentation
der Tagung vom 3. November 2016 RWTH Aachen University}, publisher={RWTH Aachen
University}, author={Biehler, Rolf}, editor={Leuchter, C. and Wistuba, F. and
Czapla, C. and Segerer, C.}, year={2017}, pages={18–30} }'
chicago: 'Biehler, Rolf. “Das Virtuelle Eingangstutorium Mathematik StudiVEMINT–Struktur
Und Inhalt.” In Erfolgreich Studieren Mit E-Learning: Online-Kurse Für Mathematik
Und Sprach-Und Textverständnis - Dokumentation Der Tagung Vom 3. November 2016
RWTH Aachen University, edited by C. Leuchter, F. Wistuba, C. Czapla, and
C. Segerer, 18–30. Aachen: RWTH Aachen University, 2017.'
ieee: 'R. Biehler, “Das virtuelle Eingangstutorium Mathematik studiVEMINT–Struktur
und Inhalt,” in Erfolgreich studieren mit E-Learning: Online-Kurse für Mathematik
und Sprach-und Textverständnis - Dokumentation der Tagung vom 3. November 2016
RWTH Aachen University, C. Leuchter, F. Wistuba, C. Czapla, and C. Segerer,
Eds. Aachen: RWTH Aachen University, 2017, pp. 18–30.'
mla: 'Biehler, Rolf. “Das Virtuelle Eingangstutorium Mathematik StudiVEMINT–Struktur
Und Inhalt.” Erfolgreich Studieren Mit E-Learning: Online-Kurse Für Mathematik
Und Sprach-Und Textverständnis - Dokumentation Der Tagung Vom 3. November 2016
RWTH Aachen University, edited by C. Leuchter et al., RWTH Aachen University,
2017, pp. 18–30.'
short: 'R. Biehler, in: C. Leuchter, F. Wistuba, C. Czapla, C. Segerer (Eds.), Erfolgreich
Studieren Mit E-Learning: Online-Kurse Für Mathematik Und Sprach-Und Textverständnis
- Dokumentation Der Tagung Vom 3. November 2016 RWTH Aachen University, RWTH Aachen
University, Aachen, 2017, pp. 18–30.'
date_created: 2024-11-06T08:37:57Z
date_updated: 2024-11-06T08:39:53Z
department:
- _id: '363'
editor:
- first_name: C.
full_name: Leuchter, C.
last_name: Leuchter
- first_name: F.
full_name: Wistuba, F.
last_name: Wistuba
- first_name: C.
full_name: Czapla, C.
last_name: Czapla
- first_name: C.
full_name: Segerer, C.
last_name: Segerer
language:
- iso: eng
main_file_link:
- url: https://www.researchgate.net/profile/Rolf_Biehler/publication/320110513_Das_virtuelle_Eingangstutorium_Mathematik_studiVEMINT_-_Struktur_und_Inhalt/links/59ce91544585150177db81c6/Das-virtuelle-Eingangstutorium-Mathematik-studiVEMINT-Struktur-und-Inhalt.pdf
page: 18–30
place: Aachen
publication: 'Erfolgreich studieren mit E-Learning: Online-Kurse für Mathematik und
Sprach-und Textverständnis - Dokumentation der Tagung vom 3. November 2016 RWTH
Aachen University'
publisher: RWTH Aachen University
status: public
title: Das virtuelle Eingangstutorium Mathematik studiVEMINT–Struktur und Inhalt
type: book_chapter
user_id: '37888'
year: '2017'
...
---
_id: '56892'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
citation:
ama: 'Biehler R, Hochmuth R. Relating different mathematical praxeologies as a challenge
for designing mathematical content for bridging courses. In: Göller R, Biehler
R, Hochmuth R, Rück H-G, eds. Didactics of Mathematics in Higher Education
as a Scientific Discipline–Conference Proceedings - Khdm-Report 17-05. Universität
Kassel; 2017:14–20.'
apa: Biehler, R., & Hochmuth, R. (2017). Relating different mathematical praxeologies
as a challenge for designing mathematical content for bridging courses. In R.
Göller, R. Biehler, R. Hochmuth, & H.-G. Rück (Eds.), Didactics of Mathematics
in Higher Education as a Scientific Discipline–Conference Proceedings - Khdm-report
17-05 (pp. 14–20). Universität Kassel.
bibtex: '@inbook{Biehler_Hochmuth_2017, place={Kassel}, title={Relating different
mathematical praxeologies as a challenge for designing mathematical content for
bridging courses}, booktitle={Didactics of Mathematics in Higher Education as
a Scientific Discipline–Conference Proceedings - Khdm-report 17-05}, publisher={Universität
Kassel}, author={Biehler, Rolf and Hochmuth, Reinhard}, editor={Göller, R. and
Biehler, R. and Hochmuth, R. and Rück, H.-G.}, year={2017}, pages={14–20} }'
chicago: 'Biehler, Rolf, and Reinhard Hochmuth. “Relating Different Mathematical
Praxeologies as a Challenge for Designing Mathematical Content for Bridging Courses.”
In Didactics of Mathematics in Higher Education as a Scientific Discipline–Conference
Proceedings - Khdm-Report 17-05, edited by R. Göller, R. Biehler, R. Hochmuth,
and H.-G. Rück, 14–20. Kassel: Universität Kassel, 2017.'
ieee: 'R. Biehler and R. Hochmuth, “Relating different mathematical praxeologies
as a challenge for designing mathematical content for bridging courses,” in Didactics
of Mathematics in Higher Education as a Scientific Discipline–Conference Proceedings
- Khdm-report 17-05, R. Göller, R. Biehler, R. Hochmuth, and H.-G. Rück, Eds.
Kassel: Universität Kassel, 2017, pp. 14–20.'
mla: Biehler, Rolf, and Reinhard Hochmuth. “Relating Different Mathematical Praxeologies
as a Challenge for Designing Mathematical Content for Bridging Courses.” Didactics
of Mathematics in Higher Education as a Scientific Discipline–Conference Proceedings
- Khdm-Report 17-05, edited by R. Göller et al., Universität Kassel, 2017,
pp. 14–20.
short: 'R. Biehler, R. Hochmuth, in: R. Göller, R. Biehler, R. Hochmuth, H.-G. Rück
(Eds.), Didactics of Mathematics in Higher Education as a Scientific Discipline–Conference
Proceedings - Khdm-Report 17-05, Universität Kassel, Kassel, 2017, pp. 14–20.'
date_created: 2024-11-06T08:40:21Z
date_updated: 2024-11-06T08:41:55Z
department:
- _id: '363'
editor:
- first_name: R.
full_name: Göller, R.
last_name: Göller
- first_name: R.
full_name: Biehler, R.
last_name: Biehler
- first_name: R.
full_name: Hochmuth, R.
last_name: Hochmuth
- first_name: H.-G.
full_name: Rück, H.-G.
last_name: Rück
language:
- iso: eng
main_file_link:
- url: http://nbn-resolving.de/urn:nbn:de:hebis:34-2016041950121
page: 14–20
place: Kassel
publication: Didactics of Mathematics in Higher Education as a Scientific Discipline–Conference
Proceedings - Khdm-report 17-05
publisher: Universität Kassel
status: public
title: Relating different mathematical praxeologies as a challenge for designing mathematical
content for bridging courses
type: book_chapter
user_id: '37888'
year: '2017'
...
---
_id: '56896'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Daniel
full_name: Frischemeier, Daniel
last_name: Frischemeier
- first_name: Susanne
full_name: Podworny, Susanne
id: '30619'
last_name: Podworny
orcid: 0000-0002-6313-5987
citation:
ama: Biehler R, Frischemeier D, Podworny S. Elementary preservice teachers´ reasoning
about modeling a “family factory” with TinkerPlots - A pilot study. Statistics
Education Research Journal. 2017;16(2):244–286.
apa: Biehler, R., Frischemeier, D., & Podworny, S. (2017). Elementary preservice
teachers´ reasoning about modeling a “family factory” with TinkerPlots - A pilot
study. Statistics Education Research Journal, 16(2), 244–286.
bibtex: '@article{Biehler_Frischemeier_Podworny_2017, title={Elementary preservice
teachers´ reasoning about modeling a “family factory” with TinkerPlots - A pilot
study}, volume={16}, number={2}, journal={Statistics Education Research Journal},
author={Biehler, Rolf and Frischemeier, Daniel and Podworny, Susanne}, year={2017},
pages={244–286} }'
chicago: 'Biehler, Rolf, Daniel Frischemeier, and Susanne Podworny. “Elementary
Preservice Teachers´ Reasoning about Modeling a ‘Family Factory’ with TinkerPlots
- A Pilot Study.” Statistics Education Research Journal 16, no. 2 (2017):
244–286.'
ieee: R. Biehler, D. Frischemeier, and S. Podworny, “Elementary preservice teachers´
reasoning about modeling a ‘family factory’ with TinkerPlots - A pilot study,”
Statistics Education Research Journal, vol. 16, no. 2, pp. 244–286, 2017.
mla: Biehler, Rolf, et al. “Elementary Preservice Teachers´ Reasoning about Modeling
a ‘Family Factory’ with TinkerPlots - A Pilot Study.” Statistics Education
Research Journal, vol. 16, no. 2, 2017, pp. 244–286.
short: R. Biehler, D. Frischemeier, S. Podworny, Statistics Education Research Journal
16 (2017) 244–286.
date_created: 2024-11-06T09:02:44Z
date_updated: 2024-11-06T09:03:26Z
department:
- _id: '363'
intvolume: ' 16'
issue: '2'
language:
- iso: eng
main_file_link:
- url: https://iase-web.org/documents/SERJ/SERJ16(2)_Biehler.pdf
page: 244–286
publication: Statistics Education Research Journal
status: public
title: Elementary preservice teachers´ reasoning about modeling a "family factory"
with TinkerPlots - A pilot study
type: journal_article
user_id: '37888'
volume: 16
year: '2017'
...
---
_id: '56895'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Daniel
full_name: Frischemeier, Daniel
last_name: Frischemeier
- first_name: Susanne
full_name: Podworny, Susanne
id: '30619'
last_name: Podworny
orcid: 0000-0002-6313-5987
citation:
ama: Biehler R, Frischemeier D, Podworny S. Reasoning about models and modelling
in the context of informal statistical inference. Statistics Education Research
Journal. 2017;16(2):8–12.
apa: Biehler, R., Frischemeier, D., & Podworny, S. (2017). Reasoning about models
and modelling in the context of informal statistical inference. Statistics
Education Research Journal, 16(2), 8–12.
bibtex: '@article{Biehler_Frischemeier_Podworny_2017, title={Reasoning about models
and modelling in the context of informal statistical inference}, volume={16},
number={2}, journal={Statistics Education Research Journal}, author={Biehler,
Rolf and Frischemeier, Daniel and Podworny, Susanne}, year={2017}, pages={8–12}
}'
chicago: 'Biehler, Rolf, Daniel Frischemeier, and Susanne Podworny. “Reasoning about
Models and Modelling in the Context of Informal Statistical Inference.” Statistics
Education Research Journal 16, no. 2 (2017): 8–12.'
ieee: R. Biehler, D. Frischemeier, and S. Podworny, “Reasoning about models and
modelling in the context of informal statistical inference,” Statistics Education
Research Journal, vol. 16, no. 2, pp. 8–12, 2017.
mla: Biehler, Rolf, et al. “Reasoning about Models and Modelling in the Context
of Informal Statistical Inference.” Statistics Education Research Journal,
vol. 16, no. 2, 2017, pp. 8–12.
short: R. Biehler, D. Frischemeier, S. Podworny, Statistics Education Research Journal
16 (2017) 8–12.
date_created: 2024-11-06T09:00:23Z
date_updated: 2024-11-06T09:01:01Z
department:
- _id: '363'
intvolume: ' 16'
issue: '2'
language:
- iso: eng
main_file_link:
- url: https://iase-web.org/documents/SERJ/SERJ16(2)_Editorial.pdf
page: 8–12
publication: Statistics Education Research Journal
status: public
title: Reasoning about models and modelling in the context of informal statistical
inference
type: journal_article
user_id: '37888'
volume: 16
year: '2017'
...
---
_id: '56894'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: D
full_name: Frischemeier, D
last_name: Frischemeier
- first_name: Susanne
full_name: Podworny, Susanne
id: '30619'
last_name: Podworny
orcid: 0000-0002-6313-5987
citation:
ama: 'Biehler R, Frischemeier D, Podworny S. Design, realization and evaluation
of a university course for preservice teachers on developing statistical reasoning
and literacy with a focus on civic statistics. In: ; 2017.'
apa: Biehler, R., Frischemeier, D., & Podworny, S. (2017). Design, realization
and evaluation of a university course for preservice teachers on developing statistical
reasoning and literacy with a focus on civic statistics. World Statistics
Congress 61, Marrakech, Marokko.
bibtex: '@inproceedings{Biehler_Frischemeier_Podworny_2017, title={Design, realization
and evaluation of a university course for preservice teachers on developing statistical
reasoning and literacy with a focus on civic statistics}, author={Biehler, Rolf
and Frischemeier, D and Podworny, Susanne}, year={2017} }'
chicago: Biehler, Rolf, D Frischemeier, and Susanne Podworny. “Design, Realization
and Evaluation of a University Course for Preservice Teachers on Developing Statistical
Reasoning and Literacy with a Focus on Civic Statistics,” 2017.
ieee: R. Biehler, D. Frischemeier, and S. Podworny, “Design, realization and evaluation
of a university course for preservice teachers on developing statistical reasoning
and literacy with a focus on civic statistics,” presented at the World Statistics
Congress 61, Marrakech, Marokko, 2017.
mla: Biehler, Rolf, et al. Design, Realization and Evaluation of a University
Course for Preservice Teachers on Developing Statistical Reasoning and Literacy
with a Focus on Civic Statistics. 2017.
short: 'R. Biehler, D. Frischemeier, S. Podworny, in: 2017.'
conference:
location: Marrakech, Marokko
name: World Statistics Congress 61
date_created: 2024-11-06T08:44:23Z
date_updated: 2024-11-06T08:46:01Z
department:
- _id: '363'
language:
- iso: eng
status: public
title: Design, realization and evaluation of a university course for preservice teachers
on developing statistical reasoning and literacy with a focus on civic statistics
type: conference
user_id: '37888'
year: '2017'
...
---
_id: '56897'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Ralf
full_name: Nieszporek, Ralf
last_name: Nieszporek
citation:
ama: 'Biehler R, Nieszporek R. Upper secondary teachers’ stages of concern related
to curricular innovations before and after a professional development course on
teaching probability and statistics including the use of digital tools. In: Dooley
T, Guedet G, eds. Proceedings of the Tenth Congress of the European Society
for Research in Mathematics Educa-Tion (CERME10, February 1-5, 2017). DCU
Institute of Education and ERME; 2017:2804–2811.'
apa: Biehler, R., & Nieszporek, R. (2017). Upper secondary teachers’ stages
of concern related to curricular innovations before and after a professional development
course on teaching probability and statistics including the use of digital tools.
In T. Dooley & G. Guedet (Eds.), Proceedings of the Tenth Congress of the
European Society for Research in Mathematics Educa-tion (CERME10, February 1-5,
2017) (pp. 2804–2811). DCU Institute of Education and ERME.
bibtex: '@inbook{Biehler_Nieszporek_2017, place={Dublin, Ireland}, title={Upper
secondary teachers’ stages of concern related to curricular innovations before
and after a professional development course on teaching probability and statistics
including the use of digital tools}, booktitle={Proceedings of the Tenth Congress
of the European Society for Research in Mathematics Educa-tion (CERME10, February
1-5, 2017)}, publisher={DCU Institute of Education and ERME}, author={Biehler,
Rolf and Nieszporek, Ralf}, editor={Dooley, T. and Guedet, G.}, year={2017}, pages={2804–2811}
}'
chicago: 'Biehler, Rolf, and Ralf Nieszporek. “Upper Secondary Teachers’ Stages
of Concern Related to Curricular Innovations before and after a Professional Development
Course on Teaching Probability and Statistics Including the Use of Digital Tools.”
In Proceedings of the Tenth Congress of the European Society for Research in
Mathematics Educa-Tion (CERME10, February 1-5, 2017), edited by T. Dooley
and G. Guedet, 2804–2811. Dublin, Ireland: DCU Institute of Education and ERME,
2017.'
ieee: 'R. Biehler and R. Nieszporek, “Upper secondary teachers’ stages of concern
related to curricular innovations before and after a professional development
course on teaching probability and statistics including the use of digital tools,”
in Proceedings of the Tenth Congress of the European Society for Research in
Mathematics Educa-tion (CERME10, February 1-5, 2017), T. Dooley and G. Guedet,
Eds. Dublin, Ireland: DCU Institute of Education and ERME, 2017, pp. 2804–2811.'
mla: Biehler, Rolf, and Ralf Nieszporek. “Upper Secondary Teachers’ Stages of Concern
Related to Curricular Innovations before and after a Professional Development
Course on Teaching Probability and Statistics Including the Use of Digital Tools.”
Proceedings of the Tenth Congress of the European Society for Research in Mathematics
Educa-Tion (CERME10, February 1-5, 2017), edited by T. Dooley and G. Guedet,
DCU Institute of Education and ERME, 2017, pp. 2804–2811.
short: 'R. Biehler, R. Nieszporek, in: T. Dooley, G. Guedet (Eds.), Proceedings
of the Tenth Congress of the European Society for Research in Mathematics Educa-Tion
(CERME10, February 1-5, 2017), DCU Institute of Education and ERME, Dublin, Ireland,
2017, pp. 2804–2811.'
date_created: 2024-11-06T09:03:58Z
date_updated: 2024-11-06T09:12:12Z
department:
- _id: '363'
editor:
- first_name: T.
full_name: Dooley, T.
last_name: Dooley
- first_name: G.
full_name: Guedet, G.
last_name: Guedet
language:
- iso: eng
main_file_link:
- url: https://keynote.conference-services.net/resources/444/5118/pdf/CERME10_0474.pdf
page: 2804–2811
place: Dublin, Ireland
publication: Proceedings of the Tenth Congress of the European Society for Research
in Mathematics Educa-tion (CERME10, February 1-5, 2017)
publisher: DCU Institute of Education and ERME
status: public
title: Upper secondary teachers’ stages of concern related to curricular innovations
before and after a professional development course on teaching probability and statistics
including the use of digital tools
type: book_chapter
user_id: '37888'
year: '2017'
...