@article{44689,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Even in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed.</jats:p>}},
  author       = {{Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}},
  issn         = {{1571-0068}},
  journal      = {{International Journal of Science and Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{S1}},
  pages        = {{215--236}},
  publisher    = {{Springer}},
  title        = {{{Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation}}},
  doi          = {{10.1007/s10763-022-10309-y}},
  volume       = {{20}},
  year         = {{2022}},
}

@inproceedings{48389,
  author       = {{Dröse, Jennifer and Griese, Birgit and Wessel, Lena}},
  booktitle    = {{Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}},
  location     = {{Bozen-Bolzano,Italy}},
  title        = {{{Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities}}},
  year         = {{2022}},
}

@article{48325,
  author       = {{Dellori, Anna and Wessel, Lena}},
  journal      = {{Beiträge zum Mathematikunterricht 2022}},
  pages        = {{665--668}},
  publisher    = {{LibreCat University}},
  title        = {{{Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra}}},
  doi          = {{10.17877/DE290R-23598}},
  year         = {{2022}},
}

@inbook{48385,
  author       = {{Dellori, Anna and Wessel, Lena}},
  booktitle    = {{Proceedings of INDRUM2022}},
  editor       = {{Trigueros, M. and Barquero, B. and Hochmuth, R. and Peters, J.}},
  pages        = {{572--573}},
  title        = {{{Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra}}},
  year         = {{2022}},
}

@inbook{48407,
  author       = {{Dellori, Anna and Wessel, Lena}},
  booktitle    = {{Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education}},
  editor       = {{Karunakaran, S.S. and Higgins, A.}},
  pages        = {{1177}},
  publisher    = {{MA}},
  title        = {{{Pre-service Teachers' Professional Development: Relating Abstract Algebra and School Algebra}}},
  year         = {{2022}},
}

@article{48408,
  author       = {{Wessel, Lena and Dröse, Jennifer}},
  journal      = {{mathematik lehren}},
  pages        = {{33--36}},
  title        = {{{Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten}}},
  volume       = {{233}},
  year         = {{2022}},
}

@inbook{35696,
  abstract     = {{<jats:p>The data age has led to curriculum developments promoting the relevance of stochastics in mathematics education. This has resulted in an increased demand for teacher professional development (PD) courses, and thus in a rising number of facilitators for this purpose. Their expertise, however, remains under-researched, even though facilitators are the crucial factor in PD success. Our study aims at revealing how one aspect of facilitator expertise, orientation, is connected to other aspects: views on content goals, perception of possible challenges, and attitude towards teaching resources. The explorations reveal differing orientations and learning goals with identical teaching resources for two facilitators who had also been working as a team for the re-design of the PD course for years.</jats:p>}},
  author       = {{Nieszporek, Ralf and Griese, Birgit and Biehler, Rolf}},
  booktitle    = {{Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics}},
  editor       = {{Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan, A.}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability}}},
  doi          = {{10.52041/iase.icots11.t4b2}},
  year         = {{2022}},
}

@inproceedings{34919,
  abstract     = {{<jats:p>Fundamental ideas (Burrill &amp; Biehler, 2011) have been specified to structure the curriculum across different age levels and to focus on and revisit the most important ideas. Such ideas must be based on an epistemological analysis of the scientific domain of statistics and its applications. Because these domains are changing, fundamental ideas have to be revisited from time to time. In particular, data science and machine learning have led to new methods and applications in society that must be considered for updating fundamental ideas.</jats:p>}},
  author       = {{Biehler, Rolf}},
  booktitle    = {{Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics}},
  editor       = {{Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan, A.}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Revisiting Fundamental Ideas for Statistics Education From the Perspective of Machine Learning and Its Applications}}},
  doi          = {{10.52041/iase.icots11.t1a2}},
  year         = {{2022}},
}

@article{34920,
  abstract     = {{<jats:p>A very warm welcome to this Special Issue of the Statistics Education Research Journal (SERJ) on data science education. Our hope is to give an overview of selected theoretical thoughts and empirical studies on data science education from a statistics education research perspective. Data science education is rapidly developing but research into data science education is still in its infancy. The current issue presents a snapshot of this developing field.</jats:p>}},
  author       = {{Biehler, Rolf and De Veaux, Richard and Engel, Joachim and Kazak, Sibel and Frischemeier, Daniel}},
  issn         = {{1570-1824}},
  journal      = {{Statistics Education Research Journal}},
  keywords     = {{Education, Statistics and Probability}},
  number       = {{2}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Editorial: Research on Data Science Education}}},
  doi          = {{10.52041/serj.v21i2.606}},
  volume       = {{21}},
  year         = {{2022}},
}

@article{35718,
  author       = {{Biehler, Rolf and Langlotz, Hubert and Zappe, Wilfried}},
  journal      = {{mathematik lehren}},
  number       = {{232}},
  pages        = {{41–45}},
  publisher    = {{Friedrich Verlag}},
  title        = {{{Alles normal?! Daten auf Normalverteilung prüfen–mit schulischen Mitteln}}},
  volume       = {{2022}},
  year         = {{2022}},
}

@article{35926,
  author       = {{Biehler, Rolf and Griese, Birgit}},
  journal      = {{mathematik lehren}},
  number       = {{232}},
  pages        = {{2–6}},
  publisher    = {{Friedrich Verlag}},
  title        = {{{Modellieren im Stochastikunterricht: Annahmen hinterfragen, Ergebnisse validieren}}},
  volume       = {{2022}},
  year         = {{2022}},
}

@inproceedings{39058,
  author       = {{Griese, Birgit and Nieszporek, Ralf and Biehler, Rolf}},
  location     = {{Bozen-Bolzano, Italy}},
  title        = {{{Facilitators’ views on content goals, learning obstacles, and teaching resources in reference to conditional probability}}},
  year         = {{2022}},
}

@inbook{42653,
  author       = {{Lankeit, Elisa and Biehler, Rolf}},
  booktitle    = {{Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse}},
  editor       = {{Hochmuth, Reinhard and Biehler, Rolf and Liebendörfer, Michael and Schaper, Niclas}},
  isbn         = {{9783662648322}},
  issn         = {{2197-8751}},
  pages        = {{117--141}},
  publisher    = {{Springer}},
  title        = {{{Mathematik-Vorkurse zur Vorbereitung auf das Studium – Zielsetzungen und didaktische Konzepte}}},
  doi          = {{10.1007/978-3-662-64833-9_4}},
  year         = {{2022}},
}

@article{35685,
  author       = {{Liebendörfer, Michael and Göller, Robin and Gildehaus, Lara and Kortemeyer, Jörg and Biehler, Rolf and Hochmuth, Reinhard and Ostsieker, Laura and Rode, Jana and Schaper, Niclas}},
  issn         = {{0020-739X}},
  journal      = {{International Journal of Mathematical Education in Science and Technology}},
  keywords     = {{Applied Mathematics, Education, Mathematics (miscellaneous)}},
  number       = {{5}},
  pages        = {{1133--1152}},
  publisher    = {{Informa UK Limited}},
  title        = {{{The role of learning strategies for performance in mathematics courses for engineers}}},
  doi          = {{10.1080/0020739x.2021.2023772}},
  volume       = {{53}},
  year         = {{2022}},
}

@book{42650,
  editor       = {{Hochmuth, Reinhard and Biehler, Rolf and Liebendörfer, Michael and Schaper, Niclas}},
  isbn         = {{9783662648322}},
  issn         = {{2197-8751}},
  publisher    = {{Springer}},
  title        = {{{Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse}}},
  doi          = {{10.1007/978-3-662-64833-9}},
  year         = {{2022}},
}

@inbook{43232,
  author       = {{Ridgway, Jim and Campos, Pedro and Biehler, Rolf}},
  booktitle    = {{Statistics for Empowerment and Social Engagement}},
  isbn         = {{9783031207471}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Data Science, Statistics, and Civic Statistics: Education for a Fast Changing World}}},
  doi          = {{10.1007/978-3-031-20748-8_22}},
  year         = {{2022}},
}

@inbook{42649,
  author       = {{Bauer, Thomas and Biehler, Rolf and Lankeit, Elisa}},
  booktitle    = {{Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse}},
  editor       = {{Hochmuth, Reinhard and Biehler, Rolf and Liebendörfer, Michael and Schaper, Niclas}},
  isbn         = {{9783662648322}},
  issn         = {{2197-8751}},
  pages        = {{515--543}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Mini-Aufgaben in mathematischen Übungsgruppen zur Analysis: Charakteristika von Aufgaben und Abstimmungsverhalten von Studierenden}}},
  doi          = {{10.1007/978-3-662-64833-9_19}},
  year         = {{2022}},
}

@inbook{42652,
  author       = {{Lankeit, Elisa and Biehler, Rolf}},
  booktitle    = {{Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse}},
  editor       = {{Hochmuth, Reinhard and Biehler, Rolf and Liebendörfer, Michael and Schaper, Niclas}},
  isbn         = {{9783662648322}},
  issn         = {{2197-8751}},
  pages        = {{293--363}},
  publisher    = {{Springer}},
  title        = {{{Vorkurse und ihre Wirkungen im Übergang Schule – Hochschule}}},
  doi          = {{10.1007/978-3-662-64833-9_12}},
  year         = {{2022}},
}

@misc{35698,
  author       = {{Schürmann, Mirko and Büdenbender-Kuklinski, C. and Lankeit, Elisa and Liebendörfer, Michael and Hochmuth, R. and Biehler, Rolf and Schaper, N.}},
  publisher    = {{LibreCat University}},
  title        = {{{Dokumentation der Erhebungsinstrumente des Projekts WiGeMath}}},
  doi          = {{10.17170/KOBRA-202205176188}},
  year         = {{2022}},
}

@inbook{42651,
  author       = {{Hochmuth, Reinhard and Biehler, Rolf and Schaper, Niclas and Liebendörfer, Michael and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Ruge, Johanna and Schürmann, Mirko}},
  booktitle    = {{Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse}},
  editor       = {{Reinhard, Hochmuth and Biehler, Rolf and Liebendörfer, Michael and Schaper, Niclas}},
  isbn         = {{9783662648322}},
  issn         = {{2197-8751}},
  pages        = {{3--31}},
  publisher    = {{Springer}},
  title        = {{{Einführung in das WiGeMath-Projekt: Wirkung und Gelingensbedingungen von Unterstützungsmaßnahmen für mathematikbezogenes Lernen in der Studieneingangsphase}}},
  doi          = {{10.1007/978-3-662-64833-9_1}},
  year         = {{2022}},
}