@inbook{48067,
  author       = {{Gueudet, Ghislaine and Pepin, Birgit and Rezat, Sebastian}},
  booktitle    = {{Handbook of Digital Resources in Mathematics Education}},
  editor       = {{Pepin, Birgit and Gueudet, Ghislaine and Choppin, Jeffrey}},
  isbn         = {{9783030950606}},
  issn         = {{2197-1951}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Meta-Resources: Supporting the design of mathematics teaching and learning}}},
  doi          = {{10.1007/978-3-030-95060-6_36-1}},
  year         = {{2023}},
}

@inbook{49684,
  author       = {{Rezat, Sebastian and Geiger, Vince}},
  booktitle    = {{Handbook of Digital Resources in Mathematics Education}},
  editor       = {{Pepin, Birgit and Gueudet, Ghislaine and Choppin, Jeffrey}},
  isbn         = {{9783030950606}},
  issn         = {{2197-1951}},
  publisher    = {{Springer International Publishing}},
  title        = {{{The role of digital technologies in transforming student learning landscapes}}},
  doi          = {{10.1007/978-3-030-95060-6_21-1}},
  year         = {{2023}},
}

@inbook{46956,
  author       = {{Hattermann, Mathias and Rezat, Sebastian and Sträßer, Rudolf}},
  booktitle    = {{Handbuch der Mathematikdidaktik}},
  isbn         = {{9783662666036}},
  pages        = {{201–242}},
  publisher    = {{Springer}},
  title        = {{{Geometrie: Leitidee Raum und Form}}},
  doi          = {{10.1007/978-3-662-66604-3_7}},
  year         = {{2023}},
}

@inproceedings{52574,
  author       = {{Werth, Gerda}},
  booktitle    = {{Beiträge zum Mathematikunterricht}},
  location     = {{Frankfurt am. Main}},
  publisher    = {{WTM}},
  title        = {{{Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings}}},
  doi          = {{https://doi.org/10.37626/GA9783959872089.0}},
  year         = {{2022}},
}

@inproceedings{53480,
  author       = {{Malik, Sara Naseem and Rezat, Sebastian}},
  booktitle    = {{Proceedings on the Twelfth Congress on the European Society for research in Mathematics Education (CERME 12)}},
  publisher    = {{ERME / Free University of Bozen-Bolzano}},
  title        = {{{Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review}}},
  year         = {{2022}},
}

@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}},
}

@article{53363,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>In this survey paper we aim to provide an overview of research on mathematics textbooks and, more broadly, curriculum resources as instruments for change related to mathematical content, instructional goals and practices, and student learning of mathematics. In particular, we elaborate on the following themes: (1) The role of curriculum resources as instruments for change from a theoretical perspective; (2) The design of curriculum resources to mediate the implementation of reform ideas and innovative practice; (3) Teachers’ influence on the implementation of change through curriculum resources; (4) Students’ influence on the implementation of change through curriculum resources; and (5) Evidence of curriculum resources yielding changes in student-related factors or variables. We claim that, whilst textbooks and curriculum resources are influential, they alone cannot change teachers’ teaching nor students’ learning practices in times of curricular change. Moreover, more knowledge is needed about features of curriculum resources that support the implementation of change. We contend that curriculum innovations are likely to be successful, if teachers and students are supported to co- and re-design the relevant curriculum trajectories and materials in line with the reform efforts and their own individual needs.</jats:p>}},
  author       = {{Rezat, Sebastian and Fan, Lianghuo and Pepin, Birgit}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{6}},
  pages        = {{1189--1206}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Mathematics textbooks and curriculum resources as instruments for change}}},
  doi          = {{10.1007/s11858-021-01309-3}},
  volume       = {{53}},
  year         = {{2021}},
}

@inbook{34161,
  author       = {{Rezat, Sebastian and Schacht, Florian and Häsel-Weide, Uta}},
  booktitle    = {{Mathematics Education in the Digital Age. Learning, Practice and Theory}},
  editor       = {{Clark-Wilson, A. and Donevska-Todorova, A. and Faggiano, E. and Trgalová , J. and Weigang, H.-G.}},
  pages        = {{168--184}},
  publisher    = {{Routledge}},
  title        = {{{Challenges of making sense of tasks and automated feedback in digital mathematics textbooks}}},
  doi          = {{10.4324/9781003137580}},
  year         = {{2021}},
}

@article{44683,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>One of the most prevalent features of digital mathematics textbooks, compared to traditional ones, is the provision of automated feedback on students’ solutions. Since feedback is regarded as an important factor that influences learning, this is often seen as an affordance of digital mathematics textbooks. While there is a large body of mainly quantitative research on the effectiveness of feedback in general, very little is known about how feedback actually affects students’ individual content specific learning processes and conceptual development. A theoretical framework based on Rabardel’s theory of the instrument and Vergnaud’s theory of conceptual fields is developed to study qualitatively how feedback actually functions in the learning process. This framework was applied in a case study of two elementary school students’ learning processes when working on a probability task from a German 3rd grade digital textbook. The analysis allowed detailed reconstruction of how students made sense of the information provided by the feedback and adjusted their behavior accordingly. This in-depth analysis unveiled that feedback does not necessarily foster conceptual development in the desired way, and a correct solution does not always coincide with conceptual understanding. The results point to some obstacles that students face when working individually on tasks from digital mathematics textbooks with automated feedback, and indicate that feedback needs to be developed in design-based research cycles in order to yield the desired effects.</jats:p>}},
  author       = {{Rezat, Sebastian}},
  issn         = {{1863-9690}},
  journal      = {{ZDM Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{6}},
  pages        = {{1433--1445}},
  publisher    = {{Springer}},
  title        = {{{How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies}}},
  doi          = {{10.1007/s11858-021-01263-0}},
  volume       = {{53}},
  year         = {{2021}},
}

@inbook{13108,
  abstract     = {{Diagrammatisches Schlie{\ss}en wird im Zusammenhang mit dem Lernen von Mathmematik und ihrer Symbolsprache als wesentliche Theorie der Wissenskonstruktion diskutiert. Dabei wird h{\"{a}}ufig davon ausgegangen, dass die Wissenskonstruktion im Sinne diagrammatischen Schlie{\ss}ens erfolgt. Deskriptive Rekonstruktionen diagrammatischen Schlie{\ss}ens bei Lernenden stellen jedoch ein Desiderat der mathematikdidaktischen Forschung dar. Der vorliegende Beitrag befasst sich mit der Fragestellung, wie sich diagrammatisches Schlie{\ss}en bei Lernenden rekonstruieren l{\"{a}}sst. Als m{\"{o}}gliche Werkzeuge f{\"{u}}r eine solche Rekonstruktion werden Toulmins Argumentationsschema und Vergnauds Schema-Begriff exemplarisch angewandt, um das diagrammatische Schlie{\ss}en eines Sch{\"{u}}lerpaars beim Einstieg in die Subtraktion negativer Zahlen zu rekonstruieren. Abschlie{\ss}end wird die tats{\"{a}}chliche Eignung der beiden Ans{\"{a}}tze zur Rekonstruktion diagrammatischen Schlie{\ss}ens diskutiert.}},
  author       = {{Schumacher, Jan and Rezat, Sebastian}},
  booktitle    = {{Zeichen und Sprache im Mathematikunterricht}},
  editor       = {{Kadunz, Gert}},
  publisher    = {{Springer}},
  title        = {{{Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen. Vergleich zweier methodischer Zugänge}}},
  doi          = {{10.1007/978-3-662-61194-4_5}},
  year         = {{2020}},
}

@inproceedings{31873,
  author       = {{Schumacher, Jan}},
  publisher    = {{LibreCat University}},
  title        = {{{Deduktion und Abduktion beim diagrammatischen Schließen – das didaktische Potential der Peirceschen Semiotik}}},
  doi          = {{10.17877/DE290R-21555}},
  year         = {{2020}},
}

@inbook{44685,
  author       = {{Schumacher, Jan and Rezat, Sebastian}},
  booktitle    = {{Zeichen und Sprache im Mathematikunterricht: Semiotik in Theorie und Praxis}},
  editor       = {{Kadunz, Gert}},
  isbn         = {{9783662611937}},
  pages        = {{85–112}},
  publisher    = {{Springer}},
  title        = {{{Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen}}},
  doi          = {{10.1007/978-3-662-61194-4_5}},
  year         = {{2020}},
}

@inbook{44688,
  author       = {{Rezat, Sebastian}},
  booktitle    = {{Mobile Medien im Schulkontext}},
  editor       = {{Meister, Dorothee and Ilka, Mindt}},
  isbn         = {{9783658290382}},
  issn         = {{2512-112X}},
  publisher    = {{Springer}},
  title        = {{{Mathematiklernen mit digitalen Schulbüchern im Spannungsfeld zwischen Individualisierung und Kooperation}}},
  doi          = {{10.1007/978-3-658-29039-9_10}},
  year         = {{2020}},
}

@article{33594,
  author       = {{Rezat, Sebastian and Rezat, Sara}},
  journal      = {{Die Grundschulzeitschrift 320}},
  pages        = {{10--13}},
  title        = {{{Schulbücher. Werkzeuge zum Üben in den Fächern Deutsch und Mathematik}}},
  volume       = {{320}},
  year         = {{2020}},
}

@inproceedings{13106,
  author       = {{Schumacher, Jan}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2019}},
  location     = {{Regensburg}},
  title        = {{{Rekonstruktion diagrammatischen Schließens am Beispiel der Subtraktion negativer Zahlen}}},
  year         = {{2019}},
}

@inproceedings{13107,
  abstract     = {{In this paper, we first outline a Hypothetical Learning Trajectory (HLT), which aims at a formal understanding of the rules for manipulating integers. The HLT is based on task formats, which promote algebraic thinking in terms of generalizing rules from the analysis of patterns and should be familiar to students from their mathematics education experiences in elementary school. Second, we analyze two students' actual learning process based on Peircean semiotics. The analysis shows that the actual learning process diverges from the hypothesized learning process in that the students do not relate the different levels of the diagrams in a way that allows them to extrapolate the rule for the subtraction of negative numbers. Based on this finding, we point out consequences for the design of the tasks.}},
  author       = {{Schumacher, Jan and Rezat, Sebastian}},
  booktitle    = {{Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019)}},
  editor       = {{Jankvist, Uffe Thomas and Van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel}},
  keywords     = {{diagrammatic reasoning, hypothetical learning trajectory, induction extrapolatory method, integers, negative numbers, permanence principle, semiotics}},
  location     = {{Utrecht}},
  publisher    = {{Freudenthal Group & Freudenthal Institute, Utrecht University and ERME}},
  title        = {{{A Hypothetical Learning Trajectory for the Learning of the Rules for Manipulating Integers}}},
  year         = {{2019}},
}

@book{13139,
  editor       = {{Rezat, Sebastian and Fan, Lianghuo and Hattermann, Mathias and Schumacher, Jan and Wuschke, Holger}},
  location     = {{Paderborn}},
  pages        = {{392}},
  publisher    = {{Universitätsbibliothek Paderborn}},
  title        = {{{Proceedings of the Third International Conference on Mathematics Textbook Research and Development: 16-19 September 2019 Paderborn, Germany}}},
  doi          = {{10.17619/UNIPB/1-768}},
  year         = {{2019}},
}

@inproceedings{52510,
  author       = {{Werth, Gerda}},
  booktitle    = {{Beiträge zum Mathematikunterricht}},
  editor       = {{Frank, Andreas and Krauss, Stefan  and Binder, Karin}},
  location     = {{Regensburg}},
  publisher    = {{WTM}},
  title        = {{{Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin}}},
  year         = {{2019}},
}

@article{33598,
  author       = {{Rezat, Sara and Rezat, Sebastian}},
  journal      = {{In: Mathematik differenziert 3/2019}},
  pages        = {{30--37}},
  title        = {{{„...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben}}},
  year         = {{2019}},
}

@inbook{44684,
  author       = {{Vollstedt, Maike and Rezat, Sebastian}},
  booktitle    = {{Compendium for Early Career Researchers in Mathematics Education}},
  editor       = {{Kaiser, Gabriele and Presmeg, Norma}},
  isbn         = {{9783030156350}},
  issn         = {{2520-8322}},
  publisher    = {{Springer International Publishing}},
  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}},
  year         = {{2019}},
}