@inbook{57020,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>In this symposium we investigate students’ agency of selecting and using (digital) resources for developing their own learning paths. For that, we first review the literature related to students’ selection and use of resources in mathematics education in different pedagogical settings (presentation 1). Second, we develop insights from the different studies that participate in this symposium (presentation 2–6), at school as well as at university level. Results show that attempts have been made to provide students opportunities to develop agency of their mathematics learning, in particular with the development and provision of numerous digital tools and learning resources at university level and related to innovative pedagogical approaches. At the same time, it is not obvious how these tools and resources help students to develop deeper conceptual understandings. Certainly, students often ‘demand’ more student-centered and autonomous education approaches (e.g., at university level), also in mathematics education. Further, it seems that authentic problem-based education approaches are more motivating for students. These ‘innovative’ approaches necessitate particular types of structure and support for students. Moreover, they require different ways of providing resources that students can and want to interact with, and that help students to navigate through the curriculum to develop their own learning paths. At the same time, teachers also need support on how to orchestrate student learning with the available resources in such environments, so to be able to attend to students’ individual needs. The symposium comprised altogether six presentations:</jats:p><jats:p>Birgit Pepin &amp; Sebastian Rezat: Students’ agency of selecting and using (digital) resources for developing their own learning paths: An overview</jats:p><jats:p>Annalisa Cusi &amp; Agnese I. Telloni: Learning through digital curriculum resource design: students’ reflections on their role as designers</jats:p><jats:p>Vilma Mesa, Lelia Burley-Sanford, Xinyi Hao, &amp; Carlos Quiroz: Interactive features in university textbooks and their use by teachers and students</jats:p><jats:p>Sebastian Rezat: Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool</jats:p><jats:p>Birgit Pepin &amp; Ulises Salinas: Challenge/problem-based mathematics learning at university level: The case of the modeling week</jats:p><jats:p>Farzad Radmehr: Problem-posing: An inclusive activity for improving teaching and learning of mathematics at university level</jats:p>}},
  author       = {{Pepin, Birgit and Rezat, Sebastian}},
  booktitle    = {{Recent Advances in Mathematics Textbook Research and Development}},
  editor       = {{Qi, Chunxia and Fan, Lianghuo and Liu, Jian and Liu, Qimeng and Dong, Lianchun}},
  isbn         = {{9789819784257}},
  pages        = {{123–126}},
  publisher    = {{Springer Nature}},
  title        = {{{Symposium—Towards innovative practices in mathematics education: Teachers’ and students’ choice and use of digital resources}}},
  doi          = {{10.1007/978-981-97-8426-4_17}},
  year         = {{2025}},
}

@inbook{57022,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Even in the digital age, learning mathematics at an academic level still requires much interaction with mathematical texts. Understanding and developing disciplinary literacy skills at all levels is an increasing matter of interest.</jats:p>}},
  author       = {{Rezat, Sebastian}},
  booktitle    = {{Recent Advances in Mathematics Textbook Research and Development}},
  editor       = {{Qi, Chunxia and Fan, Lianghuo and Liu, Jian and Liu, Qimeng and Dong, Lianchun}},
  isbn         = {{9789819784257}},
  pages        = {{133–136}},
  publisher    = {{Springer Nature}},
  title        = {{{Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool}}},
  doi          = {{10.1007/978-981-97-8426-4_20}},
  year         = {{2025}},
}

@article{58947,
  author       = {{Krüger, Katja and Werth, Gerda}},
  issn         = {{0732-3123}},
  journal      = {{The Journal of Mathematical Behavior}},
  publisher    = {{Elsevier BV}},
  title        = {{{Mathematics education for girls in Prussia 1890–1925}}},
  doi          = {{10.1016/j.jmathb.2025.101242}},
  volume       = {{79}},
  year         = {{2025}},
}

@article{62283,
  author       = {{Rezat, Sebastian and Doligkeit, Nadja}},
  journal      = {{mathematik lehren}},
  number       = {{252}},
  pages        = {{16–22}},
  title        = {{{Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen Denken}}},
  year         = {{2025}},
}

@inproceedings{63036,
  author       = {{Rezat, Sebastian and Glasnović Gracin, Dubravka and Van Steenbrugge, Hendrik and Sievert, Henning}},
  booktitle    = {{Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development.}},
  editor       = {{Pepin, Birgit and Kohanová, Iveta and Langfeldt, Marit Buset}},
  isbn         = {{978-82-691902-2-9}},
  location     = {{Trondheim, Norway}},
  pages        = {{72–91}},
  publisher    = {{Norwegian University of Science and Technology.}},
  title        = {{{The quality of print and digital mathematics curriculum resources}}},
  year         = {{2025}},
}

@article{60196,
  abstract     = {{This paper examines the governance and quality control of digital curriculum resources (DCR) for K-12 mathematics education in Germany. It focuses on approval processes and criteria set by the 16 federal states, arguing that these have the potential to influence the development of DCR. Using qualitative content analysis, the study explores three research questions: which DCR require official approval, the criteria applied for approval, and the extent to which these criteria are mathematics-specific. Findings indicate that 10 federal states maintain official approval systems, covering digital equivalents of printed textbooks and selected supplemental materials. However, most DCR fall outside these regulated processes, leaving their evaluation largely to individual schools and teachers. The study identifies 17 categories of quality criteria, but reveals a lack of detailed, mathematics-specific requirements. Instead, many criteria are broad references to didactical principles and educational goals, leaving the interpretation and application of these quality standards open-ended. Subject-specific criteria are included but remain limited in specificity. The study underscores the need for research-informed, mathematics-specific quality standards to guide DCR development and approval, emphasizing their importance amidst challenges like artificial intelligence. Policymakers are urged to adopt clearer criteria to ensure high-quality DCR to be used in schools.}},
  author       = {{Rezat, Sebastian}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  keywords     = {{governance, digital curriculum resources, digital textbooks, digital curriculum materials, quality}},
  pages        = {{ 891–904}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{The quality of digital curriculum resources for mathematics in German educational policy}}},
  doi          = {{10.1007/s11858-025-01708-w}},
  volume       = {{57}},
  year         = {{2025}},
}

@article{52584,
  author       = {{Rezat, Sebastian}},
  journal      = {{ZDM – Mathematics Education}},
  publisher    = {{Springer}},
  title        = {{{Research on curriculum resources in mathematics education: a survey of the field}}},
  doi          = {{10.1007/s11858-024-01559-x}},
  year         = {{2024}},
}

@inproceedings{55191,
  author       = {{Rezat, Sebastian and Visnovska, Jana and Yan, Guorui and Leshota, Moneoang and Sabra, Hussein}},
  booktitle    = {{Proceedings of the 14th International Congress on Mathematical Education}},
  keywords     = {{Mathematics, Mathematik, Textbook, Curriculum Resources, Schulbuch}},
  pages        = {{537–545}},
  publisher    = {{World Scientific}},
  title        = {{{Topic Study Group 41: Research and development on textbooks and resources for learning and teaching mathematics}}},
  doi          = {{10.1142/9789811287152_0065}},
  volume       = {{1}},
  year         = {{2024}},
}

@inproceedings{58391,
  author       = {{Werth, Gerda}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2024}},
  location     = {{Essen}},
  pages        = {{1505--1508}},
  title        = {{{Der Einzug der Mathematik in die Bildungspläne der höheren Mädchenschulen zu Beginn des 20. Jahrhunderts}}},
  doi          = {{https://doi.org/10.37626/GA9783959872782.0}},
  year         = {{2024}},
}

@inbook{57390,
  author       = {{Rezat, Sebastian and Westbury, Ian}},
  booktitle    = {{Fourth International Handbook of Mathematics Education}},
  editor       = {{Clements, M.A. (Ken) and Kaur, Berinderjeet and Lowrie, Thomas and Mesa, Vilma and Prytz, Johan}},
  isbn         = {{9783031514739}},
  issn         = {{2197-1951}},
  publisher    = {{Springer Nature Switzerland}},
  title        = {{{Textbooks and curriculum from a governance perspective}}},
  doi          = {{10.1007/978-3-031-51474-6_24}},
  year         = {{2024}},
}

@inproceedings{57613,
  author       = {{Rezat, Sebastian}},
  booktitle    = {{Proceedings of FAME 1 – Feedback & Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands)}},
  editor       = {{Iannone, Paola and Moons, Filip and Drüke-Noe, Christina and Geraniou, Eirini and Morselli, Francesca and Klingbeil, Katrin and Veldhuis, Michiel and Olsher, Shai}},
  pages        = {{262–269}},
  publisher    = {{Utrecht University and ERME}},
  title        = {{{Students' instrumentalizations of hints and automated feedback in their task solution process when learning mathematics with a digital curriculum resource}}},
  doi          = {{10.5281/zenodo.14231455}},
  year         = {{2024}},
}

@inproceedings{58851,
  author       = {{Stallmeister, Lea and Rezat, Sebastian}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
  editor       = {{Ebers, Patrick and Rösken, Fabian and Barzel, Bärbel and Büchter, Andreas and Schacht, Florian and Scherer, Petra}},
  pages        = {{1365--1368}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Ressourcennutzung von Schüler:innen zum Lernen von Mathematik}}},
  doi          = {{10.37626/GA9783959872782.0}},
  year         = {{2024}},
}

@inbook{58216,
  abstract     = {{AnnoPy ist ein digitales Werkzeug, das an der Universität Paderborn in einer interdisziplinären Kooperation zwischen der Germanistischen Sprachdidaktik, Mathematikdidaktik und Informatikdidaktik entwickelt wurde, um wissenschaftliche Textkompetenzen zu fördern. Es kann in Präsenz- oder Blended-Learning-Szenarien eingesetzt werden, um eine Brücke zwischen individueller Auseinandersetzung mit dem Text und dessen sozial-diskursiver Aushandlung zu schlagen. Im Beitrag werden unterschiedliche Einsatzszenarien aus den drei beteiligten Disziplinen exemplarisch dargestellt, die jeweils unterschiedliche Facetten wissenschaftlicher Textkompetenz in den Mittelpunkt stellen. Im Fokus stehen dabei insbesondere die Förderung fachspezifischer Lesekompetenz im Rahmen einer Vorlesung mit großen Teilnehmendenzahlen sowie die Anwendung fachspezifischer Theorien und Konzepte in der Erschließung, Analyse und Beurteilung von Texten.}},
  author       = {{Rezat, Sebastian and Rezat, Sara and Scholle, Oliver and Schulte, Carsten and Winkelnkemper, Felix}},
  booktitle    = {{Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven}},
  editor       = {{Herzig, Bardo and Eickelmann, Birgit and Schwabl, Franziska and Schulze, Johanna and Niemann, Jan}},
  isbn         = {{9783830948377}},
  keywords     = {{digitale Medien, wissenschaftliche Textkompetenz, Lehrkonzept}},
  pages        = {{219–230}},
  publisher    = {{Waxmann}},
  title        = {{{AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern}}},
  doi          = {{10.31244/9783830998372}},
  year         = {{2024}},
}

@article{60195,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>This survey describes the structure of the field of research on curriculum resources in mathematics education in the period from 2018 till 2023. Based on the procedures of a systematic review relevant literature was identified using Web of Science as a database. The included literature was analyzed and categorized according to the type of curriculum resource and the area of study. Seven areas of studies were identified: studies on the role of curriculum resources, content analysis, user studies, studies on the effects of curriculum resources, studies on curriculum resource design, curriculum resources as data, and reviews. The areas were further subdivided into different subcategories based on the research questions of the included papers. The findings show that research on mathematics textbooks is still predominant in the field. The most popular areas of research are content analysis, user studies, studies on design, and studies on effects. Emerging areas are research on students’ use of curriculum resources and the employment of user data from digital curriculum resources as data basis in mathematics education research.</jats:p>}},
  author       = {{Rezat, Sebastian}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  number       = {{2}},
  pages        = {{223--237}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Research on curriculum resources in mathematics education: a survey of the field}}},
  doi          = {{10.1007/s11858-024-01559-x}},
  volume       = {{56}},
  year         = {{2024}},
}

@book{51101,
  author       = {{Werth, Gerda}},
  isbn         = {{9783658424442}},
  issn         = {{2661-8591}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Neue Wege im mathematischen Unterricht: Auf den Spuren Mathilde Vaertings}}},
  doi          = {{10.1007/978-3-658-42445-9}},
  year         = {{2023}},
}

@article{51103,
  author       = {{Werth, Gerda}},
  journal      = {{mathematik lehren}},
  pages        = {{15--19}},
  publisher    = {{Friedrich}},
  title        = {{{Standardkonstruktionen eigenständig entdecken. Mathilde Vaertings Idee der Selbstständigkeitsprobe}}},
  volume       = {{241}},
  year         = {{2023}},
}

@inproceedings{53439,
  author       = {{Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik  vom 29.08.2022 bis 02.09.2022 in Frankfurt am Main}},
  pages        = {{1125–1128}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Mathematik – Lesen – Lernen: Ein Vorlesungskonzept zur Förderung mathematischer Lesekompetenz}}},
  doi          = {{10.17877/DE290R-23392}},
  year         = {{2023}},
}

@inproceedings{53441,
  author       = {{Leifeld, Markus and Rezat, Sebastian}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik  vom 29.08.2022 bis 02.09.2022 in Frankfurt am Main}},
  pages        = {{993–996}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Verstehen schriftlicher Rechenverfahren durch algorithmisches Denken am Beispiel der schriftlichen Subtraktion}}},
  doi          = {{10.17877/DE290R-23760}},
  year         = {{2023}},
}

@inproceedings{53475,
  author       = {{Malik, Sara Naseem and Rezat, Sebastian}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik  vom 29.08.2022 bis 02.09.2022 in Frankfurt am Main}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Herausforderungen anwendungsbezogener Aufgaben - eine curriculare Perspektive auf den Forschungsstand}}},
  doi          = {{10.17877/DE290R-23380}},
  year         = {{2023}},
}

@inbook{46987,
  author       = {{Pepin, Birgit and Kock, Zeger-jan and Rezat, Sebastian}},
  booktitle    = {{Handbook of Digital Resources in Mathematics Education}},
  editor       = {{Pepin, Birgit and Gueudet, Ghislaine and Choppin, Jeff}},
  isbn         = {{9783030950606}},
  issn         = {{2197-1951}},
  pages        = {{1–28}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Toward student agency in the selection and use of digital resources for learning and studying mathematics}}},
  doi          = {{10.1007/978-3-030-95060-6_26-1}},
  year         = {{2023}},
}