---
_id: '48067'
author:
- first_name: Ghislaine
full_name: Gueudet, Ghislaine
last_name: Gueudet
- first_name: Birgit
full_name: Pepin, Birgit
last_name: Pepin
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Gueudet G, Pepin B, Rezat S. Meta-Resources: Supporting the design of mathematics
teaching and learning. In: Pepin B, Gueudet G, Choppin J, eds. Handbook of
Digital Resources in Mathematics Education. Springer International Publishing;
2023. doi:10.1007/978-3-030-95060-6_36-1'
apa: 'Gueudet, G., Pepin, B., & Rezat, S. (2023). Meta-Resources: Supporting
the design of mathematics teaching and learning. In B. Pepin, G. Gueudet, &
J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education.
Springer International Publishing. https://doi.org/10.1007/978-3-030-95060-6_36-1'
bibtex: '@inbook{Gueudet_Pepin_Rezat_2023, place={Cham}, title={Meta-Resources:
Supporting the design of mathematics teaching and learning}, DOI={10.1007/978-3-030-95060-6_36-1},
booktitle={Handbook of Digital Resources in Mathematics Education}, publisher={Springer
International Publishing}, author={Gueudet, Ghislaine and Pepin, Birgit and Rezat,
Sebastian}, editor={Pepin, Birgit and Gueudet, Ghislaine and Choppin, Jeffrey},
year={2023} }'
chicago: 'Gueudet, Ghislaine, Birgit Pepin, and Sebastian Rezat. “Meta-Resources:
Supporting the Design of Mathematics Teaching and Learning.” In Handbook of
Digital Resources in Mathematics Education, edited by Birgit Pepin, Ghislaine
Gueudet, and Jeffrey Choppin. Cham: Springer International Publishing, 2023. https://doi.org/10.1007/978-3-030-95060-6_36-1.'
ieee: 'G. Gueudet, B. Pepin, and S. Rezat, “Meta-Resources: Supporting the design
of mathematics teaching and learning,” in Handbook of Digital Resources in
Mathematics Education, B. Pepin, G. Gueudet, and J. Choppin, Eds. Cham: Springer
International Publishing, 2023.'
mla: 'Gueudet, Ghislaine, et al. “Meta-Resources: Supporting the Design of Mathematics
Teaching and Learning.” Handbook of Digital Resources in Mathematics Education,
edited by Birgit Pepin et al., Springer International Publishing, 2023, doi:10.1007/978-3-030-95060-6_36-1.'
short: 'G. Gueudet, B. Pepin, S. Rezat, in: B. Pepin, G. Gueudet, J. Choppin (Eds.),
Handbook of Digital Resources in Mathematics Education, Springer International
Publishing, Cham, 2023.'
date_created: 2023-10-16T06:03:08Z
date_updated: 2024-04-18T08:06:51Z
department:
- _id: '360'
doi: 10.1007/978-3-030-95060-6_36-1
editor:
- first_name: Birgit
full_name: Pepin, Birgit
last_name: Pepin
- first_name: Ghislaine
full_name: Gueudet, Ghislaine
last_name: Gueudet
- first_name: Jeffrey
full_name: Choppin, Jeffrey
last_name: Choppin
language:
- iso: eng
place: Cham
publication: Handbook of Digital Resources in Mathematics Education
publication_identifier:
isbn:
- '9783030950606'
- '9783030950606'
issn:
- 2197-1951
- 2197-196X
publication_status: published
publisher: Springer International Publishing
status: public
title: 'Meta-Resources: Supporting the design of mathematics teaching and learning'
type: book_chapter
user_id: '31132'
year: '2023'
...
---
_id: '49684'
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Vince
full_name: Geiger, Vince
last_name: Geiger
citation:
ama: 'Rezat S, Geiger V. The role of digital technologies in transforming student
learning landscapes. In: Pepin B, Gueudet G, Choppin J, eds. Handbook of Digital
Resources in Mathematics Education. Springer International Publishing; 2023.
doi:10.1007/978-3-030-95060-6_21-1'
apa: Rezat, S., & Geiger, V. (2023). The role of digital technologies in transforming
student learning landscapes. In B. Pepin, G. Gueudet, & J. Choppin (Eds.),
Handbook of Digital Resources in Mathematics Education. Springer International
Publishing. https://doi.org/10.1007/978-3-030-95060-6_21-1
bibtex: '@inbook{Rezat_Geiger_2023, place={Cham}, title={The role of digital technologies
in transforming student learning landscapes}, DOI={10.1007/978-3-030-95060-6_21-1},
booktitle={Handbook of Digital Resources in Mathematics Education}, publisher={Springer
International Publishing}, author={Rezat, Sebastian and Geiger, Vince}, editor={Pepin,
Birgit and Gueudet, Ghislaine and Choppin, Jeffrey}, year={2023} }'
chicago: 'Rezat, Sebastian, and Vince Geiger. “The Role of Digital Technologies
in Transforming Student Learning Landscapes.” In Handbook of Digital Resources
in Mathematics Education, edited by Birgit Pepin, Ghislaine Gueudet, and Jeffrey
Choppin. Cham: Springer International Publishing, 2023. https://doi.org/10.1007/978-3-030-95060-6_21-1.'
ieee: 'S. Rezat and V. Geiger, “The role of digital technologies in transforming
student learning landscapes,” in Handbook of Digital Resources in Mathematics
Education, B. Pepin, G. Gueudet, and J. Choppin, Eds. Cham: Springer International
Publishing, 2023.'
mla: Rezat, Sebastian, and Vince Geiger. “The Role of Digital Technologies in Transforming
Student Learning Landscapes.” Handbook of Digital Resources in Mathematics
Education, edited by Birgit Pepin et al., Springer International Publishing,
2023, doi:10.1007/978-3-030-95060-6_21-1.
short: 'S. Rezat, V. Geiger, in: B. Pepin, G. Gueudet, J. Choppin (Eds.), Handbook
of Digital Resources in Mathematics Education, Springer International Publishing,
Cham, 2023.'
date_created: 2023-12-15T11:56:25Z
date_updated: 2024-04-18T08:22:03Z
department:
- _id: '360'
doi: 10.1007/978-3-030-95060-6_21-1
editor:
- first_name: Birgit
full_name: Pepin, Birgit
last_name: Pepin
- first_name: Ghislaine
full_name: Gueudet, Ghislaine
last_name: Gueudet
- first_name: Jeffrey
full_name: Choppin, Jeffrey
last_name: Choppin
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://doi.org/10.1007/978-3-030-95060-6_21-1
oa: '1'
place: Cham
publication: Handbook of Digital Resources in Mathematics Education
publication_identifier:
isbn:
- '9783030950606'
- '9783030950606'
issn:
- 2197-1951
- 2197-196X
publication_status: published
publisher: Springer International Publishing
quality_controlled: '1'
status: public
title: The role of digital technologies in transforming student learning landscapes
type: book_chapter
user_id: '31132'
year: '2023'
...
---
_id: '46956'
author:
- first_name: Mathias
full_name: Hattermann, Mathias
last_name: Hattermann
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Rudolf
full_name: Sträßer, Rudolf
last_name: Sträßer
citation:
ama: 'Hattermann M, Rezat S, Sträßer R. Geometrie: Leitidee Raum und Form. In: Handbuch
Der Mathematikdidaktik. Springer; 2023:201–242. doi:10.1007/978-3-662-66604-3_7'
apa: 'Hattermann, M., Rezat, S., & Sträßer, R. (2023). Geometrie: Leitidee Raum
und Form. In Handbuch der Mathematikdidaktik (pp. 201–242). Springer. https://doi.org/10.1007/978-3-662-66604-3_7'
bibtex: '@inbook{Hattermann_Rezat_Sträßer_2023, place={Berlin, Heidelberg}, title={Geometrie:
Leitidee Raum und Form}, DOI={10.1007/978-3-662-66604-3_7},
booktitle={Handbuch der Mathematikdidaktik}, publisher={Springer}, author={Hattermann,
Mathias and Rezat, Sebastian and Sträßer, Rudolf}, year={2023}, pages={201–242}
}'
chicago: 'Hattermann, Mathias, Sebastian Rezat, and Rudolf Sträßer. “Geometrie:
Leitidee Raum Und Form.” In Handbuch Der Mathematikdidaktik, 201–242. Berlin,
Heidelberg: Springer, 2023. https://doi.org/10.1007/978-3-662-66604-3_7.'
ieee: 'M. Hattermann, S. Rezat, and R. Sträßer, “Geometrie: Leitidee Raum und Form,”
in Handbuch der Mathematikdidaktik, Berlin, Heidelberg: Springer, 2023,
pp. 201–242.'
mla: 'Hattermann, Mathias, et al. “Geometrie: Leitidee Raum Und Form.” Handbuch
Der Mathematikdidaktik, Springer, 2023, pp. 201–242, doi:10.1007/978-3-662-66604-3_7.'
short: 'M. Hattermann, S. Rezat, R. Sträßer, in: Handbuch Der Mathematikdidaktik,
Springer, Berlin, Heidelberg, 2023, pp. 201–242.'
date_created: 2023-09-11T06:30:49Z
date_updated: 2024-04-18T08:19:52Z
department:
- _id: '360'
doi: 10.1007/978-3-662-66604-3_7
language:
- iso: eng
page: 201–242
place: Berlin, Heidelberg
publication: Handbuch der Mathematikdidaktik
publication_identifier:
isbn:
- '9783662666036'
- '9783662666043'
publication_status: published
publisher: Springer
status: public
title: 'Geometrie: Leitidee Raum und Form'
type: book_chapter
user_id: '31132'
year: '2023'
...
---
_id: '52574'
author:
- first_name: Gerda
full_name: Werth, Gerda
id: '578'
last_name: Werth
citation:
ama: 'Werth G. Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde
Vaertings. In: Beiträge zum Mathematikunterricht. WTM; 2022. doi:https://doi.org/10.37626/GA9783959872089.0'
apa: Werth, G. (2022). Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde
Vaertings. Beiträge zum Mathematikunterricht. 56. Jahrestagung der Gesellschaft
für Didaktik der Mathematik, Frankfurt am. Main. https://doi.org/10.37626/GA9783959872089.0
bibtex: '@inproceedings{Werth_2022, place={Münster}, title={Neue Wege im mathematischen
Unterricht - Auf den Spuren Mathilde Vaertings}, DOI={https://doi.org/10.37626/GA9783959872089.0},
booktitle={Beiträge zum Mathematikunterricht}, publisher={WTM}, author={Werth,
Gerda}, year={2022} }'
chicago: 'Werth, Gerda. “Neue Wege im mathematischen Unterricht - Auf den Spuren
Mathilde Vaertings.” In Beiträge zum Mathematikunterricht. Münster: WTM,
2022. https://doi.org/10.37626/GA9783959872089.0.'
ieee: 'G. Werth, “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde
Vaertings,” presented at the 56. Jahrestagung der Gesellschaft für Didaktik der
Mathematik, Frankfurt am. Main, 2022, doi: https://doi.org/10.37626/GA9783959872089.0.'
mla: Werth, Gerda. “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde
Vaertings.” Beiträge zum Mathematikunterricht, WTM, 2022, doi:https://doi.org/10.37626/GA9783959872089.0.
short: 'G. Werth, in: Beiträge zum Mathematikunterricht, WTM, Münster, 2022.'
conference:
end_date: 2022-09-02
location: Frankfurt am. Main
name: 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik
start_date: 2022-08-29
date_created: 2024-03-14T11:17:56Z
date_updated: 2024-04-09T10:56:58Z
department:
- _id: '10'
- _id: '98'
- _id: '360'
doi: https://doi.org/10.37626/GA9783959872089.0
language:
- iso: ger
place: Münster
publication: Beiträge zum Mathematikunterricht
publication_status: published
publisher: WTM
status: public
title: Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings
type: conference
user_id: '578'
year: '2022'
...
---
_id: '53480'
author:
- first_name: Sara Naseem
full_name: Malik, Sara Naseem
id: '38640'
last_name: Malik
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Malik SN, Rezat S. Linguistic features of word problems that cause difficulties
for learners across the curriculum: A literature review. In: Proceedings on
the Twelfth Congress on the European Society for Research in Mathematics Education
(CERME 12). ERME / Free University of Bozen-Bolzano; 2022.'
apa: 'Malik, S. N., & Rezat, S. (2022). Linguistic features of word problems
that cause difficulties for learners across the curriculum: A literature review.
Proceedings on the Twelfth Congress on the European Society for Research in
Mathematics Education (CERME 12).'
bibtex: '@inproceedings{Malik_Rezat_2022, title={Linguistic features of word problems
that cause difficulties for learners across the curriculum: A literature review},
booktitle={Proceedings on the Twelfth Congress on the European Society for research
in Mathematics Education (CERME 12)}, publisher={ERME / Free University of Bozen-Bolzano},
author={Malik, Sara Naseem and Rezat, Sebastian}, year={2022} }'
chicago: 'Malik, Sara Naseem, and Sebastian Rezat. “Linguistic Features of Word
Problems That Cause Difficulties for Learners across the Curriculum: A Literature
Review.” In Proceedings on the Twelfth Congress on the European Society for
Research in Mathematics Education (CERME 12). ERME / Free University of Bozen-Bolzano,
2022.'
ieee: 'S. N. Malik and S. Rezat, “Linguistic features of word problems that cause
difficulties for learners across the curriculum: A literature review,” 2022.'
mla: 'Malik, Sara Naseem, and Sebastian Rezat. “Linguistic Features of Word Problems
That Cause Difficulties for Learners across the Curriculum: A Literature Review.”
Proceedings on the Twelfth Congress on the European Society for Research in
Mathematics Education (CERME 12), ERME / Free University of Bozen-Bolzano,
2022.'
short: 'S.N. Malik, S. Rezat, in: Proceedings on the Twelfth Congress on the European
Society for Research in Mathematics Education (CERME 12), ERME / Free University
of Bozen-Bolzano, 2022.'
date_created: 2024-04-14T12:12:49Z
date_updated: 2024-04-18T08:03:54Z
ddc:
- '370'
- '510'
department:
- _id: '360'
file:
- access_level: closed
content_type: application/pdf
creator: smalik
date_created: 2024-04-14T12:16:57Z
date_updated: 2024-04-14T12:16:57Z
file_id: '53481'
file_name: Malik_TWG09.pdf
file_size: 390439
relation: main_file
success: 1
file_date_updated: 2024-04-14T12:16:57Z
has_accepted_license: '1'
language:
- iso: eng
publication: Proceedings on the Twelfth Congress on the European Society for research
in Mathematics Education (CERME 12)
publisher: ERME / Free University of Bozen-Bolzano
status: public
title: 'Linguistic features of word problems that cause difficulties for learners
across the curriculum: A literature review'
type: conference
user_id: '31132'
year: '2022'
...
---
_id: '44689'
abstract:
- lang: eng
text: AbstractEven 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.
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Sara Naseem
full_name: Malik, Sara Naseem
id: '38640'
last_name: Malik
- first_name: Markus
full_name: Leifeld, Markus
last_name: Leifeld
citation:
ama: 'Rezat S, Malik SN, Leifeld M. Scaffolding Close Reading of Mathematical Text
in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation.
International Journal of Science and Mathematics Education. 2022;20(S1):215-236.
doi:10.1007/s10763-022-10309-y'
apa: 'Rezat, S., Malik, S. N., & Leifeld, M. (2022). Scaffolding Close Reading
of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary
Level: Design and Evaluation. International Journal of Science and Mathematics
Education, 20(S1), 215–236. https://doi.org/10.1007/s10763-022-10309-y'
bibtex: '@article{Rezat_Malik_Leifeld_2022, title={Scaffolding Close Reading of
Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level:
Design and Evaluation}, volume={20}, DOI={10.1007/s10763-022-10309-y},
number={S1}, journal={International Journal of Science and Mathematics Education},
publisher={Springer}, author={Rezat, Sebastian and Malik, Sara Naseem and Leifeld,
Markus}, year={2022}, pages={215–236} }'
chicago: 'Rezat, Sebastian, Sara Naseem Malik, and Markus Leifeld. “Scaffolding
Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at
the Tertiary Level: Design and Evaluation.” International Journal of Science
and Mathematics Education 20, no. S1 (2022): 215–36. https://doi.org/10.1007/s10763-022-10309-y.'
ieee: 'S. Rezat, S. N. Malik, and M. Leifeld, “Scaffolding Close Reading of Mathematical
Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and
Evaluation,” International Journal of Science and Mathematics Education,
vol. 20, no. S1, pp. 215–236, 2022, doi: 10.1007/s10763-022-10309-y.'
mla: 'Rezat, Sebastian, et al. “Scaffolding Close Reading of Mathematical Text in
Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.”
International Journal of Science and Mathematics Education, vol. 20, no.
S1, Springer, 2022, pp. 215–36, doi:10.1007/s10763-022-10309-y.'
short: S. Rezat, S.N. Malik, M. Leifeld, International Journal of Science and Mathematics
Education 20 (2022) 215–236.
date_created: 2023-05-09T14:03:15Z
date_updated: 2024-04-18T08:22:47Z
department:
- _id: '360'
doi: 10.1007/s10763-022-10309-y
intvolume: ' 20'
issue: S1
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 215-236
publication: International Journal of Science and Mathematics Education
publication_identifier:
issn:
- 1571-0068
- 1573-1774
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
title: 'Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher
Education at the Tertiary Level: Design and Evaluation'
type: journal_article
user_id: '31132'
volume: 20
year: '2022'
...
---
_id: '53363'
abstract:
- lang: eng
text: 'AbstractIn 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.'
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Lianghuo
full_name: Fan, Lianghuo
last_name: Fan
- first_name: Birgit
full_name: Pepin, Birgit
last_name: Pepin
citation:
ama: Rezat S, Fan L, Pepin B. Mathematics textbooks and curriculum resources as
instruments for change. ZDM – Mathematics Education. 2021;53(6):1189-1206.
doi:10.1007/s11858-021-01309-3
apa: Rezat, S., Fan, L., & Pepin, B. (2021). Mathematics textbooks and curriculum
resources as instruments for change. ZDM – Mathematics Education, 53(6),
1189–1206. https://doi.org/10.1007/s11858-021-01309-3
bibtex: '@article{Rezat_Fan_Pepin_2021, title={Mathematics textbooks and curriculum
resources as instruments for change}, volume={53}, DOI={10.1007/s11858-021-01309-3},
number={6}, journal={ZDM – Mathematics Education}, publisher={Springer Science
and Business Media LLC}, author={Rezat, Sebastian and Fan, Lianghuo and Pepin,
Birgit}, year={2021}, pages={1189–1206} }'
chicago: 'Rezat, Sebastian, Lianghuo Fan, and Birgit Pepin. “Mathematics Textbooks
and Curriculum Resources as Instruments for Change.” ZDM – Mathematics Education
53, no. 6 (2021): 1189–1206. https://doi.org/10.1007/s11858-021-01309-3.'
ieee: 'S. Rezat, L. Fan, and B. Pepin, “Mathematics textbooks and curriculum resources
as instruments for change,” ZDM – Mathematics Education, vol. 53, no. 6,
pp. 1189–1206, 2021, doi: 10.1007/s11858-021-01309-3.'
mla: Rezat, Sebastian, et al. “Mathematics Textbooks and Curriculum Resources as
Instruments for Change.” ZDM – Mathematics Education, vol. 53, no. 6, Springer
Science and Business Media LLC, 2021, pp. 1189–206, doi:10.1007/s11858-021-01309-3.
short: S. Rezat, L. Fan, B. Pepin, ZDM – Mathematics Education 53 (2021) 1189–1206.
date_created: 2024-04-09T06:50:36Z
date_updated: 2024-04-18T07:51:53Z
department:
- _id: '360'
doi: 10.1007/s11858-021-01309-3
intvolume: ' 53'
issue: '6'
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 1189-1206
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Mathematics textbooks and curriculum resources as instruments for change
type: journal_article
user_id: '31132'
volume: 53
year: '2021'
...
---
_id: '34161'
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Florian
full_name: Schacht, Florian
last_name: Schacht
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
citation:
ama: 'Rezat S, Schacht F, Häsel-Weide U. Challenges of making sense of tasks and
automated feedback in digital mathematics textbooks. In: Clark-Wilson A, Donevska-Todorova
A, Faggiano E, Trgalová J, Weigang H-G, eds. Mathematics Education in the
Digital Age. Learning, Practice and Theory. Routledge; 2021:168-184. doi:10.4324/9781003137580'
apa: Rezat, S., Schacht, F., & Häsel-Weide, U. (2021). Challenges of making
sense of tasks and automated feedback in digital mathematics textbooks. In A.
Clark-Wilson, A. Donevska-Todorova, E. Faggiano, J. Trgalová , & H.-G. Weigang
(Eds.), Mathematics Education in the Digital Age. Learning, Practice and Theory
(pp. 168–184). Routledge. https://doi.org/10.4324/9781003137580
bibtex: '@inbook{Rezat_Schacht_Häsel-Weide_2021, place={London}, title={Challenges
of making sense of tasks and automated feedback in digital mathematics textbooks},
DOI={10.4324/9781003137580},
booktitle={Mathematics Education in the Digital Age. Learning, Practice and Theory},
publisher={Routledge}, author={Rezat, Sebastian and Schacht, Florian and Häsel-Weide,
Uta}, editor={Clark-Wilson, A. and Donevska-Todorova, A. and Faggiano, E. and
Trgalová , J. and Weigang, H.-G.}, year={2021}, pages={168–184} }'
chicago: 'Rezat, Sebastian, Florian Schacht, and Uta Häsel-Weide. “Challenges of
Making Sense of Tasks and Automated Feedback in Digital Mathematics Textbooks.”
In Mathematics Education in the Digital Age. Learning, Practice and Theory,
edited by A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, J. Trgalová , and
H.-G. Weigang, 168–84. London: Routledge, 2021. https://doi.org/10.4324/9781003137580.'
ieee: 'S. Rezat, F. Schacht, and U. Häsel-Weide, “Challenges of making sense of
tasks and automated feedback in digital mathematics textbooks,” in Mathematics
Education in the Digital Age. Learning, Practice and Theory, A. Clark-Wilson,
A. Donevska-Todorova, E. Faggiano, J. Trgalová , and H.-G. Weigang, Eds. London:
Routledge, 2021, pp. 168–184.'
mla: Rezat, Sebastian, et al. “Challenges of Making Sense of Tasks and Automated
Feedback in Digital Mathematics Textbooks.” Mathematics Education in the Digital
Age. Learning, Practice and Theory, edited by A. Clark-Wilson et al., Routledge,
2021, pp. 168–84, doi:10.4324/9781003137580.
short: 'S. Rezat, F. Schacht, U. Häsel-Weide, in: A. Clark-Wilson, A. Donevska-Todorova,
E. Faggiano, J. Trgalová , H.-G. Weigang (Eds.), Mathematics Education in the
Digital Age. Learning, Practice and Theory, Routledge, London, 2021, pp. 168–184.'
date_created: 2022-11-30T08:33:27Z
date_updated: 2024-04-18T08:11:39Z
department:
- _id: '360'
- _id: '543'
doi: 10.4324/9781003137580
editor:
- first_name: A.
full_name: Clark-Wilson, A.
last_name: Clark-Wilson
- first_name: A.
full_name: Donevska-Todorova, A.
last_name: Donevska-Todorova
- first_name: E.
full_name: Faggiano, E.
last_name: Faggiano
- first_name: J.
full_name: Trgalová , J.
last_name: 'Trgalová '
- first_name: H.-G.
full_name: Weigang, H.-G.
last_name: Weigang
language:
- iso: eng
page: 168-184
place: London
publication: Mathematics Education in the Digital Age. Learning, Practice and Theory
publisher: Routledge
related_material:
link:
- relation: other
url: https://doi.org/10.4324/9781003137580
status: public
title: Challenges of making sense of tasks and automated feedback in digital mathematics
textbooks
type: book_chapter
user_id: '31132'
year: '2021'
...
---
_id: '44683'
abstract:
- lang: eng
text: AbstractOne 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.
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Rezat S. How automated feedback from a digital mathematics textbook affects
primary students’ conceptual development: two case studies. ZDM Mathematics
Education. 2021;53(6):1433-1445. doi:10.1007/s11858-021-01263-0'
apa: 'Rezat, S. (2021). How automated feedback from a digital mathematics textbook
affects primary students’ conceptual development: two case studies. ZDM Mathematics
Education, 53(6), 1433–1445. https://doi.org/10.1007/s11858-021-01263-0'
bibtex: '@article{Rezat_2021, title={How automated feedback from a digital mathematics
textbook affects primary students’ conceptual development: two case studies},
volume={53}, DOI={10.1007/s11858-021-01263-0},
number={6}, journal={ZDM Mathematics Education}, publisher={Springer}, author={Rezat,
Sebastian}, year={2021}, pages={1433–1445} }'
chicago: 'Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook
Affects Primary Students’ Conceptual Development: Two Case Studies.” ZDM Mathematics
Education 53, no. 6 (2021): 1433–45. https://doi.org/10.1007/s11858-021-01263-0.'
ieee: 'S. Rezat, “How automated feedback from a digital mathematics textbook affects
primary students’ conceptual development: two case studies,” ZDM Mathematics
Education, vol. 53, no. 6, pp. 1433–1445, 2021, doi: 10.1007/s11858-021-01263-0.'
mla: 'Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook
Affects Primary Students’ Conceptual Development: Two Case Studies.” ZDM Mathematics
Education, vol. 53, no. 6, Springer, 2021, pp. 1433–45, doi:10.1007/s11858-021-01263-0.'
short: S. Rezat, ZDM Mathematics Education 53 (2021) 1433–1445.
date_created: 2023-05-09T13:01:30Z
date_updated: 2024-04-18T08:23:20Z
department:
- _id: '360'
doi: 10.1007/s11858-021-01263-0
intvolume: ' 53'
issue: '6'
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 1433-1445
publication: ZDM Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
title: 'How automated feedback from a digital mathematics textbook affects primary
students’ conceptual development: two case studies'
type: journal_article
user_id: '31132'
volume: 53
year: '2021'
...
---
_id: '13108'
abstract:
- lang: ger
text: 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:
- first_name: Jan
full_name: Schumacher, Jan
id: '26809'
last_name: Schumacher
orcid: 0000-0002-6676-9774
- first_name: Sebastian
full_name: Rezat, Sebastian
last_name: Rezat
citation:
ama: 'Schumacher J, Rezat S. Rekonstruktion diagrammatischen Schließens beim Erlernen
der Subtraktion negativer Zahlen. Vergleich zweier methodischer Zugänge. In: Kadunz
G, ed. Zeichen und Sprache im Mathematikunterricht. Springer; 2020. doi:10.1007/978-3-662-61194-4_5'
apa: Schumacher, J., & Rezat, S. (2020). Rekonstruktion diagrammatischen Schließens
beim Erlernen der Subtraktion negativer Zahlen. Vergleich zweier methodischer
Zugänge. In G. Kadunz (Ed.), Zeichen und Sprache im Mathematikunterricht.
Springer. https://doi.org/10.1007/978-3-662-61194-4_5
bibtex: '@inbook{Schumacher_Rezat_2020, title={Rekonstruktion diagrammatischen Schließens
beim Erlernen der Subtraktion negativer Zahlen. Vergleich zweier methodischer
Zugänge}, DOI={10.1007/978-3-662-61194-4_5},
booktitle={Zeichen und Sprache im Mathematikunterricht}, publisher={Springer},
author={Schumacher, Jan and Rezat, Sebastian}, editor={Kadunz, GertEditor}, year={2020}
}'
chicago: Schumacher, Jan, and Sebastian Rezat. “Rekonstruktion diagrammatischen
Schließens beim Erlernen der Subtraktion negativer Zahlen. Vergleich zweier methodischer
Zugänge.” In Zeichen und Sprache im Mathematikunterricht, edited by Gert
Kadunz. Springer, 2020. https://doi.org/10.1007/978-3-662-61194-4_5.
ieee: J. Schumacher and S. Rezat, “Rekonstruktion diagrammatischen Schließens beim
Erlernen der Subtraktion negativer Zahlen. Vergleich zweier methodischer Zugänge,”
in Zeichen und Sprache im Mathematikunterricht, G. Kadunz, Ed. Springer,
2020.
mla: Schumacher, Jan, and Sebastian Rezat. “Rekonstruktion diagrammatischen Schließens
beim Erlernen der Subtraktion negativer Zahlen. Vergleich zweier methodischer
Zugänge.” Zeichen und Sprache im Mathematikunterricht, edited by Gert Kadunz,
Springer, 2020, doi:10.1007/978-3-662-61194-4_5.
short: 'J. Schumacher, S. Rezat, in: G. Kadunz (Ed.), Zeichen und Sprache im Mathematikunterricht,
Springer, 2020.'
date_created: 2019-08-30T12:00:51Z
date_updated: 2022-01-06T06:51:28Z
department:
- _id: '360'
- _id: '98'
doi: 10.1007/978-3-662-61194-4_5
editor:
- first_name: Gert
full_name: Kadunz, Gert
last_name: Kadunz
language:
- iso: ger
publication: Zeichen und Sprache im Mathematikunterricht
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
title: Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer
Zahlen. Vergleich zweier methodischer Zugänge
type: book_chapter
user_id: '26809'
year: '2020'
...
---
_id: '31873'
author:
- first_name: Jan
full_name: Schumacher, Jan
id: '26809'
last_name: Schumacher
orcid: 0000-0002-6676-9774
citation:
ama: 'Schumacher J. Deduktion und Abduktion beim diagrammatischen Schließen – das
didaktische Potential der Peirceschen Semiotik. In: LibreCat University; 2020.
doi:10.17877/DE290R-21555'
apa: Schumacher, J. (2020). Deduktion und Abduktion beim diagrammatischen Schließen
– das didaktische Potential der Peirceschen Semiotik. https://doi.org/10.17877/DE290R-21555
bibtex: '@inproceedings{Schumacher_2020, title={Deduktion und Abduktion beim diagrammatischen
Schließen – das didaktische Potential der Peirceschen Semiotik}, DOI={10.17877/DE290R-21555},
publisher={LibreCat University}, author={Schumacher, Jan}, year={2020} }'
chicago: Schumacher, Jan. “Deduktion Und Abduktion Beim Diagrammatischen Schließen
– Das Didaktische Potential Der Peirceschen Semiotik.” LibreCat University, 2020.
https://doi.org/10.17877/DE290R-21555.
ieee: 'J. Schumacher, “Deduktion und Abduktion beim diagrammatischen Schließen –
das didaktische Potential der Peirceschen Semiotik,” 2020, doi: 10.17877/DE290R-21555.'
mla: Schumacher, Jan. Deduktion Und Abduktion Beim Diagrammatischen Schließen
– Das Didaktische Potential Der Peirceschen Semiotik. LibreCat University,
2020, doi:10.17877/DE290R-21555.
short: 'J. Schumacher, in: LibreCat University, 2020.'
date_created: 2022-06-14T07:10:29Z
date_updated: 2022-06-14T07:15:34Z
department:
- _id: '360'
- _id: '98'
doi: 10.17877/DE290R-21555
language:
- iso: eng
publication_status: published
publisher: LibreCat University
status: public
title: Deduktion und Abduktion beim diagrammatischen Schließen – das didaktische Potential
der Peirceschen Semiotik
type: conference
user_id: '26809'
year: '2020'
...
---
_id: '44685'
alternative_title:
- Vergleich zweier methodischer Zugänge
author:
- first_name: Jan
full_name: Schumacher, Jan
last_name: Schumacher
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Schumacher J, Rezat S. Rekonstruktion diagrammatischen Schließens beim Erlernen
der Subtraktion negativer Zahlen. In: Kadunz G, ed. Zeichen Und Sprache Im
Mathematikunterricht: Semiotik in Theorie Und Praxis. Springer; 2020:85–112.
doi:10.1007/978-3-662-61194-4_5'
apa: 'Schumacher, J., & Rezat, S. (2020). Rekonstruktion diagrammatischen Schließens
beim Erlernen der Subtraktion negativer Zahlen. In G. Kadunz (Ed.), Zeichen
und Sprache im Mathematikunterricht: Semiotik in Theorie und Praxis (pp. 85–112).
Springer. https://doi.org/10.1007/978-3-662-61194-4_5'
bibtex: '@inbook{Schumacher_Rezat_2020, place={Berlin, Heidelberg}, title={Rekonstruktion
diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen}, DOI={10.1007/978-3-662-61194-4_5},
booktitle={Zeichen und Sprache im Mathematikunterricht: Semiotik in Theorie und
Praxis}, publisher={Springer}, author={Schumacher, Jan and Rezat, Sebastian},
editor={Kadunz, Gert}, year={2020}, pages={85–112} }'
chicago: 'Schumacher, Jan, and Sebastian Rezat. “Rekonstruktion Diagrammatischen
Schließens Beim Erlernen Der Subtraktion Negativer Zahlen.” In Zeichen Und
Sprache Im Mathematikunterricht: Semiotik in Theorie Und Praxis, edited by
Gert Kadunz, 85–112. Berlin, Heidelberg: Springer, 2020. https://doi.org/10.1007/978-3-662-61194-4_5.'
ieee: 'J. Schumacher and S. Rezat, “Rekonstruktion diagrammatischen Schließens beim
Erlernen der Subtraktion negativer Zahlen,” in Zeichen und Sprache im Mathematikunterricht:
Semiotik in Theorie und Praxis, G. Kadunz, Ed. Berlin, Heidelberg: Springer,
2020, pp. 85–112.'
mla: 'Schumacher, Jan, and Sebastian Rezat. “Rekonstruktion Diagrammatischen Schließens
Beim Erlernen Der Subtraktion Negativer Zahlen.” Zeichen Und Sprache Im Mathematikunterricht:
Semiotik in Theorie Und Praxis, edited by Gert Kadunz, Springer, 2020, pp.
85–112, doi:10.1007/978-3-662-61194-4_5.'
short: 'J. Schumacher, S. Rezat, in: G. Kadunz (Ed.), Zeichen Und Sprache Im Mathematikunterricht:
Semiotik in Theorie Und Praxis, Springer, Berlin, Heidelberg, 2020, pp. 85–112.'
date_created: 2023-05-09T13:47:49Z
date_updated: 2024-04-18T08:18:10Z
department:
- _id: '360'
doi: 10.1007/978-3-662-61194-4_5
editor:
- first_name: Gert
full_name: Kadunz, Gert
last_name: Kadunz
language:
- iso: eng
page: 85–112
place: Berlin, Heidelberg
publication: 'Zeichen und Sprache im Mathematikunterricht: Semiotik in Theorie und
Praxis'
publication_identifier:
isbn:
- '9783662611937'
- '9783662611944'
publication_status: published
publisher: Springer
status: public
title: Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer
Zahlen
type: book_chapter
user_id: '31132'
year: '2020'
...
---
_id: '44688'
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Rezat S. Mathematiklernen mit digitalen Schulbüchern im Spannungsfeld zwischen
Individualisierung und Kooperation. In: Meister D, Ilka M, eds. Mobile Medien
Im Schulkontext. Springer; 2020. doi:10.1007/978-3-658-29039-9_10'
apa: Rezat, S. (2020). Mathematiklernen mit digitalen Schulbüchern im Spannungsfeld
zwischen Individualisierung und Kooperation. In D. Meister & M. Ilka (Eds.),
Mobile Medien im Schulkontext. Springer. https://doi.org/10.1007/978-3-658-29039-9_10
bibtex: '@inbook{Rezat_2020, place={Wiesbaden}, title={Mathematiklernen mit digitalen
Schulbüchern im Spannungsfeld zwischen Individualisierung und Kooperation}, DOI={10.1007/978-3-658-29039-9_10},
booktitle={Mobile Medien im Schulkontext}, publisher={Springer}, author={Rezat,
Sebastian}, editor={Meister, Dorothee and Ilka, Mindt}, year={2020} }'
chicago: 'Rezat, Sebastian. “Mathematiklernen Mit Digitalen Schulbüchern Im Spannungsfeld
Zwischen Individualisierung Und Kooperation.” In Mobile Medien Im Schulkontext,
edited by Dorothee Meister and Mindt Ilka. Wiesbaden: Springer, 2020. https://doi.org/10.1007/978-3-658-29039-9_10.'
ieee: 'S. Rezat, “Mathematiklernen mit digitalen Schulbüchern im Spannungsfeld zwischen
Individualisierung und Kooperation,” in Mobile Medien im Schulkontext,
D. Meister and M. Ilka, Eds. Wiesbaden: Springer, 2020.'
mla: Rezat, Sebastian. “Mathematiklernen Mit Digitalen Schulbüchern Im Spannungsfeld
Zwischen Individualisierung Und Kooperation.” Mobile Medien Im Schulkontext,
edited by Dorothee Meister and Mindt Ilka, Springer, 2020, doi:10.1007/978-3-658-29039-9_10.
short: 'S. Rezat, in: D. Meister, M. Ilka (Eds.), Mobile Medien Im Schulkontext,
Springer, Wiesbaden, 2020.'
date_created: 2023-05-09T14:01:30Z
date_updated: 2024-04-18T08:24:04Z
department:
- _id: '360'
doi: 10.1007/978-3-658-29039-9_10
editor:
- first_name: Dorothee
full_name: Meister, Dorothee
last_name: Meister
- first_name: Mindt
full_name: Ilka, Mindt
last_name: Ilka
language:
- iso: eng
place: Wiesbaden
publication: Mobile Medien im Schulkontext
publication_identifier:
isbn:
- '9783658290382'
- '9783658290399'
issn:
- 2512-112X
- 2512-1146
publication_status: published
publisher: Springer
status: public
title: Mathematiklernen mit digitalen Schulbüchern im Spannungsfeld zwischen Individualisierung
und Kooperation
type: book_chapter
user_id: '31132'
year: '2020'
...
---
_id: '33594'
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Sara
full_name: Rezat, Sara
id: '58338'
last_name: Rezat
citation:
ama: Rezat S, Rezat S. Schulbücher. Werkzeuge zum Üben in den Fächern Deutsch und
Mathematik. Die Grundschulzeitschrift 320. 2020;320:10-13.
apa: Rezat, S., & Rezat, S. (2020). Schulbücher. Werkzeuge zum Üben in den Fächern
Deutsch und Mathematik. Die Grundschulzeitschrift 320, 320, 10–13.
bibtex: '@article{Rezat_Rezat_2020, title={Schulbücher. Werkzeuge zum Üben in den
Fächern Deutsch und Mathematik}, volume={320}, journal={Die Grundschulzeitschrift
320}, author={Rezat, Sebastian and Rezat, Sara}, year={2020}, pages={10–13} }'
chicago: 'Rezat, Sebastian, and Sara Rezat. “Schulbücher. Werkzeuge zum Üben in
den Fächern Deutsch und Mathematik.” Die Grundschulzeitschrift 320 320
(2020): 10–13.'
ieee: S. Rezat and S. Rezat, “Schulbücher. Werkzeuge zum Üben in den Fächern Deutsch
und Mathematik,” Die Grundschulzeitschrift 320, vol. 320, pp. 10–13, 2020.
mla: Rezat, Sebastian, and Sara Rezat. “Schulbücher. Werkzeuge zum Üben in den Fächern
Deutsch und Mathematik.” Die Grundschulzeitschrift 320, vol. 320, 2020,
pp. 10–13.
short: S. Rezat, S. Rezat, Die Grundschulzeitschrift 320 320 (2020) 10–13.
date_created: 2022-10-09T21:19:45Z
date_updated: 2024-11-11T16:31:11Z
department:
- _id: '463'
- _id: '360'
intvolume: ' 320'
language:
- iso: ger
page: 10-13
publication: Die Grundschulzeitschrift 320
status: public
title: Schulbücher. Werkzeuge zum Üben in den Fächern Deutsch und Mathematik
type: journal_article
user_id: '31132'
volume: 320
year: '2020'
...
---
_id: '13106'
author:
- first_name: Jan
full_name: Schumacher, Jan
id: '26809'
last_name: Schumacher
orcid: 0000-0002-6676-9774
citation:
ama: 'Schumacher J. Rekonstruktion diagrammatischen Schließens am Beispiel der Subtraktion
negativer Zahlen. In: Beiträge zum Mathematikunterricht 2019.'
apa: Schumacher, J. (n.d.). Rekonstruktion diagrammatischen Schließens am Beispiel
der Subtraktion negativer Zahlen. In Beiträge zum Mathematikunterricht 2019.
Regensburg.
bibtex: '@inproceedings{Schumacher, title={Rekonstruktion diagrammatischen Schließens
am Beispiel der Subtraktion negativer Zahlen}, booktitle={Beiträge zum Mathematikunterricht
2019}, author={Schumacher, Jan} }'
chicago: Schumacher, Jan. “Rekonstruktion diagrammatischen Schließens am Beispiel
der Subtraktion negativer Zahlen.” In Beiträge zum Mathematikunterricht 2019,
n.d.
ieee: J. Schumacher, “Rekonstruktion diagrammatischen Schließens am Beispiel der
Subtraktion negativer Zahlen,” in Beiträge zum Mathematikunterricht 2019,
Regensburg.
mla: Schumacher, Jan. “Rekonstruktion diagrammatischen Schließens am Beispiel der
Subtraktion negativer Zahlen.” Beiträge zum Mathematikunterricht 2019.
short: 'J. Schumacher, in: Beiträge zum Mathematikunterricht 2019, n.d.'
conference:
location: Regensburg
name: 53. Jahrestagung der Gesellschaft für Didaktik der Mathematik
date_created: 2019-08-30T11:58:37Z
date_updated: 2022-01-06T06:51:28Z
department:
- _id: '360'
- _id: '98'
language:
- iso: ger
publication: Beiträge zum Mathematikunterricht 2019
publication_status: inpress
status: public
title: Rekonstruktion diagrammatischen Schließens am Beispiel der Subtraktion negativer
Zahlen
type: conference
user_id: '26809'
year: '2019'
...
---
_id: '13107'
abstract:
- lang: eng
text: 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:
- first_name: Jan
full_name: Schumacher, Jan
id: '26809'
last_name: Schumacher
orcid: 0000-0002-6676-9774
- first_name: Sebastian
full_name: Rezat, Sebastian
last_name: Rezat
citation:
ama: 'Schumacher J, Rezat S. A Hypothetical Learning Trajectory for the Learning
of the Rules for Manipulating Integers. In: Jankvist UT, Van den Heuvel-Panhuizen
M, Veldhuis M, eds. Proceedings of the Eleventh Congress of the European Society
for Research in Mathematics Education (CERME11, February 6 – 10, 2019). Utrecht,
the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University
and ERME.'
apa: 'Schumacher, J., & Rezat, S. (n.d.). A Hypothetical Learning Trajectory
for the Learning of the Rules for Manipulating Integers. In U. T. Jankvist, M.
Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh
Congress of the European Society for Research in Mathematics Education (CERME11,
February 6 – 10, 2019). Utrecht, the Netherlands: Freudenthal Group &
Freudenthal Institute, Utrecht University and ERME.'
bibtex: '@inproceedings{Schumacher_Rezat, place={Utrecht, the Netherlands}, title={A
Hypothetical Learning Trajectory for the Learning of the Rules for Manipulating
Integers}, booktitle={Proceedings of the Eleventh Congress of the European Society
for Research in Mathematics Education (CERME11, February 6 – 10, 2019)}, publisher={Freudenthal
Group & Freudenthal Institute, Utrecht University and ERME}, author={Schumacher,
Jan and Rezat, Sebastian}, editor={Jankvist, Uffe Thomas and Van den Heuvel-Panhuizen,
Marja and Veldhuis, MichielEditors} }'
chicago: 'Schumacher, Jan, and Sebastian Rezat. “A Hypothetical Learning Trajectory
for the Learning of the Rules for Manipulating Integers.” In Proceedings of
the Eleventh Congress of the European Society for Research in Mathematics Education
(CERME11, February 6 – 10, 2019), edited by Uffe Thomas Jankvist, Marja Van
den Heuvel-Panhuizen, and Michiel Veldhuis. Utrecht, the Netherlands: Freudenthal
Group & Freudenthal Institute, Utrecht University and ERME, n.d.'
ieee: J. Schumacher and S. Rezat, “A Hypothetical Learning Trajectory for the Learning
of the Rules for Manipulating Integers,” in Proceedings of the Eleventh Congress
of the European Society for Research in Mathematics Education (CERME11, February
6 – 10, 2019), Utrecht.
mla: Schumacher, Jan, and Sebastian Rezat. “A Hypothetical Learning Trajectory for
the Learning of the Rules for Manipulating Integers.” Proceedings of the Eleventh
Congress of the European Society for Research in Mathematics Education (CERME11,
February 6 – 10, 2019), edited by Uffe Thomas Jankvist et al., Freudenthal
Group & Freudenthal Institute, Utrecht University and ERME.
short: 'J. Schumacher, S. Rezat, in: U.T. Jankvist, M. Van den Heuvel-Panhuizen,
M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society
for Research in Mathematics Education (CERME11, February 6 – 10, 2019), Freudenthal
Group & Freudenthal Institute, Utrecht University and ERME, Utrecht, the Netherlands,
n.d.'
conference:
end_date: 2019-02-10
location: Utrecht
name: CERME 11
start_date: 2019-02-06
date_created: 2019-08-30T12:00:50Z
date_updated: 2022-01-06T06:51:28Z
department:
- _id: '360'
- _id: '98'
editor:
- first_name: Uffe Thomas
full_name: Jankvist, Uffe Thomas
last_name: Jankvist
- first_name: Marja
full_name: Van den Heuvel-Panhuizen, Marja
last_name: Van den Heuvel-Panhuizen
- first_name: Michiel
full_name: Veldhuis, Michiel
last_name: Veldhuis
keyword:
- diagrammatic reasoning
- hypothetical learning trajectory
- induction extrapolatory method
- integers
- negative numbers
- permanence principle
- semiotics
language:
- iso: eng
place: Utrecht, the Netherlands
publication: Proceedings of the Eleventh Congress of the European Society for Research
in Mathematics Education (CERME11, February 6 – 10, 2019)
publication_status: accepted
publisher: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
quality_controlled: '1'
status: public
title: A Hypothetical Learning Trajectory for the Learning of the Rules for Manipulating
Integers
type: conference
user_id: '26809'
year: '2019'
...
---
_id: '13139'
citation:
ama: 'Rezat S, Fan L, Hattermann M, Schumacher J, Wuschke H, eds. Proceedings
of the Third International Conference on Mathematics Textbook Research and Development:
16-19 September 2019 Paderborn, Germany. Paderborn: Universitätsbibliothek
Paderborn; 2019. doi:10.17619/UNIPB/1-768'
apa: 'Rezat, S., Fan, L., Hattermann, M., Schumacher, J., & Wuschke, H. (Eds.).
(2019). Proceedings of the Third International Conference on Mathematics Textbook
Research and Development: 16-19 September 2019 Paderborn, Germany. Presented
at the Third International Conference on Mathematics Textbook Research and Development,
Paderborn: Universitätsbibliothek Paderborn. https://doi.org/10.17619/UNIPB/1-768'
bibtex: '@book{Rezat_Fan_Hattermann_Schumacher_Wuschke_2019, place={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},
publisher={Universitätsbibliothek Paderborn}, year={2019} }'
chicago: 'Rezat, Sebastian, Lianghuo Fan, Mathias Hattermann, Jan Schumacher, and
Holger Wuschke, eds. Proceedings of the Third International Conference on Mathematics
Textbook Research and Development: 16-19 September 2019 Paderborn, Germany.
Paderborn: Universitätsbibliothek Paderborn, 2019. https://doi.org/10.17619/UNIPB/1-768.'
ieee: 'S. Rezat, L. Fan, M. Hattermann, J. Schumacher, and H. Wuschke, Eds., Proceedings
of the Third International Conference on Mathematics Textbook Research and Development:
16-19 September 2019 Paderborn, Germany. Paderborn: Universitätsbibliothek
Paderborn, 2019.'
mla: 'Rezat, Sebastian, et al., editors. Proceedings of the Third International
Conference on Mathematics Textbook Research and Development: 16-19 September 2019
Paderborn, Germany. Universitätsbibliothek Paderborn, 2019, doi:10.17619/UNIPB/1-768.'
short: 'S. Rezat, L. Fan, M. Hattermann, J. Schumacher, H. Wuschke, eds., Proceedings
of the Third International Conference on Mathematics Textbook Research and Development:
16-19 September 2019 Paderborn, Germany, Universitätsbibliothek Paderborn, Paderborn,
2019.'
conference:
end_date: 2019-09-19
location: Paderborn
name: Third International Conference on Mathematics Textbook Research and Development
start_date: 2019-09-16
date_created: 2019-09-05T12:13:20Z
date_updated: 2022-01-06T06:51:29Z
department:
- _id: '360'
- _id: '98'
doi: 10.17619/UNIPB/1-768
editor:
- first_name: Sebastian
full_name: Rezat, Sebastian
last_name: Rezat
- first_name: Lianghuo
full_name: Fan, Lianghuo
last_name: Fan
- first_name: Mathias
full_name: Hattermann, Mathias
last_name: Hattermann
- first_name: Jan
full_name: Schumacher, Jan
id: '26809'
last_name: Schumacher
orcid: 0000-0002-6676-9774
- first_name: Holger
full_name: Wuschke, Holger
last_name: Wuschke
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://doi.org/10.17619/UNIPB/1-768
oa: '1'
page: '392'
place: Paderborn
publication_status: published
publisher: Universitätsbibliothek Paderborn
status: public
title: 'Proceedings of the Third International Conference on Mathematics Textbook
Research and Development: 16-19 September 2019 Paderborn, Germany'
type: book_editor
user_id: '26809'
year: '2019'
...
---
_id: '52510'
author:
- first_name: Gerda
full_name: Werth, Gerda
id: '578'
last_name: Werth
citation:
ama: 'Werth G. Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin. In:
Frank A, Krauss S, Binder K, eds. Beiträge zum Mathematikunterricht. WTM;
2019.'
apa: Werth, G. (2019). Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin.
In A. Frank, S. Krauss, & K. Binder (Eds.), Beiträge zum Mathematikunterricht.
WTM.
bibtex: '@inproceedings{Werth_2019, place={Münster}, title={Mathilde Vaerting. Deutschlands
erste Mathematikdidaktikderin}, booktitle={Beiträge zum Mathematikunterricht},
publisher={WTM}, author={Werth, Gerda}, editor={Frank, Andreas and Krauss, Stefan and
Binder, Karin}, year={2019} }'
chicago: 'Werth, Gerda. “Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin.”
In Beiträge zum Mathematikunterricht, edited by Andreas Frank, Stefan Krauss,
and Karin Binder. Münster: WTM, 2019.'
ieee: G. Werth, “Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin,”
in Beiträge zum Mathematikunterricht, Regensburg, 2019.
mla: Werth, Gerda. “Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin.”
Beiträge zum Mathematikunterricht, edited by Andreas Frank et al., WTM,
2019.
short: 'G. Werth, in: A. Frank, S. Krauss, K. Binder (Eds.), Beiträge zum Mathematikunterricht,
WTM, Münster, 2019.'
conference:
end_date: 2019-03-08
location: Regensburg
name: Jahrestagung der Gesellschaft für Didaktik der Mathematik
start_date: 2019-03-04
date_created: 2024-03-12T15:22:28Z
date_updated: 2024-04-09T11:06:08Z
department:
- _id: '34'
- _id: '10'
- _id: '98'
- _id: '360'
editor:
- first_name: Andreas
full_name: Frank, Andreas
last_name: Frank
- first_name: 'Stefan '
full_name: 'Krauss, Stefan '
last_name: Krauss
- first_name: Karin
full_name: Binder, Karin
last_name: Binder
language:
- iso: ger
place: Münster
publication: Beiträge zum Mathematikunterricht
publisher: WTM
status: public
title: Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin
type: conference
user_id: '578'
year: '2019'
...
---
_id: '33598'
author:
- first_name: Sara
full_name: Rezat, Sara
id: '58338'
last_name: Rezat
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Rezat S, Rezat S. „...weil man Fermi-Aufgaben so rechnet“. Modelltexte als
sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben. In:
Mathematik differenziert 3/2019. Published online 2019:30-37.'
apa: 'Rezat, S., & Rezat, S. (2019). „...weil man Fermi-Aufgaben so rechnet“.
Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.
In: Mathematik differenziert 3/2019, 30–37.'
bibtex: '@article{Rezat_Rezat_2019, title={„...weil man Fermi-Aufgaben so rechnet“.
Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben},
journal={In: Mathematik differenziert 3/2019}, author={Rezat, Sara and Rezat,
Sebastian}, year={2019}, pages={30–37} }'
chicago: 'Rezat, Sara, and Sebastian Rezat. “„...weil man Fermi-Aufgaben so rechnet“.
Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.”
In: Mathematik differenziert 3/2019, 2019, 30–37.'
ieee: 'S. Rezat and S. Rezat, “„...weil man Fermi-Aufgaben so rechnet“. Modelltexte
als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben,”
In: Mathematik differenziert 3/2019, pp. 30–37, 2019.'
mla: 'Rezat, Sara, and Sebastian Rezat. “„...weil man Fermi-Aufgaben so rechnet“.
Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.”
In: Mathematik differenziert 3/2019, 2019, pp. 30–37.'
short: 'S. Rezat, S. Rezat, In: Mathematik differenziert 3/2019 (2019) 30–37.'
date_created: 2022-10-09T22:08:36Z
date_updated: 2024-04-18T08:02:47Z
department:
- _id: '463'
- _id: '360'
language:
- iso: ger
page: 30-37
publication: 'In: Mathematik differenziert 3/2019'
status: public
title: „...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource
für das Erklären von Lösungswegen bei Fermi-Aufgaben
type: journal_article
user_id: '31132'
year: '2019'
...
---
_id: '44684'
author:
- first_name: Maike
full_name: Vollstedt, Maike
last_name: Vollstedt
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Vollstedt M, Rezat S. An Introduction to Grounded Theory with a Special Focus
on Axial Coding and the Coding Paradigm. In: Kaiser G, Presmeg N, eds. Compendium
for Early Career Researchers in Mathematics Education. Springer International
Publishing; 2019. doi:10.1007/978-3-030-15636-7_4'
apa: Vollstedt, M., & Rezat, S. (2019). An Introduction to Grounded Theory with
a Special Focus on Axial Coding and the Coding Paradigm. In G. Kaiser & N.
Presmeg (Eds.), Compendium for Early Career Researchers in Mathematics Education.
Springer International Publishing. https://doi.org/10.1007/978-3-030-15636-7_4
bibtex: '@inbook{Vollstedt_Rezat_2019, place={Cham}, title={An Introduction to Grounded
Theory with a Special Focus on Axial Coding and the Coding Paradigm}, DOI={10.1007/978-3-030-15636-7_4},
booktitle={Compendium for Early Career Researchers in Mathematics Education},
publisher={Springer International Publishing}, author={Vollstedt, Maike and Rezat,
Sebastian}, editor={Kaiser, Gabriele and Presmeg, Norma}, year={2019} }'
chicago: 'Vollstedt, Maike, and Sebastian Rezat. “An Introduction to Grounded Theory
with a Special Focus on Axial Coding and the Coding Paradigm.” In Compendium
for Early Career Researchers in Mathematics Education, edited by Gabriele
Kaiser and Norma Presmeg. Cham: Springer International Publishing, 2019. https://doi.org/10.1007/978-3-030-15636-7_4.'
ieee: 'M. Vollstedt and S. Rezat, “An Introduction to Grounded Theory with a Special
Focus on Axial Coding and the Coding Paradigm,” in Compendium for Early Career
Researchers in Mathematics Education, G. Kaiser and N. Presmeg, Eds. Cham:
Springer International Publishing, 2019.'
mla: Vollstedt, Maike, and Sebastian Rezat. “An Introduction to Grounded Theory
with a Special Focus on Axial Coding and the Coding Paradigm.” Compendium for
Early Career Researchers in Mathematics Education, edited by Gabriele Kaiser
and Norma Presmeg, Springer International Publishing, 2019, doi:10.1007/978-3-030-15636-7_4.
short: 'M. Vollstedt, S. Rezat, in: G. Kaiser, N. Presmeg (Eds.), Compendium for
Early Career Researchers in Mathematics Education, Springer International Publishing,
Cham, 2019.'
date_created: 2023-05-09T13:46:15Z
date_updated: 2024-04-18T08:24:46Z
department:
- _id: '360'
doi: 10.1007/978-3-030-15636-7_4
editor:
- first_name: Gabriele
full_name: Kaiser, Gabriele
last_name: Kaiser
- first_name: Norma
full_name: Presmeg, Norma
last_name: Presmeg
language:
- iso: eng
place: Cham
publication: Compendium for Early Career Researchers in Mathematics Education
publication_identifier:
isbn:
- '9783030156350'
- '9783030156367'
issn:
- 2520-8322
- 2520-8330
publication_status: published
publisher: Springer International Publishing
status: public
title: An Introduction to Grounded Theory with a Special Focus on Axial Coding and
the Coding Paradigm
type: book_chapter
user_id: '31132'
year: '2019'
...