[{"oa":"1","date_updated":"2024-01-17T11:07:21Z","language":[{"iso":"ger"}],"series_title":"DaZ-Handbücher","title":"31 Sprachbildung im berufsbezogenen Mathematikunterricht.","place":"Berlin","publication_identifier":{"isbn":["978-3-11-074544-3"]},"publication_status":"published","editor":[{"last_name":"Efing","full_name":"Efing, Christian","first_name":"Christian"},{"last_name":"Kalkavan-Aydin","first_name":"Zeynep","full_name":"Kalkavan-Aydin, Zeynep"}],"department":[{"_id":"34"},{"_id":"10"},{"_id":"643"}],"_id":"50554","page":"363-372","year":"2024","type":"book_chapter","citation":{"chicago":"Prediger, Susanne, and Lena Wessel. “31 Sprachbildung im berufsbezogenen Mathematikunterricht.” In Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis, edited by Christian Efing and Zeynep Kalkavan-Aydin, Band 3:363–72. DaZ-Handbücher. Berlin: DE GRUYTER, 2024.","ama":"Prediger S, Wessel L. 31 Sprachbildung im berufsbezogenen Mathematikunterricht. In: Efing C, Kalkavan-Aydin Z, eds. Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis. Vol Band 3. DaZ-Handbücher. DE GRUYTER; 2024:363-372.","apa":"Prediger, S., & Wessel, L. (2024). 31 Sprachbildung im berufsbezogenen Mathematikunterricht. In C. Efing & Z. Kalkavan-Aydin (Eds.), Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis: Vol. Band 3 (pp. 363–372). DE GRUYTER.","bibtex":"@inbook{Prediger_Wessel_2024, place={Berlin}, series={DaZ-Handbücher}, title={31 Sprachbildung im berufsbezogenen Mathematikunterricht.}, volume={Band 3}, booktitle={Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis}, publisher={DE GRUYTER}, author={Prediger, Susanne and Wessel, Lena}, editor={Efing, Christian and Kalkavan-Aydin, Zeynep}, year={2024}, pages={363–372}, collection={DaZ-Handbücher} }","mla":"Prediger, Susanne, and Lena Wessel. “31 Sprachbildung im berufsbezogenen Mathematikunterricht.” Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis, edited by Christian Efing and Zeynep Kalkavan-Aydin, vol. Band 3, DE GRUYTER, 2024, pp. 363–72.","short":"S. Prediger, L. Wessel, in: C. Efing, Z. Kalkavan-Aydin (Eds.), Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis, DE GRUYTER, Berlin, 2024, pp. 363–372.","ieee":"S. Prediger and L. Wessel, “31 Sprachbildung im berufsbezogenen Mathematikunterricht.,” in Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis, vol. Band 3, C. Efing and Z. Kalkavan-Aydin, Eds. Berlin: DE GRUYTER, 2024, pp. 363–372."},"main_file_link":[{"open_access":"1","url":"https://www.degruyter.com/document/doi/10.1515/9783110745504/pdf?licenseType=restricted#page=381"}],"user_id":"37888","date_created":"2024-01-17T10:58:04Z","status":"public","volume":"Band 3","publication":"Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis","publisher":"DE GRUYTER","author":[{"full_name":"Prediger, Susanne","first_name":"Susanne","last_name":"Prediger"},{"full_name":"Wessel, Lena","first_name":"Lena","id":"85190","last_name":"Wessel"}]},{"publication_status":"published","department":[{"_id":"97"},{"_id":"643"}],"title":"Digitalisierung als Chance für alle Prinzipien guten Unterrichts","language":[{"iso":"ger"}],"oa":"1","date_updated":"2024-02-25T21:01:03Z","volume":242,"date_created":"2024-02-25T20:58:51Z","status":"public","has_accepted_license":"1","file_date_updated":"2024-02-25T20:55:29Z","publication":"mathematik lehren","author":[{"full_name":"Barzel, Bärbel","first_name":"Bärbel","last_name":"Barzel"},{"last_name":"Greefrath","first_name":"Gilbert","full_name":"Greefrath, Gilbert"},{"last_name":"Nagel","full_name":"Nagel, Mareike","first_name":"Mareike"},{"orcid":"0000-0002-6964-7123","full_name":"Hoffmann, Max","first_name":"Max","id":"32202","last_name":"Hoffmann"}],"file":[{"success":1,"relation":"main_file","date_updated":"2024-02-25T20:55:29Z","content_type":"application/pdf","creator":"maxh","file_id":"51842","file_size":1410541,"access_level":"closed","file_name":"Barzel_etal_2024_DigitalisierungalsChancefrallePrinzipiengut.pdf","date_created":"2024-02-25T20:55:29Z"}],"ddc":["510","370"],"user_id":"32202","abstract":[{"text":"athematische Kompetenzen digital zu fördern und digitale Kompetenzen mathematisch zu fördern – dies ist eine Forderung der neuen Bildungsstandards mit Blick auf eine Bildung in der digitalen Welt. Gerade das Potenzial digitaler Medien für das fachliche Lernen wurde in vielen Studien bestätigt. Eine sinnvoll gestaltete Einbettung digitaler Medien bietet die Chance, allen fünf Prinzipien eines guten Unterrichts gerecht zu werden: Verstehensorientierung, Durchgängigkeit, kognitive Aktivierung, Lernendenorientierung & Adaptivität und Kommunikationsförderung. Die flächendeckende Nutzung digitaler Medien etabliert sich bislang nur zögerlich. Aber wie können wir Lehrkräfte stärken, digitale Medien sinnvoll einzusetzen? Wir möchten hier die Bandbreite der Möglichkeiten an Beispielen verdeutlichen, ihren Einsatz motivieren und Wege für einen guten Unterricht aufzeigen.","lang":"ger"}],"article_type":"original","page":"42 - 47","citation":{"ieee":"B. Barzel, G. Greefrath, M. Nagel, and M. Hoffmann, “Digitalisierung als Chance für alle Prinzipien guten Unterrichts,” mathematik lehren, vol. 242, pp. 42–47, 2024.","short":"B. Barzel, G. Greefrath, M. Nagel, M. Hoffmann, mathematik lehren 242 (2024) 42–47.","mla":"Barzel, Bärbel, et al. “Digitalisierung als Chance für alle Prinzipien guten Unterrichts.” mathematik lehren, vol. 242, 2024, pp. 42–47.","bibtex":"@article{Barzel_Greefrath_Nagel_Hoffmann_2024, title={Digitalisierung als Chance für alle Prinzipien guten Unterrichts}, volume={242}, journal={mathematik lehren}, author={Barzel, Bärbel and Greefrath, Gilbert and Nagel, Mareike and Hoffmann, Max}, year={2024}, pages={42–47} }","chicago":"Barzel, Bärbel, Gilbert Greefrath, Mareike Nagel, and Max Hoffmann. “Digitalisierung als Chance für alle Prinzipien guten Unterrichts.” mathematik lehren 242 (2024): 42–47.","apa":"Barzel, B., Greefrath, G., Nagel, M., & Hoffmann, M. (2024). Digitalisierung als Chance für alle Prinzipien guten Unterrichts. mathematik lehren, 242, 42–47.","ama":"Barzel B, Greefrath G, Nagel M, Hoffmann M. Digitalisierung als Chance für alle Prinzipien guten Unterrichts. mathematik lehren. 2024;242:42-47."},"year":"2024","type":"journal_article","main_file_link":[{"url":"https://www.friedrich-verlag.de/shop/mwdownloads/download/link/id/114555/","open_access":"1"}],"_id":"51841","intvolume":" 242"},{"language":[{"iso":"eng"}],"doi":"10.1007/s11858-023-01505-3","oa":"1","date_updated":"2023-07-13T09:41:20Z","publication_status":"published","publication_identifier":{"issn":["1863-9690","1863-9704"]},"department":[{"_id":"97"},{"_id":"643"}],"title":"Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course","citation":{"short":"M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2023).","ieee":"M. Hoffmann and R. Biehler, “Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course,” ZDM – Mathematics Education, 2023, doi: 10.1007/s11858-023-01505-3.","chicago":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” ZDM – Mathematics Education, 2023. https://doi.org/10.1007/s11858-023-01505-3.","ama":"Hoffmann M, Biehler R. Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. ZDM – Mathematics Education. Published online 2023. doi:10.1007/s11858-023-01505-3","apa":"Hoffmann, M., & Biehler, R. (2023). Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-023-01505-3","bibtex":"@article{Hoffmann_Biehler_2023, title={Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course}, DOI={10.1007/s11858-023-01505-3}, journal={ZDM – Mathematics Education}, publisher={Springer}, author={Hoffmann, Max and Biehler, Rolf}, year={2023} }","mla":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” ZDM – Mathematics Education, Springer, 2023, doi:10.1007/s11858-023-01505-3."},"year":"2023","type":"journal_article","main_file_link":[{"open_access":"1","url":"https://link.springer.com/article/10.1007/s11858-023-01505-3"}],"_id":"45786","has_accepted_license":"1","status":"public","date_created":"2023-06-27T11:45:25Z","quality_controlled":"1","author":[{"last_name":"Hoffmann","id":"32202","first_name":"Max","full_name":"Hoffmann, Max","orcid":"0000-0002-6964-7123"},{"first_name":"Rolf","full_name":"Biehler, Rolf","last_name":"Biehler","id":"16274"}],"publisher":"Springer","publication":"ZDM – Mathematics Education","keyword":["General Mathematics","Education"],"file_date_updated":"2023-07-13T09:40:02Z","file":[{"date_created":"2023-07-13T09:40:02Z","file_name":"s11858-023-01505-3.pdf","access_level":"closed","file_size":1460246,"creator":"maxh","file_id":"46041","date_updated":"2023-07-13T09:40:02Z","content_type":"application/pdf","relation":"main_file","success":1}],"ddc":["510","370"],"user_id":"32202","article_type":"original","abstract":[{"lang":"eng","text":"Intending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “interface ePortfolio” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of profession orientation. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers."}]},{"publisher":"Springer Berlin Heidelberg","author":[{"last_name":"Leiss","first_name":"Dominik","full_name":"Leiss, Dominik"},{"full_name":"Gerlach, Kerstin","first_name":"Kerstin","last_name":"Gerlach"},{"last_name":"Wessel","id":"85190","first_name":"Lena","full_name":"Wessel, Lena"},{"full_name":"Schmidt-Thieme, Barbara","first_name":"Barbara","last_name":"Schmidt-Thieme"}],"publication":"Handbuch der Mathematikdidaktik","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"status":"public","date_created":"2023-10-19T09:12:45Z","publication_identifier":{"isbn":["9783662666036","9783662666043"]},"publication_status":"published","place":"Berlin, Heidelberg","user_id":"37888","title":"Sprache und Mathematiklernen","language":[{"iso":"ger"}],"year":"2023","citation":{"short":"D. Leiss, K. Gerlach, L. Wessel, B. Schmidt-Thieme, in: Handbuch der Mathematikdidaktik, Springer Berlin Heidelberg, Berlin, Heidelberg, 2023, pp. 561–595.","ieee":"D. Leiss, K. Gerlach, L. Wessel, and B. Schmidt-Thieme, “Sprache und Mathematiklernen,” in Handbuch der Mathematikdidaktik, Berlin, Heidelberg: Springer Berlin Heidelberg, 2023, pp. 561–595.","chicago":"Leiss, Dominik, Kerstin Gerlach, Lena Wessel, and Barbara Schmidt-Thieme. “Sprache und Mathematiklernen.” In Handbuch der Mathematikdidaktik, 561–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2023. https://doi.org/10.1007/978-3-662-66604-3_18.","apa":"Leiss, D., Gerlach, K., Wessel, L., & Schmidt-Thieme, B. (2023). Sprache und Mathematiklernen. In Handbuch der Mathematikdidaktik (pp. 561–595). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-66604-3_18","ama":"Leiss D, Gerlach K, Wessel L, Schmidt-Thieme B. Sprache und Mathematiklernen. In: Handbuch der Mathematikdidaktik. Springer Berlin Heidelberg; 2023:561-595. doi:10.1007/978-3-662-66604-3_18","mla":"Leiss, Dominik, et al. “Sprache und Mathematiklernen.” Handbuch der Mathematikdidaktik, Springer Berlin Heidelberg, 2023, pp. 561–95, doi:10.1007/978-3-662-66604-3_18.","bibtex":"@inbook{Leiss_Gerlach_Wessel_Schmidt-Thieme_2023, place={Berlin, Heidelberg}, title={Sprache und Mathematiklernen}, DOI={10.1007/978-3-662-66604-3_18}, booktitle={Handbuch der Mathematikdidaktik}, publisher={Springer Berlin Heidelberg}, author={Leiss, Dominik and Gerlach, Kerstin and Wessel, Lena and Schmidt-Thieme, Barbara}, year={2023}, pages={561–595} }"},"type":"book_chapter","page":"561-595","_id":"48319","date_updated":"2023-10-19T09:33:54Z","doi":"10.1007/978-3-662-66604-3_18"},{"department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"publication":"Fourth conference of the International Network for Didactic Research in University Mathematics","author":[{"full_name":"Kolbe, Tim","first_name":"Tim","last_name":"Kolbe"},{"full_name":"Wessel, Lena","first_name":"Lena","id":"85190","last_name":"Wessel"}],"date_created":"2023-07-26T10:58:42Z","status":"public","user_id":"37888","title":"Self-regulated learning in a mathematics course for engineers in the first semester: insights into students reported resource management and cognitive strategies","language":[{"iso":"eng"}],"type":"conference","year":"2022","citation":{"short":"T. Kolbe, L. Wessel, in: Fourth Conference of the International Network for Didactic Research in University Mathematics, 2022.","ieee":"T. Kolbe and L. Wessel, “Self-regulated learning in a mathematics course for engineers in the first semester: insights into students reported resource management and cognitive strategies,” 2022.","chicago":"Kolbe, Tim, and Lena Wessel. “Self-Regulated Learning in a Mathematics Course for Engineers in the First Semester: Insights into Students Reported Resource Management and Cognitive Strategies.” In Fourth Conference of the International Network for Didactic Research in University Mathematics, 2022.","apa":"Kolbe, T., & Wessel, L. (2022). Self-regulated learning in a mathematics course for engineers in the first semester: insights into students reported resource management and cognitive strategies. Fourth Conference of the International Network for Didactic Research in University Mathematics.","ama":"Kolbe T, Wessel L. Self-regulated learning in a mathematics course for engineers in the first semester: insights into students reported resource management and cognitive strategies. In: Fourth Conference of the International Network for Didactic Research in University Mathematics. ; 2022.","bibtex":"@inproceedings{Kolbe_Wessel_2022, title={Self-regulated learning in a mathematics course for engineers in the first semester: insights into students reported resource management and cognitive strategies}, booktitle={Fourth conference of the International Network for Didactic Research in University Mathematics}, author={Kolbe, Tim and Wessel, Lena}, year={2022} }","mla":"Kolbe, Tim, and Lena Wessel. “Self-Regulated Learning in a Mathematics Course for Engineers in the First Semester: Insights into Students Reported Resource Management and Cognitive Strategies.” Fourth Conference of the International Network for Didactic Research in University Mathematics, 2022."},"date_updated":"2023-07-26T11:03:25Z","_id":"46163"},{"date_updated":"2023-10-24T07:28:22Z","_id":"48407","page":"1177","type":"book_chapter","citation":{"short":"A. Dellori, L. Wessel, in: S.S. Karunakaran, A. Higgins (Eds.), Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education, MA, Boston, 2022, p. 1177.","ieee":"A. Dellori and L. Wessel, “Pre-service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra,” in Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education, S. S. Karunakaran and A. Higgins, Eds. Boston: MA, 2022, p. 1177.","chicago":"Dellori, Anna, and Lena Wessel. “Pre-Service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra.” In Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education, edited by S.S. Karunakaran and A. Higgins, 1177. Boston: MA, 2022.","ama":"Dellori A, Wessel L. Pre-service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra. In: Karunakaran SS, Higgins A, eds. Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education. MA; 2022:1177.","apa":"Dellori, A., & Wessel, L. (2022). Pre-service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra. In S. S. Karunakaran & A. Higgins (Eds.), Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education (p. 1177). MA.","mla":"Dellori, Anna, and Lena Wessel. “Pre-Service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra.” Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education, edited by S.S. Karunakaran and A. Higgins, MA, 2022, p. 1177.","bibtex":"@inbook{Dellori_Wessel_2022, place={Boston}, title={Pre-service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra}, booktitle={Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education}, publisher={MA}, author={Dellori, Anna and Wessel, Lena}, editor={Karunakaran, S.S. and Higgins, A.}, year={2022}, pages={1177} }"},"year":"2022","language":[{"iso":"eng"}],"place":"Boston","title":"Pre-service Teachers' Professional Development: Relating Abstract Algebra and School Algebra","user_id":"37888","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"publication":"Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education","publisher":"MA","author":[{"full_name":"Dellori, Anna","first_name":"Anna","last_name":"Dellori"},{"full_name":"Wessel, Lena","first_name":"Lena","id":"85190","last_name":"Wessel"}],"editor":[{"full_name":"Karunakaran, S.S.","first_name":"S.S.","last_name":"Karunakaran"},{"first_name":"A.","full_name":"Higgins, A.","last_name":"Higgins"}],"date_created":"2023-10-24T07:28:19Z","status":"public"},{"publication":"mathematik lehren","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"author":[{"id":"85190","last_name":"Wessel","full_name":"Wessel, Lena","first_name":"Lena"},{"id":"85820","last_name":"Dröse","full_name":"Dröse, Jennifer","first_name":"Jennifer"}],"volume":233,"date_created":"2023-10-24T07:33:17Z","status":"public","title":"Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten","user_id":"37888","page":"33-36","year":"2022","citation":{"bibtex":"@article{Wessel_Dröse_2022, title={Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten}, volume={233}, journal={mathematik lehren}, author={Wessel, Lena and Dröse, Jennifer}, year={2022}, pages={33–36} }","mla":"Wessel, Lena, and Jennifer Dröse. “Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten.” mathematik lehren, vol. 233, 2022, pp. 33–36.","apa":"Wessel, L., & Dröse, J. (2022). Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten. mathematik lehren, 233, 33–36.","ama":"Wessel L, Dröse J. Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten. mathematik lehren. 2022;233:33-36.","chicago":"Wessel, Lena, and Jennifer Dröse. “Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten.” mathematik lehren 233 (2022): 33–36.","ieee":"L. Wessel and J. Dröse, “Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten,” mathematik lehren, vol. 233, pp. 33–36, 2022.","short":"L. Wessel, J. Dröse, mathematik lehren 233 (2022) 33–36."},"type":"journal_article","language":[{"iso":"ger"}],"_id":"48408","date_updated":"2023-10-24T07:33:22Z","intvolume":" 233"},{"page":"349-368","citation":{"chicago":"Wessel, Lena, and Timo Leuders. “Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory.” In Practice-Oriented Research in Tertiary Mathematics Education, edited by Rolf Biehler, Michael Liebendörfer, G. Gueudet, C. Rasmussen, and C. Winslow, 349–68. Cham: Springer International Publishing, 2022. https://doi.org/10.1007/978-3-031-14175-1_17.","ama":"Wessel L, Leuders T. Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory. In: Biehler R, Liebendörfer M, Gueudet G, Rasmussen C, Winslow C, eds. Practice-Oriented Research in Tertiary Mathematics Education. Springer International Publishing; 2022:349-368. doi:10.1007/978-3-031-14175-1_17","apa":"Wessel, L., & Leuders, T. (2022). Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory. In R. Biehler, M. Liebendörfer, G. Gueudet, C. Rasmussen, & C. Winslow (Eds.), Practice-Oriented Research in Tertiary Mathematics Education (pp. 349–368). Springer International Publishing. https://doi.org/10.1007/978-3-031-14175-1_17","mla":"Wessel, Lena, and Timo Leuders. “Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory.” Practice-Oriented Research in Tertiary Mathematics Education, edited by Rolf Biehler et al., Springer International Publishing, 2022, pp. 349–68, doi:10.1007/978-3-031-14175-1_17.","bibtex":"@inbook{Wessel_Leuders_2022, place={Cham}, title={Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory}, DOI={10.1007/978-3-031-14175-1_17}, booktitle={Practice-Oriented Research in Tertiary Mathematics Education}, publisher={Springer International Publishing}, author={Wessel, Lena and Leuders, Timo}, editor={Biehler, Rolf and Liebendörfer, Michael and Gueudet, G. and Rasmussen, C. and Winslow, C.}, year={2022}, pages={349–368} }","short":"L. Wessel, T. Leuders, in: R. Biehler, M. Liebendörfer, G. Gueudet, C. Rasmussen, C. Winslow (Eds.), Practice-Oriented Research in Tertiary Mathematics Education, Springer International Publishing, Cham, 2022, pp. 349–368.","ieee":"L. Wessel and T. Leuders, “Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory,” in Practice-Oriented Research in Tertiary Mathematics Education, R. Biehler, M. Liebendörfer, G. Gueudet, C. Rasmussen, and C. Winslow, Eds. Cham: Springer International Publishing, 2022, pp. 349–368."},"type":"book_chapter","year":"2022","language":[{"iso":"eng"}],"_id":"46160","date_updated":"2023-10-30T09:00:53Z","doi":"10.1007/978-3-031-14175-1_17","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"publication":"Practice-Oriented Research in Tertiary Mathematics Education","publisher":"Springer International Publishing","author":[{"id":"85190","last_name":"Wessel","full_name":"Wessel, Lena","first_name":"Lena"},{"first_name":"Timo","full_name":"Leuders, Timo","last_name":"Leuders"}],"publication_status":"published","publication_identifier":{"issn":["1869-4918","1869-4926"],"isbn":["9783031141744","9783031141751"]},"editor":[{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler"},{"full_name":"Liebendörfer, Michael","first_name":"Michael","last_name":"Liebendörfer"},{"full_name":"Gueudet, G.","first_name":"G.","last_name":"Gueudet"},{"last_name":"Rasmussen","full_name":"Rasmussen, C.","first_name":"C."},{"full_name":"Winslow, C.","first_name":"C.","last_name":"Winslow"}],"date_created":"2023-07-26T10:34:02Z","status":"public","place":"Cham","title":"Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory","user_id":"37888"},{"publisher":"LibreCat University","author":[{"first_name":"Anna","full_name":"Dellori, Anna","last_name":"Dellori"},{"full_name":"Wessel, Lena","first_name":"Lena","id":"85190","last_name":"Wessel"}],"publication":"Beiträge zum Mathematikunterricht 2022","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"status":"public","date_created":"2023-10-19T09:37:24Z","title":"Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra","user_id":"37888","main_file_link":[{"url":"http://dx.doi.org/10.17877/DE290R-23598"}],"type":"journal_article","citation":{"ama":"Dellori A, Wessel L. Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra. Beiträge zum Mathematikunterricht 2022. Published online 2022:665-668. doi:10.17877/DE290R-23598","apa":"Dellori, A., & Wessel, L. (2022). Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra. Beiträge zum Mathematikunterricht 2022, 665–668. https://doi.org/10.17877/DE290R-23598","chicago":"Dellori, Anna, and Lena Wessel. “Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra.” Beiträge zum Mathematikunterricht 2022, 2022, 665–68. https://doi.org/10.17877/DE290R-23598.","mla":"Dellori, Anna, and Lena Wessel. “Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra.” Beiträge zum Mathematikunterricht 2022, LibreCat University, 2022, pp. 665–68, doi:10.17877/DE290R-23598.","bibtex":"@article{Dellori_Wessel_2022, title={Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra}, DOI={10.17877/DE290R-23598}, journal={Beiträge zum Mathematikunterricht 2022}, publisher={LibreCat University}, author={Dellori, Anna and Wessel, Lena}, year={2022}, pages={665–668} }","short":"A. Dellori, L. Wessel, Beiträge zum Mathematikunterricht 2022 (2022) 665–668.","ieee":"A. Dellori and L. Wessel, “Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra,” Beiträge zum Mathematikunterricht 2022, pp. 665–668, 2022, doi: 10.17877/DE290R-23598."},"year":"2022","page":"665-668","language":[{"iso":"ger"}],"date_updated":"2023-10-31T09:32:18Z","_id":"48325","doi":"10.17877/DE290R-23598"},{"date_updated":"2023-10-23T09:43:48Z","_id":"48385","year":"2022","citation":{"apa":"Dellori, A., & Wessel, L. (2022). Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra. In M. Trigueros, B. Barquero, R. Hochmuth, & J. Peters (Eds.), Proceedings of INDRUM2022 (pp. 572–573).","ama":"Dellori A, Wessel L. Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra. In: Trigueros M, Barquero B, Hochmuth R, Peters J, eds. Proceedings of INDRUM2022. ; 2022:572-573.","chicago":"Dellori, Anna, and Lena Wessel. “Design Principles for Intertwining Local and Nonlocal Mathematics - The Case of Relating Registers and Representations in Abstract Algebra.” In Proceedings of INDRUM2022, edited by M. Trigueros, B. Barquero, R. Hochmuth, and J. Peters, 572–73, 2022.","mla":"Dellori, Anna, and Lena Wessel. “Design Principles for Intertwining Local and Nonlocal Mathematics - The Case of Relating Registers and Representations in Abstract Algebra.” Proceedings of INDRUM2022, edited by M. Trigueros et al., 2022, pp. 572–73.","bibtex":"@inbook{Dellori_Wessel_2022, title={Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra}, booktitle={Proceedings of INDRUM2022}, author={Dellori, Anna and Wessel, Lena}, editor={Trigueros, M. and Barquero, B. and Hochmuth, R. and Peters, J.}, year={2022}, pages={572–573} }","short":"A. Dellori, L. Wessel, in: M. Trigueros, B. Barquero, R. Hochmuth, J. Peters (Eds.), Proceedings of INDRUM2022, 2022, pp. 572–573.","ieee":"A. Dellori and L. Wessel, “Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra,” in Proceedings of INDRUM2022, M. Trigueros, B. Barquero, R. Hochmuth, and J. Peters, Eds. 2022, pp. 572–573."},"type":"book_chapter","page":"572-573","language":[{"iso":"eng"}],"title":"Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra","user_id":"37888","author":[{"first_name":"Anna","full_name":"Dellori, Anna","last_name":"Dellori"},{"id":"85190","last_name":"Wessel","full_name":"Wessel, Lena","first_name":"Lena"}],"department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"publication":"Proceedings of INDRUM2022","editor":[{"full_name":"Trigueros, M.","first_name":"M.","last_name":"Trigueros"},{"full_name":"Barquero, B.","first_name":"B.","last_name":"Barquero"},{"first_name":"R.","full_name":"Hochmuth, R.","last_name":"Hochmuth"},{"full_name":"Peters, J.","first_name":"J.","last_name":"Peters"}],"status":"public","date_created":"2023-10-23T09:40:30Z"},{"main_file_link":[{"url":"https://hal.science/hal-03744585/"}],"language":[{"iso":"eng"}],"citation":{"ieee":"J. Dröse, B. Griese, and L. Wessel, “Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities,” presented at the TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12), Bozen-Bolzano,Italy, 2022.","short":"J. Dröse, B. Griese, L. Wessel, in: Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 2022.","bibtex":"@inproceedings{Dröse_Griese_Wessel_2022, title={Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities}, booktitle={Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}, author={Dröse, Jennifer and Griese, Birgit and Wessel, Lena}, year={2022} }","mla":"Dröse, Jennifer, et al. “Prospective Teachers’ Diagnostic Judgments on Students’ Understanding of Conditional Probabilities.” Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 2022.","chicago":"Dröse, Jennifer, Birgit Griese, and Lena Wessel. “Prospective Teachers’ Diagnostic Judgments on Students’ Understanding of Conditional Probabilities.” In Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 2022.","ama":"Dröse J, Griese B, Wessel L. Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities. In: Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). ; 2022.","apa":"Dröse, J., Griese, B., & Wessel, L. (2022). Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12), Bozen-Bolzano,Italy."},"year":"2022","type":"conference","_id":"48389","date_updated":"2023-11-02T08:04:55Z","conference":{"start_date":"Feb2022","name":"TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12)","location":"Bozen-Bolzano,Italy"},"quality_controlled":"1","author":[{"last_name":"Dröse","id":"85820","first_name":"Jennifer","full_name":"Dröse, Jennifer"},{"first_name":"Birgit","full_name":"Griese, Birgit","last_name":"Griese"},{"full_name":"Wessel, Lena","first_name":"Lena","id":"85190","last_name":"Wessel"}],"publication":"Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"status":"public","date_created":"2023-10-23T10:56:02Z","user_id":"85820","title":"Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities"},{"type":"journal_article","citation":{"apa":"Leuders, T., & Wessel, L. (2020). Differenziertes Üben gestalten. Zwischen Umsetzung in der Praxis und Fundierung in der Forschung. Pädagogik 2/2020, 2, 26–30.","ama":"Leuders T, Wessel L. Differenziertes Üben gestalten. Zwischen Umsetzung in der Praxis und Fundierung in der Forschung. Pädagogik 2/2020. 2020;(2):26-30.","chicago":"Leuders, Timo, and Lena Wessel. “Differenziertes Üben Gestalten. Zwischen Umsetzung in Der Praxis Und Fundierung in Der Forschung.” Pädagogik 2/2020, no. 2 (2020): 26–30.","bibtex":"@article{Leuders_Wessel_2020, title={Differenziertes Üben gestalten. Zwischen Umsetzung in der Praxis und Fundierung in der Forschung.}, number={2}, journal={Pädagogik 2/2020}, publisher={Beltz Verlagsgruppe}, author={Leuders, Timo and Wessel, Lena}, year={2020}, pages={26–30} }","mla":"Leuders, Timo, and Lena Wessel. “Differenziertes Üben Gestalten. Zwischen Umsetzung in Der Praxis Und Fundierung in Der Forschung.” Pädagogik 2/2020, no. 2, Beltz Verlagsgruppe, 2020, pp. 26–30.","short":"T. Leuders, L. Wessel, Pädagogik 2/2020 (2020) 26–30.","ieee":"T. Leuders and L. Wessel, “Differenziertes Üben gestalten. Zwischen Umsetzung in der Praxis und Fundierung in der Forschung.,” Pädagogik 2/2020, no. 2, pp. 26–30, 2020."},"year":"2020","page":"26-30","language":[{"iso":"eng"}],"date_updated":"2023-07-26T10:29:13Z","_id":"46159","issue":"2","author":[{"last_name":"Leuders","full_name":"Leuders, Timo","first_name":"Timo"},{"last_name":"Wessel","id":"85190","first_name":"Lena","full_name":"Wessel, Lena"}],"publisher":"Beltz Verlagsgruppe","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"publication":"Pädagogik 2/2020","publication_identifier":{"issn":["0933-422X"]},"status":"public","date_created":"2023-07-26T10:26:53Z","title":"Differenziertes Üben gestalten. Zwischen Umsetzung in der Praxis und Fundierung in der Forschung.","user_id":"37888"},{"page":"148–151","type":"journal_article","year":"2020","citation":{"bibtex":"@article{Wessel_Kuzu_Prediger_2020, title={Sprachbildender Vorstellungsaufbau für verschiedene mathematische Konzepte: Brüche in Klasse 6}, journal={Sprachbildender Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes Praxisbuch}, author={Wessel, Lena and Kuzu, T. and Prediger, Susanne}, year={2020}, pages={148–151} }","mla":"Wessel, Lena, et al. “Sprachbildender Vorstellungsaufbau Für Verschiedene Mathematische Konzepte: Brüche in Klasse 6.” Sprachbildender Mathematikunterricht in Der Sekundarstufe - Ein Forschungsbasiertes Praxisbuch, 2020, pp. 148–151.","apa":"Wessel, L., Kuzu, T., & Prediger, S. (2020). Sprachbildender Vorstellungsaufbau für verschiedene mathematische Konzepte: Brüche in Klasse 6. Sprachbildender Mathematikunterricht in Der Sekundarstufe - Ein Forschungsbasiertes Praxisbuch, 148–151.","ama":"Wessel L, Kuzu T, Prediger S. Sprachbildender Vorstellungsaufbau für verschiedene mathematische Konzepte: Brüche in Klasse 6. Sprachbildender Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes Praxisbuch. Published online 2020:148–151.","chicago":"Wessel, Lena, T. Kuzu, and Susanne Prediger. “Sprachbildender Vorstellungsaufbau Für Verschiedene Mathematische Konzepte: Brüche in Klasse 6.” Sprachbildender Mathematikunterricht in Der Sekundarstufe - Ein Forschungsbasiertes Praxisbuch, 2020, 148–151.","ieee":"L. Wessel, T. Kuzu, and S. Prediger, “Sprachbildender Vorstellungsaufbau für verschiedene mathematische Konzepte: Brüche in Klasse 6,” Sprachbildender Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes Praxisbuch, pp. 148–151, 2020.","short":"L. Wessel, T. Kuzu, S. Prediger, Sprachbildender Mathematikunterricht in Der Sekundarstufe - Ein Forschungsbasiertes Praxisbuch (2020) 148–151."},"language":[{"iso":"eng"}],"_id":"46158","date_updated":"2023-07-26T10:25:23Z","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"publication":"Sprachbildender Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes Praxisbuch","author":[{"id":"85190","last_name":"Wessel","full_name":"Wessel, Lena","first_name":"Lena"},{"last_name":"Kuzu","full_name":"Kuzu, T.","first_name":"T."},{"first_name":"Susanne","full_name":"Prediger, Susanne","last_name":"Prediger"}],"date_created":"2023-07-26T10:24:10Z","status":"public","title":"Sprachbildender Vorstellungsaufbau für verschiedene mathematische Konzepte: Brüche in Klasse 6","user_id":"37888"},{"_id":"48406","date_updated":"2023-10-24T07:17:58Z","main_file_link":[{"url":"www.lamavoc.nrw.de"}],"type":"book","citation":{"mla":"Wessel, Lena, et al. Language for Mathematics in Vocational Contexts. Handbook for Teachers and Facilitators. DZLM, 2020.","bibtex":"@book{Wessel_Prediger_Stein_Wijers_Jonker_2020, place={Dortmund/Arnsberg}, title={Language for Mathematics in Vocational Contexts. Handbook for teachers and facilitators}, publisher={DZLM}, author={Wessel, Lena and Prediger, S. and Stein, A. and Wijers, M. and Jonker, V.}, year={2020} }","chicago":"Wessel, Lena, S. Prediger, A. Stein, M. Wijers, and V. Jonker. Language for Mathematics in Vocational Contexts. Handbook for Teachers and Facilitators. Dortmund/Arnsberg: DZLM, 2020.","apa":"Wessel, L., Prediger, S., Stein, A., Wijers, M., & Jonker, V. (2020). Language for Mathematics in Vocational Contexts. Handbook for teachers and facilitators. DZLM.","ama":"Wessel L, Prediger S, Stein A, Wijers M, Jonker V. Language for Mathematics in Vocational Contexts. Handbook for Teachers and Facilitators. DZLM; 2020.","ieee":"L. Wessel, S. Prediger, A. Stein, M. Wijers, and V. Jonker, Language for Mathematics in Vocational Contexts. Handbook for teachers and facilitators. Dortmund/Arnsberg: DZLM, 2020.","short":"L. Wessel, S. Prediger, A. Stein, M. Wijers, V. Jonker, Language for Mathematics in Vocational Contexts. Handbook for Teachers and Facilitators, DZLM, Dortmund/Arnsberg, 2020."},"year":"2020","language":[{"iso":"eng"}],"place":"Dortmund/Arnsberg","title":"Language for Mathematics in Vocational Contexts. Handbook for teachers and facilitators","user_id":"37888","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"publisher":"DZLM","author":[{"full_name":"Wessel, Lena","first_name":"Lena","id":"85190","last_name":"Wessel"},{"first_name":"S.","full_name":"Prediger, S.","last_name":"Prediger"},{"last_name":"Stein","full_name":"Stein, A.","first_name":"A."},{"last_name":"Wijers","full_name":"Wijers, M.","first_name":"M."},{"first_name":"V.","full_name":"Jonker, V.","last_name":"Jonker"}],"date_created":"2023-10-24T07:17:54Z","status":"public"},{"status":"public","date_created":"2023-10-24T07:13:15Z","editor":[{"last_name":"Prediger","first_name":"S.","full_name":"Prediger, S."}],"publisher":"Cornelsen Skriptor","author":[{"last_name":"Sprütten","full_name":"Sprütten, F.","first_name":"F."},{"first_name":"Lena","full_name":"Wessel, Lena","last_name":"Wessel","id":"85190"},{"last_name":"Zentgraf","full_name":"Zentgraf, K.","first_name":"K."},{"full_name":"Prediger, S.","first_name":"S.","last_name":"Prediger"}],"publication":"Sprachbildender Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes Praxisbuch","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"user_id":"37888","title":"Fach- und sprachintegrierte Ansätze für Neuzugewanderte","place":"Berlin","language":[{"iso":"other"}],"year":"2020","type":"book_chapter","citation":{"chicago":"Sprütten, F., Lena Wessel, K. Zentgraf, and S. Prediger. “Fach- und sprachintegrierte Ansätze für Neuzugewanderte.” In Sprachbildender Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes Praxisbuch, edited by S. Prediger, 115–30. Berlin: Cornelsen Skriptor, 2020.","ama":"Sprütten F, Wessel L, Zentgraf K, Prediger S. Fach- und sprachintegrierte Ansätze für Neuzugewanderte. In: Prediger S, ed. Sprachbildender Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes Praxisbuch. Cornelsen Skriptor; 2020:115-130.","apa":"Sprütten, F., Wessel, L., Zentgraf, K., & Prediger, S. (2020). Fach- und sprachintegrierte Ansätze für Neuzugewanderte. In S. Prediger (Ed.), Sprachbildender Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes Praxisbuch (pp. 115–130). Cornelsen Skriptor.","bibtex":"@inbook{Sprütten_Wessel_Zentgraf_Prediger_2020, place={Berlin}, title={Fach- und sprachintegrierte Ansätze für Neuzugewanderte}, booktitle={Sprachbildender Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes Praxisbuch}, publisher={Cornelsen Skriptor}, author={Sprütten, F. and Wessel, Lena and Zentgraf, K. and Prediger, S.}, editor={Prediger, S.}, year={2020}, pages={115–130} }","mla":"Sprütten, F., et al. “Fach- und sprachintegrierte Ansätze für Neuzugewanderte.” Sprachbildender Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes Praxisbuch, edited by S. Prediger, Cornelsen Skriptor, 2020, pp. 115–30.","short":"F. Sprütten, L. Wessel, K. Zentgraf, S. Prediger, in: S. Prediger (Ed.), Sprachbildender Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes Praxisbuch, Cornelsen Skriptor, Berlin, 2020, pp. 115–130.","ieee":"F. Sprütten, L. Wessel, K. Zentgraf, and S. Prediger, “Fach- und sprachintegrierte Ansätze für Neuzugewanderte,” in Sprachbildender Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes Praxisbuch, S. Prediger, Ed. Berlin: Cornelsen Skriptor, 2020, pp. 115–130."},"page":"115-130","_id":"48405","date_updated":"2023-10-31T09:37:03Z"},{"title":"Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses","publication_status":"published","publication_identifier":{"issn":["1033-2170","2211-050X"]},"department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"doi":"10.1007/s13394-019-00284-z","date_updated":"2023-07-26T10:05:34Z","language":[{"iso":"eng"}],"user_id":"37888","abstract":[{"lang":"eng","text":"AbstractAlthough the teaching of vocabulary in mathematics lessons is requested in content- and language-integrated lesson designs, the clarification of the specific lexical language demands is still an open question for many mathematical topics. In a content- and language-integrated lesson design towards understanding the concept of equivalent fractions, the vocabulary (words and phrases) used by 17 students has been analyzed with qualitative means of data analysis. The qualitative in-depth analyses underline the importance of meaning-related vocabulary for making structural relations between the fractions in view explicit. Quantitative analyses of inventoried vocabulary for the four categories “self-initiated by students,” “triggered by teaching material,” “triggered by teacher,” or “triggered by peers” show the relations of collective and autonomous vocabularies from which the students retrieve their lexical means in oral and written language production."}],"volume":32,"status":"public","date_created":"2023-07-26T10:03:33Z","author":[{"first_name":"Lena","full_name":"Wessel, Lena","last_name":"Wessel","id":"85190"}],"publisher":"Springer Science and Business Media LLC","publication":"Mathematics Education Research Journal","keyword":["Education","General Mathematics"],"issue":"4","_id":"46156","intvolume":" 32","year":"2019","citation":{"short":"L. Wessel, Mathematics Education Research Journal 32 (2019) 653–681.","ieee":"L. Wessel, “Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses,” Mathematics Education Research Journal, vol. 32, no. 4, pp. 653–681, 2019, doi: 10.1007/s13394-019-00284-z.","apa":"Wessel, L. (2019). Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses. Mathematics Education Research Journal, 32(4), 653–681. https://doi.org/10.1007/s13394-019-00284-z","ama":"Wessel L. Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses. Mathematics Education Research Journal. 2019;32(4):653-681. doi:10.1007/s13394-019-00284-z","chicago":"Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of Lexical Trace Analyses.” Mathematics Education Research Journal 32, no. 4 (2019): 653–81. https://doi.org/10.1007/s13394-019-00284-z.","mla":"Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of Lexical Trace Analyses.” Mathematics Education Research Journal, vol. 32, no. 4, Springer Science and Business Media LLC, 2019, pp. 653–81, doi:10.1007/s13394-019-00284-z.","bibtex":"@article{Wessel_2019, title={Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses}, volume={32}, DOI={10.1007/s13394-019-00284-z}, number={4}, journal={Mathematics Education Research Journal}, publisher={Springer Science and Business Media LLC}, author={Wessel, Lena}, year={2019}, pages={653–681} }"},"type":"journal_article","page":"653-681"},{"editor":[{"first_name":"J.","full_name":"Kreutz, J.","last_name":"Kreutz"},{"first_name":"Timo","full_name":"Leuders, Timo","last_name":"Leuders"},{"last_name":"Hellmann","full_name":"Hellmann, T.","first_name":"T."}],"date_created":"2023-10-19T09:24:24Z","status":"public","publication":"Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"author":[{"last_name":"Leuders","full_name":"Leuders, Timo","first_name":"Timo"},{"full_name":"Wessel, Lena","first_name":"Lena","id":"85190","last_name":"Wessel"}],"publisher":"Springer","title":"3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell","user_id":"37888","place":"Wiesbaden","page":"117-134","citation":{"ama":"Leuders T, Wessel L. 3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell. In: Kreutz J, Leuders T, Hellmann T, eds. Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell. Springer; 2019:117-134.","apa":"Leuders, T., & Wessel, L. (2019). 3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell. In J. Kreutz, T. Leuders, & T. Hellmann (Eds.), Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell (pp. 117–134). Springer.","chicago":"Leuders, Timo, and Lena Wessel. “3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell.” In Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell, edited by J. Kreutz, Timo Leuders, and T. Hellmann, 117–34. Wiesbaden: Springer, 2019.","bibtex":"@inbook{Leuders_Wessel_2019, place={Wiesbaden}, title={3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell}, booktitle={Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell}, publisher={Springer}, author={Leuders, Timo and Wessel, Lena}, editor={Kreutz, J. and Leuders, Timo and Hellmann, T.}, year={2019}, pages={117–134} }","mla":"Leuders, Timo, and Lena Wessel. “3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell.” Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell, edited by J. Kreutz et al., Springer, 2019, pp. 117–34.","short":"T. Leuders, L. Wessel, in: J. Kreutz, T. Leuders, T. Hellmann (Eds.), Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell, Springer, Wiesbaden, 2019, pp. 117–134.","ieee":"T. Leuders and L. Wessel, “3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell,” in Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell, J. Kreutz, T. Leuders, and T. Hellmann, Eds. Wiesbaden: Springer, 2019, pp. 117–134."},"type":"book_chapter","year":"2019","language":[{"iso":"ger"}],"date_updated":"2023-10-19T09:33:49Z","_id":"48320"},{"place":"Münster","title":"Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"publication_identifier":{"isbn":["9783959870986"]},"publication_status":"published","editor":[{"last_name":"Klinger","full_name":"Klinger, Marcel","first_name":"Marcel"},{"first_name":"Alexander","full_name":"Schüler-Meyer, Alexander","last_name":"Schüler-Meyer"},{"id":"85190","last_name":"Wessel","full_name":"Wessel, Lena","first_name":"Lena"}],"date_updated":"2023-10-23T07:53:22Z","doi":"10.37626/ga9783959870986.0","series_title":"Reihe Schriften zur Hochschuldidaktik Mathematik","language":[{"iso":"ger"}],"abstract":[{"lang":"eng","text":"„Vielfalt, die verbindet“ ist ein Leitmotiv, welches das Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018 in Essen gut beschreibt. Zu diesem kamen Akteure von Fachhochschulen und Universitäten mit fachmathematischer wie fachdidaktischer Perspektive vom 9. bis 10. November zusammen, um die Problematik des Übergangs von Schule zu Hochschule im Kontext mathematischer Studiengänge zu diskutieren. Der vorliegende Band bündelt die vielfältigen Projekte und Forschungsaktivitäten rund um den Übergang Schule–Hochschule und zeigt Innovationen innerhalb der mathematischen Hochschullehre gleichermaßen praxisorientiert wie theoretisch fundiert auf. Neben drei Hauptbeiträgen von Bärbel Barzel, Frode Rønning sowie Nimet Sarikaya und Peter Furlan umfasst der Band weitere 13 Sektionsbeiträge, welche u. a. die nebenstehenden Schwerpunkte fokussieren. • Heranführen von Studierenden an hochschulmathematische Denk- und Arbeitsweisen • Anpassung von Strukturen und Aufgaben für einen konstruktiven Übergang von Schule zu Hochschule • Bewährte Unterstützungsmaßnahmen für ein erfolgreiches Selbstlernen, z. B. in Form von Peer Instruction. • Etablierte Flipped-Classroom- und Blended-Learning-Formate • Messung vielfältiger Fähigkeitsprofile von Studierenden beim Eintritt in die Hochschule • Chancen der Digitalisierung nutzen: Lehren und Lernen mit digitalen Medien, z. B. mithilfe von Lernvideo oder durch dynamische Visualisierungen • Umgang mit zunehmender Heterogenität und unterschiedlichem Vorwissen auf Seite der Studierenden • Konzepte problembasierten Lernens in die Hochschullehre integrieren • Steigerung der Motivation von Studierenden • Umgang mit der doppelten Diskontinuität mathematischer Lehramtsstudiengänge"}],"user_id":"37888","publisher":"WTM-Verlag","volume":6,"alternative_title":["Beiträge zum gleichnamigen Symposium am 9. und 10. November 2018 an der Universität Duisburg-Essen"],"date_created":"2023-10-23T07:50:59Z","status":"public","_id":"48376","intvolume":" 6","type":"book_editor","year":"2019","citation":{"short":"M. Klinger, A. Schüler-Meyer, L. Wessel, eds., Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018, WTM-Verlag, Münster, 2019.","ieee":"M. Klinger, A. Schüler-Meyer, and L. Wessel, Eds., Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018, vol. 6. Münster: WTM-Verlag, 2019.","apa":"Klinger, M., Schüler-Meyer, A., & Wessel, L. (Eds.). (2019). Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018 (Vol. 6). WTM-Verlag. https://doi.org/10.37626/ga9783959870986.0","ama":"Klinger M, Schüler-Meyer A, Wessel L, eds. Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018. Vol 6. WTM-Verlag; 2019. doi:10.37626/ga9783959870986.0","chicago":"Klinger, Marcel, Alexander Schüler-Meyer, and Lena Wessel, eds. Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018. Vol. 6. Reihe Schriften zur Hochschuldidaktik Mathematik. Münster: WTM-Verlag, 2019. https://doi.org/10.37626/ga9783959870986.0.","mla":"Klinger, Marcel, et al., editors. Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018. WTM-Verlag, 2019, doi:10.37626/ga9783959870986.0.","bibtex":"@book{Klinger_Schüler-Meyer_Wessel_2019, place={Münster}, series={Reihe Schriften zur Hochschuldidaktik Mathematik}, title={Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018}, volume={6}, DOI={10.37626/ga9783959870986.0}, publisher={WTM-Verlag}, year={2019}, collection={Reihe Schriften zur Hochschuldidaktik Mathematik} }"}},{"user_id":"37888","author":[{"first_name":"Richard","full_name":"Barwell, Richard","last_name":"Barwell"},{"id":"85190","last_name":"Wessel","full_name":"Wessel, Lena","first_name":"Lena"},{"first_name":"Aldo","full_name":"Parra, Aldo","last_name":"Parra"}],"publisher":"Informa UK Limited","publication":"Research in Mathematics Education","keyword":["General Mathematics","Education"],"volume":21,"status":"public","date_created":"2023-10-19T09:32:44Z","_id":"48324","intvolume":" 21","issue":"2","type":"journal_article","year":"2019","citation":{"ieee":"R. Barwell, L. Wessel, and A. Parra, “Language diversity and mathematics education: new developments,” Research in Mathematics Education, vol. 21, no. 2, pp. 113–118, 2019, doi: 10.1080/14794802.2019.1638824.","short":"R. Barwell, L. Wessel, A. Parra, Research in Mathematics Education 21 (2019) 113–118.","bibtex":"@article{Barwell_Wessel_Parra_2019, title={Language diversity and mathematics education: new developments}, volume={21}, DOI={10.1080/14794802.2019.1638824}, number={2}, journal={Research in Mathematics Education}, publisher={Informa UK Limited}, author={Barwell, Richard and Wessel, Lena and Parra, Aldo}, year={2019}, pages={113–118} }","mla":"Barwell, Richard, et al. “Language Diversity and Mathematics Education: New Developments.” Research in Mathematics Education, vol. 21, no. 2, Informa UK Limited, 2019, pp. 113–18, doi:10.1080/14794802.2019.1638824.","chicago":"Barwell, Richard, Lena Wessel, and Aldo Parra. “Language Diversity and Mathematics Education: New Developments.” Research in Mathematics Education 21, no. 2 (2019): 113–18. https://doi.org/10.1080/14794802.2019.1638824.","ama":"Barwell R, Wessel L, Parra A. Language diversity and mathematics education: new developments. 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Research in Mathematics Education, 21(2), 113–118. https://doi.org/10.1080/14794802.2019.1638824"},"page":"113-118","title":"Language diversity and mathematics education: new developments","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"publication_identifier":{"issn":["1479-4802","1754-0178"]},"publication_status":"published","date_updated":"2023-10-30T11:04:26Z","doi":"10.1080/14794802.2019.1638824","language":[{"iso":"eng"}]},{"department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"643"}],"editor":[{"first_name":"Uffe Thomas","full_name":"Jankvist, Uffe Thomas","last_name":"Jankvist"},{"last_name":"van den Heuvel-Panhuizen","first_name":"Marja","full_name":"van den Heuvel-Panhuizen, Marja"},{"full_name":"Veldhuis, Michiel","first_name":"Michiel","last_name":"Veldhuis"}],"place":"Utrecht, Netherlands","title":"How theories of language-responsive mathematics can inform teaching designs for vocational mathematics","series_title":"Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)","language":[{"iso":"eng"}],"date_updated":"2023-10-31T08:28:44Z","author":[{"id":"85190","last_name":"Wessel","full_name":"Wessel, Lena","first_name":"Lena"}],"publisher":"Freudenthal Group","keyword":["Vocational education","language","percentages","scaffolding","design research"],"publication":"Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)","status":"public","date_created":"2023-10-24T07:56:11Z","volume":"TWG07","user_id":"37888","main_file_link":[{"url":"https://hal.science/hal-02409325/"}],"citation":{"ieee":"L. Wessel, “How theories of language-responsive mathematics can inform teaching designs for vocational mathematics,” in Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), 2019, vol. TWG07, no. 12.","short":"L. Wessel, in: U.T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis (Eds.), Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Freudenthal Group, Utrecht, Netherlands, 2019.","mla":"Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform Teaching Designs for Vocational Mathematics.” Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), edited by Uffe Thomas Jankvist et al., vol. TWG07, no. 12, hal-02409325, Freudenthal Group, 2019.","bibtex":"@inproceedings{Wessel_2019, place={Utrecht, Netherlands}, series={Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)}, title={How theories of language-responsive mathematics can inform teaching designs for vocational mathematics}, volume={TWG07}, number={12hal-02409325}, booktitle={Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)}, publisher={Freudenthal Group}, author={Wessel, Lena}, editor={Jankvist, Uffe Thomas and van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel}, year={2019}, collection={Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)} }","apa":"Wessel, L. (2019). How theories of language-responsive mathematics can inform teaching designs for vocational mathematics. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) (hal-02409325; Vol. TWG07, Issue 12). Freudenthal Group.","ama":"Wessel L. How theories of language-responsive mathematics can inform teaching designs for vocational mathematics. In: Jankvist UT, van den Heuvel-Panhuizen M, Veldhuis M, eds. Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Vol TWG07. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Freudenthal Group; 2019.","chicago":"Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform Teaching Designs for Vocational Mathematics.” In Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), edited by Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, and Michiel Veldhuis, Vol. TWG07. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Utrecht, Netherlands: Freudenthal Group, 2019."},"year":"2019","type":"conference","_id":"48409","issue":"12","article_number":"hal-02409325"}]