---
_id: '63434'
author:
- first_name: Max
full_name: Hoffmann, Max
last_name: Hoffmann
citation:
ama: 'Hoffmann M. Using scriptwriting as a response format for interface tasks:
Exemplary analyses in the context of symmetry. In: Bosch M, Bolondi G, Carreira
S, Michael G, Camilla S, eds. Proceedings of the Fourteenth Congress of the
European Society for Research in Mathematics Education (CERME14). ; 2025.'
apa: 'Hoffmann, M. (2025). Using scriptwriting as a response format for interface
tasks: Exemplary analyses in the context of symmetry. In M. Bosch, G. Bolondi,
S. Carreira, G. Michael, & S. Camilla (Eds.), Proceedings of the Fourteenth
Congress of the European Society for Research in Mathematics Education (CERME14).'
bibtex: '@inproceedings{Hoffmann_2025, title={Using scriptwriting as a response
format for interface tasks: Exemplary analyses in the context of symmetry}, booktitle={Proceedings
of the Fourteenth Congress of the European Society for Research in Mathematics
Education (CERME14)}, author={Hoffmann, Max}, editor={Bosch, Marianna and Bolondi,
Giorgio and Carreira, Susana and Michael, Gaidoschik and Camilla, Spagnolo}, year={2025}
}'
chicago: 'Hoffmann, Max. “Using Scriptwriting as a Response Format for Interface
Tasks: Exemplary Analyses in the Context of Symmetry.” In Proceedings of the
Fourteenth Congress of the European Society for Research in Mathematics Education
(CERME14), edited by Marianna Bosch, Giorgio Bolondi, Susana Carreira, Gaidoschik
Michael, and Spagnolo Camilla, 2025.'
ieee: 'M. Hoffmann, “Using scriptwriting as a response format for interface tasks:
Exemplary analyses in the context of symmetry,” in Proceedings of the Fourteenth
Congress of the European Society for Research in Mathematics Education (CERME14),
2025.'
mla: 'Hoffmann, Max. “Using Scriptwriting as a Response Format for Interface Tasks:
Exemplary Analyses in the Context of Symmetry.” Proceedings of the Fourteenth
Congress of the European Society for Research in Mathematics Education (CERME14),
edited by Marianna Bosch et al., 2025.'
short: 'M. Hoffmann, in: M. Bosch, G. Bolondi, S. Carreira, G. Michael, S. Camilla
(Eds.), Proceedings of the Fourteenth Congress of the European Society for Research
in Mathematics Education (CERME14), 2025.'
date_created: 2026-01-04T21:26:04Z
date_updated: 2026-01-04T21:29:36Z
department:
- _id: '97'
- _id: '643'
editor:
- first_name: Marianna
full_name: Bosch, Marianna
last_name: Bosch
- first_name: Giorgio
full_name: Bolondi, Giorgio
last_name: Bolondi
- first_name: Susana
full_name: Carreira, Susana
last_name: Carreira
- first_name: Gaidoschik
full_name: Michael, Gaidoschik
last_name: Michael
- first_name: Spagnolo
full_name: Camilla, Spagnolo
last_name: Camilla
keyword:
- hoffmann
- reviewed
- proceedings
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://hal.science/CERME14/hal-05237875v1
oa: '1'
publication: Proceedings of the Fourteenth Congress of the European Society for Research
in Mathematics Education (CERME14)
quality_controlled: '1'
status: public
title: 'Using scriptwriting as a response format for interface tasks: Exemplary analyses
in the context of symmetry'
type: conference
user_id: '32202'
year: '2025'
...
---
_id: '63433'
article_type: original
author:
- first_name: Max
full_name: Hoffmann, Max
id: '32202'
last_name: Hoffmann
orcid: 0000-0002-6964-7123
citation:
ama: Hoffmann M. Digitale Perspektiven auf das Heron-Verfahren. mathematik lehren.
2025;(253):39-44. doi:https://doi.org/10.5555/ml-253-2025_07
apa: Hoffmann, M. (2025). Digitale Perspektiven auf das Heron-Verfahren. mathematik
lehren, 253, 39–44. https://doi.org/10.5555/ml-253-2025_07
bibtex: '@article{Hoffmann_2025, title={Digitale Perspektiven auf das Heron-Verfahren},
DOI={https://doi.org/10.5555/ml-253-2025_07},
number={253}, journal={mathematik lehren}, author={Hoffmann, Max}, year={2025},
pages={39–44} }'
chicago: 'Hoffmann, Max. “Digitale Perspektiven auf das Heron-Verfahren.” mathematik
lehren, no. 253 (2025): 39–44. https://doi.org/10.5555/ml-253-2025_07.'
ieee: 'M. Hoffmann, “Digitale Perspektiven auf das Heron-Verfahren,” mathematik
lehren, no. 253, pp. 39–44, 2025, doi: https://doi.org/10.5555/ml-253-2025_07.'
mla: Hoffmann, Max. “Digitale Perspektiven auf das Heron-Verfahren.” mathematik
lehren, no. 253, 2025, pp. 39–44, doi:https://doi.org/10.5555/ml-253-2025_07.
short: M. Hoffmann, mathematik lehren (2025) 39–44.
date_created: 2026-01-04T17:37:54Z
date_updated: 2026-01-04T17:38:00Z
department:
- _id: '97'
- _id: '643'
doi: https://doi.org/10.5555/ml-253-2025_07
issue: '253'
language:
- iso: ger
page: 39-44
popular_science: '1'
publication: mathematik lehren
publication_status: published
status: public
title: Digitale Perspektiven auf das Heron-Verfahren
type: journal_article
user_id: '32202'
year: '2025'
...
---
_id: '56131'
abstract:
- lang: eng
text: 'This article provides a comprehensive mathematical-didactic analysis of how
the highly relevant topic symmetry can be prepared for the university education
of PSTs. Methodologically, the analysis is embedded in a design research cycle
and serves as preparation for the actual design of learning activities. The procedure
of "specifying and structuring" learning objects is used and adapted in such a
way that, in addition to mathematical aspects, profession-oriented references
to school mathematics are also considered. An essential result of the analysis
is the formulation of so-called interface aspects to symmetry, which prove to
be helpful in establishing such references. '
article_type: original
author:
- first_name: Max
full_name: Hoffmann, Max
id: '32202'
last_name: Hoffmann
orcid: 0000-0002-6964-7123
citation:
ama: Hoffmann M. Symmetry as a Topic for the University Education of Pre-Service
Teachers. Recherches en Didactique des Mathématiques. 2025;45(2):85-120.
doi:10.46298/rdm.14256
apa: Hoffmann, M. (2025). Symmetry as a Topic for the University Education of Pre-Service
Teachers. Recherches En Didactique Des Mathématiques, 45(2), 85–120.
https://doi.org/10.46298/rdm.14256
bibtex: '@article{Hoffmann_2025, title={Symmetry as a Topic for the University Education
of Pre-Service Teachers}, volume={45}, DOI={10.46298/rdm.14256},
number={2}, journal={Recherches en Didactique des Mathématiques}, author={Hoffmann,
Max}, year={2025}, pages={85–120} }'
chicago: 'Hoffmann, Max. “Symmetry as a Topic for the University Education of Pre-Service
Teachers.” Recherches En Didactique Des Mathématiques 45, no. 2 (2025):
85–120. https://doi.org/10.46298/rdm.14256.'
ieee: 'M. Hoffmann, “Symmetry as a Topic for the University Education of Pre-Service
Teachers,” Recherches en Didactique des Mathématiques, vol. 45, no. 2,
pp. 85–120, 2025, doi: 10.46298/rdm.14256.'
mla: Hoffmann, Max. “Symmetry as a Topic for the University Education of Pre-Service
Teachers.” Recherches En Didactique Des Mathématiques, vol. 45, no. 2,
2025, pp. 85–120, doi:10.46298/rdm.14256.
short: M. Hoffmann, Recherches En Didactique Des Mathématiques 45 (2025) 85–120.
date_created: 2024-09-14T08:08:22Z
date_updated: 2026-03-30T13:52:29Z
department:
- _id: '97'
- _id: '643'
doi: 10.46298/rdm.14256
intvolume: ' 45'
issue: '2'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://rdm.episciences.org/17761/pdf
oa: '1'
page: 85-120
publication: Recherches en Didactique des Mathématiques
publication_status: published
quality_controlled: '1'
status: public
title: Symmetry as a Topic for the University Education of Pre-Service Teachers
type: journal_article
user_id: '32202'
volume: 45
year: '2025'
...
---
_id: '65246'
author:
- first_name: Max
full_name: Hoffmann, Max
last_name: Hoffmann
citation:
ama: 'Hoffmann M. Using scriptwriting as a response format for interface tasks:
Exemplary analyses in the context of symmetry. In: Bosch M, Bolondi G, Carreira
S, Gaidoschik M, Spagnolo C, eds. Proceedings of the Fourteenth Congress of
the European Society for Research in Mathematics Education (CERME14). Free
University of Bozen-Bolzano and ERME; 2025:2245-2252.'
apa: 'Hoffmann, M. (2025). Using scriptwriting as a response format for interface
tasks: Exemplary analyses in the context of symmetry. In M. Bosch, G. Bolondi,
S. Carreira, M. Gaidoschik, & C. Spagnolo (Eds.), Proceedings of the Fourteenth
Congress of the European Society for Research in Mathematics Education (CERME14)
(pp. 2245–2252). Free University of Bozen-Bolzano and ERME.'
bibtex: '@inproceedings{Hoffmann_2025, title={Using scriptwriting as a response
format for interface tasks: Exemplary analyses in the context of symmetry}, booktitle={Proceedings
of the Fourteenth Congress of the European Society for Research in Mathematics
Education (CERME14)}, publisher={Free University of Bozen-Bolzano and ERME}, author={Hoffmann,
Max}, editor={Bosch, Marianna and Bolondi, Giorgio and Carreira, Susana and Gaidoschik,
Michael and Spagnolo, Camilla}, year={2025}, pages={2245–2252} }'
chicago: 'Hoffmann, Max. “Using Scriptwriting as a Response Format for Interface
Tasks: Exemplary Analyses in the Context of Symmetry.” In Proceedings of the
Fourteenth Congress of the European Society for Research in Mathematics Education
(CERME14), edited by Marianna Bosch, Giorgio Bolondi, Susana Carreira, Michael
Gaidoschik, and Camilla Spagnolo, 2245–52. Free University of Bozen-Bolzano and
ERME, 2025.'
ieee: 'M. Hoffmann, “Using scriptwriting as a response format for interface tasks:
Exemplary analyses in the context of symmetry,” in Proceedings of the Fourteenth
Congress of the European Society for Research in Mathematics Education (CERME14),
2025, pp. 2245–2252.'
mla: 'Hoffmann, Max. “Using Scriptwriting as a Response Format for Interface Tasks:
Exemplary Analyses in the Context of Symmetry.” Proceedings of the Fourteenth
Congress of the European Society for Research in Mathematics Education (CERME14),
edited by Marianna Bosch et al., Free University of Bozen-Bolzano and ERME, 2025,
pp. 2245–52.'
short: 'M. Hoffmann, in: M. Bosch, G. Bolondi, S. Carreira, M. Gaidoschik, C. Spagnolo
(Eds.), Proceedings of the Fourteenth Congress of the European Society for Research
in Mathematics Education (CERME14), Free University of Bozen-Bolzano and ERME,
2025, pp. 2245–2252.'
date_created: 2026-03-30T14:57:31Z
date_updated: 2026-03-30T15:03:09Z
department:
- _id: '97'
- _id: '643'
editor:
- first_name: Marianna
full_name: Bosch, Marianna
last_name: Bosch
- first_name: Giorgio
full_name: Bolondi, Giorgio
last_name: Bolondi
- first_name: Susana
full_name: Carreira, Susana
last_name: Carreira
- first_name: Michael
full_name: Gaidoschik, Michael
last_name: Gaidoschik
- first_name: Camilla
full_name: Spagnolo, Camilla
last_name: Spagnolo
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://hal.science/CERME14/hal-05237875v1
oa: '1'
page: 2245-2252
publication: Proceedings of the Fourteenth Congress of the European Society for Research
in Mathematics Education (CERME14)
publication_status: published
publisher: Free University of Bozen-Bolzano and ERME
quality_controlled: '1'
status: public
title: 'Using scriptwriting as a response format for interface tasks: Exemplary analyses
in the context of symmetry'
type: conference
user_id: '32202'
year: '2025'
...
---
_id: '51841'
abstract:
- lang: ger
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.'
article_type: original
author:
- first_name: Bärbel
full_name: Barzel, Bärbel
last_name: Barzel
- first_name: Gilbert
full_name: Greefrath, Gilbert
last_name: Greefrath
- first_name: Mareike
full_name: Nagel, Mareike
last_name: Nagel
- first_name: Max
full_name: Hoffmann, Max
id: '32202'
last_name: Hoffmann
orcid: 0000-0002-6964-7123
citation:
ama: Barzel B, Greefrath G, Nagel M, Hoffmann M. Digitalisierung als Chance für
alle Prinzipien guten Unterrichts. mathematik lehren. 2024;242:42-47.
apa: Barzel, B., Greefrath, G., Nagel, M., & Hoffmann, M. (2024). Digitalisierung
als Chance für alle Prinzipien guten Unterrichts. mathematik lehren, 242,
42–47.
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.'
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.
mla: Barzel, Bärbel, et al. “Digitalisierung als Chance für alle Prinzipien guten
Unterrichts.” mathematik lehren, vol. 242, 2024, pp. 42–47.
short: B. Barzel, G. Greefrath, M. Nagel, M. Hoffmann, mathematik lehren 242 (2024)
42–47.
date_created: 2024-02-25T20:58:51Z
date_updated: 2024-04-18T08:57:42Z
ddc:
- '510'
- '370'
department:
- _id: '643'
file:
- access_level: closed
content_type: application/pdf
creator: maxh
date_created: 2024-02-25T20:55:29Z
date_updated: 2024-02-25T20:55:29Z
file_id: '51842'
file_name: Barzel_etal_2024_DigitalisierungalsChancefrallePrinzipiengut.pdf
file_size: 1410541
relation: main_file
success: 1
file_date_updated: 2024-02-25T20:55:29Z
has_accepted_license: '1'
intvolume: ' 242'
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.friedrich-verlag.de/shop/mwdownloads/download/link/id/114555/
oa: '1'
page: 42 - 47
publication: mathematik lehren
publication_status: published
status: public
title: Digitalisierung als Chance für alle Prinzipien guten Unterrichts
type: journal_article
user_id: '37888'
volume: 242
year: '2024'
...
---
_id: '50554'
author:
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
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}
}'
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.'
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.'
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.'
date_created: 2024-01-17T10:58:04Z
date_updated: 2024-04-18T08:58:14Z
department:
- _id: '643'
editor:
- first_name: Christian
full_name: Efing, Christian
last_name: Efing
- first_name: Zeynep
full_name: Kalkavan-Aydin, Zeynep
last_name: Kalkavan-Aydin
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.degruyter.com/document/doi/10.1515/9783110745504/pdf?licenseType=restricted#page=381
oa: '1'
page: 363-372
place: Berlin
publication: Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis
publication_identifier:
isbn:
- 978-3-11-074544-3
publication_status: published
publisher: DE GRUYTER
series_title: DaZ-Handbücher
status: public
title: 31 Sprachbildung im berufsbezogenen Mathematikunterricht.
type: book_chapter
user_id: '37888'
volume: Band 3
year: '2024'
...
---
_id: '55193'
author:
- first_name: Max
full_name: Hoffmann, Max
id: '32202'
last_name: Hoffmann
orcid: 0000-0002-6964-7123
- first_name: Joachim
full_name: Hilgert, Joachim
id: '220'
last_name: Hilgert
- first_name: Tobias
full_name: Weich, Tobias
id: '49178'
last_name: Weich
orcid: 0000-0002-9648-6919
citation:
ama: Hoffmann M, Hilgert J, Weich T. Ebene euklidische Geometrie. Algebraisierung,
Axiomatisierung und Schnittstellen zur Schulmathematik. Springer Berlin Heidelberg;
2024. doi:10.1007/978-3-662-67357-7
apa: Hoffmann, M., Hilgert, J., & Weich, T. (2024). Ebene euklidische Geometrie.
Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik. Springer
Berlin Heidelberg. https://doi.org/10.1007/978-3-662-67357-7
bibtex: '@book{Hoffmann_Hilgert_Weich_2024, place={Berlin, Heidelberg}, title={Ebene
euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur
Schulmathematik}, DOI={10.1007/978-3-662-67357-7},
publisher={Springer Berlin Heidelberg}, author={Hoffmann, Max and Hilgert, Joachim
and Weich, Tobias}, year={2024} }'
chicago: 'Hoffmann, Max, Joachim Hilgert, and Tobias Weich. Ebene euklidische
Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik.
Berlin, Heidelberg: Springer Berlin Heidelberg, 2024. https://doi.org/10.1007/978-3-662-67357-7.'
ieee: 'M. Hoffmann, J. Hilgert, and T. Weich, Ebene euklidische Geometrie. Algebraisierung,
Axiomatisierung und Schnittstellen zur Schulmathematik. Berlin, Heidelberg:
Springer Berlin Heidelberg, 2024.'
mla: Hoffmann, Max, et al. Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung
und Schnittstellen zur Schulmathematik. Springer Berlin Heidelberg, 2024,
doi:10.1007/978-3-662-67357-7.
short: M. Hoffmann, J. Hilgert, T. Weich, Ebene euklidische Geometrie. Algebraisierung,
Axiomatisierung und Schnittstellen zur Schulmathematik, Springer Berlin Heidelberg,
Berlin, Heidelberg, 2024.
date_created: 2024-07-12T08:36:42Z
date_updated: 2024-08-08T08:05:30Z
department:
- _id: '97'
- _id: '643'
- _id: '548'
doi: 10.1007/978-3-662-67357-7
language:
- iso: ger
place: Berlin, Heidelberg
publication_identifier:
isbn:
- '9783662673560'
- '9783662673577'
publication_status: published
publisher: Springer Berlin Heidelberg
status: public
title: Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen
zur Schulmathematik
type: book
user_id: '220'
year: '2024'
...
---
_id: '56016'
abstract:
- lang: eng
text: AbstractSpecial tasks for pre-service teachers
(PSTs) in university mathematics courses (“interface tasks”) are a common innovation
in recent years to overcome the second discontinuity. By this, we mean tasks that
are situated by typical everyday challenges of mathematics teaching and in which
PSTs must use their mathematical knowledge and skills in a professionally relevant
way. In this paper, we analyze answers that PSTs have created to an interface
task on symmetry. The PSTs were asked to clarify a student’s question from a mathematical
perspective and then give a suitable elementarized answer. We situate these two
steps theoretically and reconstruct the mathematical reasoning in PSTs' answers.
Through qualitative content analysis, we examined how PSTs justify figures' symmetries
from a university mathematics perspective and when responding to the fictitious
student. The scenario of a student questioning the existence of 100° rotationally
symmetrical figures elicited rich and varied responses, proving suitable for an
interface task. We compared PSTs' reasoning related to mathematical clarification
with the reasoning related to elementarization. In many cases, this revealed a
productive use of course content. An interesting result is that there is no uniform
picture as to whether the arguments are more detailed in the mathematical clarification
or in the elementarization.
article_type: original
author:
- first_name: Max
full_name: Hoffmann, Max
id: '32202'
last_name: Hoffmann
orcid: 0000-0002-6964-7123
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: Hoffmann M, Biehler R. Using academic mathematical knowledge when working on
interface tasks–analyses of pre-service teachers’ arguments about rotationally
symmetric figures. ZDM – Mathematics Education. Published online 2024.
doi:10.1007/s11858-024-01633-4
apa: Hoffmann, M., & Biehler, R. (2024). Using academic mathematical knowledge
when working on interface tasks–analyses of pre-service teachers’ arguments about
rotationally symmetric figures. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-024-01633-4
bibtex: '@article{Hoffmann_Biehler_2024, title={Using academic mathematical knowledge
when working on interface tasks–analyses of pre-service teachers’ arguments about
rotationally symmetric figures}, DOI={10.1007/s11858-024-01633-4},
journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
Media LLC}, author={Hoffmann, Max and Biehler, Rolf}, year={2024} }'
chicago: Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge
When Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about
Rotationally Symmetric Figures.” ZDM – Mathematics Education, 2024. https://doi.org/10.1007/s11858-024-01633-4.
ieee: 'M. Hoffmann and R. Biehler, “Using academic mathematical knowledge when working
on interface tasks–analyses of pre-service teachers’ arguments about rotationally
symmetric figures,” ZDM – Mathematics Education, 2024, doi: 10.1007/s11858-024-01633-4.'
mla: Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge When
Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about Rotationally
Symmetric Figures.” ZDM – Mathematics Education, Springer Science and Business
Media LLC, 2024, doi:10.1007/s11858-024-01633-4.
short: M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2024).
date_created: 2024-09-04T09:32:26Z
date_updated: 2024-09-04T09:33:45Z
department:
- _id: '97'
- _id: '643'
doi: 10.1007/s11858-024-01633-4
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/content/pdf/10.1007/s11858-024-01633-4.pdf
oa: '1'
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: Using academic mathematical knowledge when working on interface tasks–analyses
of pre-service teachers’ arguments about rotationally symmetric figures
type: journal_article
user_id: '32202'
year: '2024'
...
---
_id: '57895'
abstract:
- lang: eng
text: "In our paper, we present a study in which we investigate which strategies
pre-service teachers (PSTs) use to find and, if necessary, reject possible candidates
for congruence theorems for quadrilaterals. This study was conducted before the
PTSs attended a university geometry course. In this way, statements about learning
prerequisites can be made. For the study, we analyzed group discussions of PSTs
to identify typical approaches and evaluate them from a mathematical perspective.
The results can be considered for the further development of courses for PSTs
and generate hypotheses\r\nfor further research."
author:
- first_name: Max
full_name: Hoffmann, Max
id: '32202'
last_name: Hoffmann
orcid: 0000-0002-6964-7123
- first_name: Sarah
full_name: Schlüter, Sarah
last_name: Schlüter
citation:
ama: 'Hoffmann M, Schlüter S. How Do Advanced Pre-Service Teachers Develop Congruence
Theorems for Quadrilaterals? In: González-Martín AS, Gueudet G, Florensa I, Lombard
N, eds. Proceedings of the Fifth Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024).
Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and
INDRUM; 2024.'
apa: Hoffmann, M., & Schlüter, S. (2024). How Do Advanced Pre-Service Teachers
Develop Congruence Theorems for Quadrilaterals? In A. S. González-Martín, G. Gueudet,
I. Florensa, & N. Lombard (Eds.), Proceedings of the Fifth Conference of
the International Network for Didactic Research in University Mathematics (INDRUM
2024, 10-14 June 2024). Escola Univerist`aria Salesiana de Sarri`a – Univ.
Aut`onoma de Barcelona and INDRUM.
bibtex: '@inproceedings{Hoffmann_Schlüter_2024, place={Barcelona}, title={How Do
Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?},
booktitle={Proceedings of the Fifth Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)}, publisher={Escola
Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM},
author={Hoffmann, Max and Schlüter, Sarah}, editor={González-Martín, Alejandro
S. and Gueudet, Ghislaine and Florensa, Ignasi and Lombard, Nathan}, year={2024}
}'
chicago: 'Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers
Develop Congruence Theorems for Quadrilaterals?” In Proceedings of the Fifth
Conference of the International Network for Didactic Research in University Mathematics
(INDRUM 2024, 10-14 June 2024), edited by Alejandro S. González-Martín, Ghislaine
Gueudet, Ignasi Florensa, and Nathan Lombard. Barcelona: Escola Univerist`aria
Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, 2024.'
ieee: M. Hoffmann and S. Schlüter, “How Do Advanced Pre-Service Teachers Develop
Congruence Theorems for Quadrilaterals?,” in Proceedings of the Fifth Conference
of the International Network for Didactic Research in University Mathematics (INDRUM
2024, 10-14 June 2024), 2024.
mla: Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers Develop
Congruence Theorems for Quadrilaterals?” Proceedings of the Fifth Conference
of the International Network for Didactic Research in University Mathematics (INDRUM
2024, 10-14 June 2024), edited by Alejandro S. González-Martín et al., Escola
Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM,
2024.
short: 'M. Hoffmann, S. Schlüter, in: A.S. González-Martín, G. Gueudet, I. Florensa,
N. Lombard (Eds.), Proceedings of the Fifth Conference of the International Network
for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024),
Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and
INDRUM, Barcelona, 2024.'
date_created: 2025-01-02T10:45:53Z
date_updated: 2025-01-02T10:45:59Z
ddc:
- '370'
- '510'
department:
- _id: '97'
- _id: '643'
editor:
- first_name: Alejandro S.
full_name: González-Martín, Alejandro S.
last_name: González-Martín
- first_name: Ghislaine
full_name: Gueudet, Ghislaine
last_name: Gueudet
- first_name: Ignasi
full_name: Florensa, Ignasi
last_name: Florensa
- first_name: Nathan
full_name: Lombard, Nathan
last_name: Lombard
file:
- access_level: closed
content_type: application/pdf
creator: maxh
date_created: 2025-01-02T10:42:21Z
date_updated: 2025-01-02T10:42:21Z
file_id: '57896'
file_name: 2024_Hoffmann_Schlueter_CongruenceQuadrilaterals.pdf
file_size: 315111
relation: main_file
success: 1
file_date_updated: 2025-01-02T10:42:21Z
has_accepted_license: '1'
keyword:
- Teachers’ and students’ practices at university level
- Transition to
- across and from university mathematics
- Teaching and learning of specific topics in university mathematics
- Congruence
- Quadrilaterals
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://indrum2024.sciencesconf.org/data/pages/Proceedings_INDRUM2024.pdf
oa: '1'
place: Barcelona
publication: Proceedings of the Fifth Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)
publication_status: published
publisher: Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona
and INDRUM
quality_controlled: '1'
status: public
title: How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?
type: conference
user_id: '32202'
year: '2024'
...
---
_id: '55666'
author:
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
- first_name: Anna
full_name: Dellori, Anna
id: '57818'
last_name: Dellori
citation:
ama: 'Wessel L, Dellori A. Algebraische Konzepte vertiefen und ihre Zusammenhänge
im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien zur Anregung
des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium. Mathematica
Didactica. 2024;47(1). doi:10.18716/ojs/md/2024.1658'
apa: 'Wessel, L., & Dellori, A. (2024). Algebraische Konzepte vertiefen und
ihre Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien
zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium.
Mathematica Didactica, 47(1). https://doi.org/10.18716/ojs/md/2024.1658'
bibtex: '@article{Wessel_Dellori_2024, title={Algebraische Konzepte vertiefen und
ihre Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien
zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium},
volume={47}, DOI={10.18716/ojs/md/2024.1658},
number={1}, journal={Mathematica Didactica}, author={Wessel, Lena and Dellori,
Anna}, year={2024} }'
chicago: 'Wessel, Lena, and Anna Dellori. “Algebraische Konzepte vertiefen und ihre
Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien
zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium.”
Mathematica Didactica 47, no. 1 (2024). https://doi.org/10.18716/ojs/md/2024.1658.'
ieee: 'L. Wessel and A. Dellori, “Algebraische Konzepte vertiefen und ihre Zusammenhänge
im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien zur Anregung
des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium,” Mathematica
Didactica, vol. 47, no. 1, 2024, doi: 10.18716/ojs/md/2024.1658.'
mla: 'Wessel, Lena, and Anna Dellori. “Algebraische Konzepte vertiefen und ihre
Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien
zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium.”
Mathematica Didactica, vol. 47, no. 1, 2024, doi:10.18716/ojs/md/2024.1658.'
short: L. Wessel, A. Dellori, Mathematica Didactica 47 (2024).
date_created: 2024-08-21T09:57:12Z
date_updated: 2025-01-06T11:57:25Z
department:
- _id: '643'
doi: 10.18716/ojs/md/2024.1658
intvolume: ' 47'
issue: '1'
language:
- iso: ger
main_file_link:
- url: https://journals.ub.uni-koeln.de/index.php/mathematica_didactica/article/view/1658
publication: Mathematica Didactica
publication_status: published
status: public
title: 'Algebraische Konzepte vertiefen und ihre Zusammenhänge im Schul- und Hoch-schulcurriculum
verstehen lernen : Design-Prinzipien zur Anregung des Vereinheitlichens mathematischen
Wissens im Mathematiklehramtsstudium'
type: journal_article
user_id: '37888'
volume: 47
year: '2024'
...
---
_id: '45786'
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.
article_type: original
author:
- first_name: Max
full_name: Hoffmann, Max
id: '32202'
last_name: Hoffmann
orcid: 0000-0002-6964-7123
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
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} }'
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.
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.'
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.
short: M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2023).
date_created: 2023-06-27T11:45:25Z
date_updated: 2024-04-18T09:01:29Z
ddc:
- '510'
- '370'
department:
- _id: '643'
doi: 10.1007/s11858-023-01505-3
file:
- access_level: closed
content_type: application/pdf
creator: maxh
date_created: 2023-07-13T09:40:02Z
date_updated: 2023-07-13T09:40:02Z
file_id: '46041'
file_name: s11858-023-01505-3.pdf
file_size: 1460246
relation: main_file
success: 1
file_date_updated: 2023-07-13T09:40:02Z
has_accepted_license: '1'
keyword:
- General Mathematics
- Education
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/article/10.1007/s11858-023-01505-3
oa: '1'
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
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
type: journal_article
user_id: '37888'
year: '2023'
...
---
_id: '48319'
author:
- first_name: Dominik
full_name: Leiss, Dominik
last_name: Leiss
- first_name: Kerstin
full_name: Gerlach, Kerstin
last_name: Gerlach
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
- first_name: Barbara
full_name: Schmidt-Thieme, Barbara
last_name: Schmidt-Thieme
citation:
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'
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
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} }'
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.'
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.'
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.
short: 'D. Leiss, K. Gerlach, L. Wessel, B. Schmidt-Thieme, in: Handbuch der Mathematikdidaktik,
Springer Berlin Heidelberg, Berlin, Heidelberg, 2023, pp. 561–595.'
date_created: 2023-10-19T09:12:45Z
date_updated: 2024-04-18T09:04:54Z
department:
- _id: '643'
doi: 10.1007/978-3-662-66604-3_18
language:
- iso: ger
page: 561-595
place: Berlin, Heidelberg
publication: Handbuch der Mathematikdidaktik
publication_identifier:
isbn:
- '9783662666036'
- '9783662666043'
publication_status: published
publisher: Springer Berlin Heidelberg
status: public
title: Sprache und Mathematiklernen
type: book_chapter
user_id: '37888'
year: '2023'
...
---
_id: '48389'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
- first_name: Birgit
full_name: Griese, Birgit
last_name: Griese
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
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.
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} }'
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.
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.
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.
short: 'J. Dröse, B. Griese, L. Wessel, in: Twelfth Congress of the European Society
for Research in Mathematics Education (CERME12), 2022.'
conference:
location: Bozen-Bolzano,Italy
name: TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12)
start_date: Feb2022
date_created: 2023-10-23T10:56:02Z
date_updated: 2024-04-18T08:59:49Z
department:
- _id: '643'
language:
- iso: eng
main_file_link:
- url: https://hal.science/hal-03744585/
publication: Twelfth Congress of the European Society for Research in Mathematics
Education (CERME12)
quality_controlled: '1'
status: public
title: Prospective teachers’ diagnostic judgments on students’ understanding of conditional
probabilities
type: conference
user_id: '37888'
year: '2022'
...
---
_id: '48325'
author:
- first_name: Anna
full_name: Dellori, Anna
id: '57818'
last_name: Dellori
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
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
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} }'
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.
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.'
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.
short: A. Dellori, L. Wessel, Beiträge zum Mathematikunterricht 2022 (2022) 665–668.
date_created: 2023-10-19T09:37:24Z
date_updated: 2024-04-18T09:14:52Z
department:
- _id: '643'
doi: 10.17877/DE290R-23598
language:
- iso: ger
main_file_link:
- url: http://dx.doi.org/10.17877/DE290R-23598
page: 665-668
publication: Beiträge zum Mathematikunterricht 2022
publisher: LibreCat University
status: public
title: Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung
in der Algebra
type: journal_article
user_id: '37888'
year: '2022'
...
---
_id: '48385'
author:
- first_name: Anna
full_name: Dellori, Anna
id: '57818'
last_name: Dellori
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
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.'
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).
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} }'
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.
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.
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.
short: 'A. Dellori, L. Wessel, in: M. Trigueros, B. Barquero, R. Hochmuth, J. Peters
(Eds.), Proceedings of INDRUM2022, 2022, pp. 572–573.'
date_created: 2023-10-23T09:40:30Z
date_updated: 2024-04-18T09:16:53Z
department:
- _id: '643'
editor:
- first_name: M.
full_name: Trigueros, M.
last_name: Trigueros
- first_name: B.
full_name: Barquero, B.
last_name: Barquero
- first_name: R.
full_name: Hochmuth, R.
last_name: Hochmuth
- first_name: J.
full_name: Peters, J.
last_name: Peters
language:
- iso: eng
page: 572-573
publication: Proceedings of INDRUM2022
status: public
title: Design principles for intertwining local and nonlocal mathematics - The case
of relating registers and representations in abstract algebra
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '48407'
author:
- first_name: Anna
full_name: Dellori, Anna
id: '57818'
last_name: Dellori
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
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.'
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} }'
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.'
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.'
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.'
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.'
date_created: 2023-10-24T07:28:19Z
date_updated: 2024-04-18T09:18:08Z
department:
- _id: '643'
editor:
- first_name: S.S.
full_name: Karunakaran, S.S.
last_name: Karunakaran
- first_name: A.
full_name: Higgins, A.
last_name: Higgins
language:
- iso: eng
page: '1177'
place: Boston
publication: Proceedings of the 24th Annual Conference on Research in Undergraduate
Mathematics Education
publisher: MA
status: public
title: 'Pre-service Teachers'' Professional Development: Relating Abstract Algebra
and School Algebra'
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '48408'
author:
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
citation:
ama: 'Wessel L, Dröse J. Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv
gestalten. mathematik lehren. 2022;233:33-36.'
apa: 'Wessel, L., & Dröse, J. (2022). Schreiben will gelernt sein: Schreiblerngelegenheiten
adaptiv gestalten. mathematik lehren, 233, 33–36.'
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} }'
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.'
mla: 'Wessel, Lena, and Jennifer Dröse. “Schreiben will gelernt sein: Schreiblerngelegenheiten
adaptiv gestalten.” mathematik lehren, vol. 233, 2022, pp. 33–36.'
short: L. Wessel, J. Dröse, mathematik lehren 233 (2022) 33–36.
date_created: 2023-10-24T07:33:17Z
date_updated: 2024-04-18T09:18:16Z
department:
- _id: '643'
intvolume: ' 233'
language:
- iso: ger
page: 33-36
publication: mathematik lehren
status: public
title: 'Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten'
type: journal_article
user_id: '37888'
volume: 233
year: '2022'
...
---
_id: '46160'
author:
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
- first_name: Timo
full_name: Leuders, Timo
last_name: Leuders
citation:
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'
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} }'
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.'
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.'
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.'
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.'
date_created: 2023-07-26T10:34:02Z
date_updated: 2024-04-18T10:14:09Z
department:
- _id: '643'
doi: 10.1007/978-3-031-14175-1_17
editor:
- first_name: Rolf
full_name: Biehler, Rolf
last_name: Biehler
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
- first_name: G.
full_name: Gueudet, G.
last_name: Gueudet
- first_name: C.
full_name: Rasmussen, C.
last_name: Rasmussen
- first_name: C.
full_name: Winslow, C.
last_name: Winslow
language:
- iso: eng
page: 349-368
place: Cham
publication: Practice-Oriented Research in Tertiary Mathematics Education
publication_identifier:
isbn:
- '9783031141744'
- '9783031141751'
issn:
- 1869-4918
- 1869-4926
publication_status: published
publisher: Springer International Publishing
status: public
title: 'Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting
Disciplinary Practice to the Learning of Group Theory'
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '56202'
author:
- first_name: Johann
full_name: Sjuts, Johann
last_name: Sjuts
citation:
ama: 'Sjuts J. Lehrerbildung als staatliche und gesellschaftliche Aufgabe angesichts
gegenwärtiger und zukünftiger Herausforderungen. In: Konzepte und Studien zur
Hochschuldidaktik und Lehrerbildung Mathematik. Springer Fachmedien Wiesbaden;
2022. doi:10.1007/978-3-658-34067-4_2'
apa: Sjuts, J. (2022). Lehrerbildung als staatliche und gesellschaftliche Aufgabe
angesichts gegenwärtiger und zukünftiger Herausforderungen. In Konzepte und
Studien zur Hochschuldidaktik und Lehrerbildung Mathematik. Springer Fachmedien
Wiesbaden. https://doi.org/10.1007/978-3-658-34067-4_2
bibtex: '@inbook{Sjuts_2022, place={Wiesbaden}, title={Lehrerbildung als staatliche
und gesellschaftliche Aufgabe angesichts gegenwärtiger und zukünftiger Herausforderungen},
DOI={10.1007/978-3-658-34067-4_2},
booktitle={Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik},
publisher={Springer Fachmedien Wiesbaden}, author={Sjuts, Johann}, year={2022}
}'
chicago: 'Sjuts, Johann. “Lehrerbildung als staatliche und gesellschaftliche Aufgabe
angesichts gegenwärtiger und zukünftiger Herausforderungen.” In Konzepte und
Studien zur Hochschuldidaktik und Lehrerbildung Mathematik. Wiesbaden: Springer
Fachmedien Wiesbaden, 2022. https://doi.org/10.1007/978-3-658-34067-4_2.'
ieee: 'J. Sjuts, “Lehrerbildung als staatliche und gesellschaftliche Aufgabe angesichts
gegenwärtiger und zukünftiger Herausforderungen,” in Konzepte und Studien zur
Hochschuldidaktik und Lehrerbildung Mathematik, Wiesbaden: Springer Fachmedien
Wiesbaden, 2022.'
mla: Sjuts, Johann. “Lehrerbildung als staatliche und gesellschaftliche Aufgabe
angesichts gegenwärtiger und zukünftiger Herausforderungen.” Konzepte und Studien
zur Hochschuldidaktik und Lehrerbildung Mathematik, Springer Fachmedien Wiesbaden,
2022, doi:10.1007/978-3-658-34067-4_2.
short: 'J. Sjuts, in: Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung
Mathematik, Springer Fachmedien Wiesbaden, Wiesbaden, 2022.'
date_created: 2024-09-23T08:53:28Z
date_updated: 2024-11-26T11:48:53Z
department:
- _id: '643'
doi: 10.1007/978-3-658-34067-4_2
language:
- iso: ger
place: Wiesbaden
publication: Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik
publication_identifier:
isbn:
- '9783658340667'
- '9783658340674'
issn:
- 2197-8751
- 2197-876X
publication_status: published
publisher: Springer Fachmedien Wiesbaden
status: public
title: Lehrerbildung als staatliche und gesellschaftliche Aufgabe angesichts gegenwärtiger
und zukünftiger Herausforderungen
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '46159'
author:
- first_name: Timo
full_name: Leuders, Timo
last_name: Leuders
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
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.
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.
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} }'
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.'
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.
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.
date_created: 2023-07-26T10:26:53Z
date_updated: 2024-04-18T09:02:02Z
department:
- _id: '643'
issue: '2'
language:
- iso: eng
page: 26-30
publication: Pädagogik 2/2020
publication_identifier:
issn:
- 0933-422X
publisher: Beltz Verlagsgruppe
status: public
title: Differenziertes Üben gestalten. Zwischen Umsetzung in der Praxis und Fundierung
in der Forschung.
type: journal_article
user_id: '37888'
year: '2020'
...