---
_id: '58516'
abstract:
- lang: eng
  text: "<jats:title>Abstract</jats:title>\r\n          <jats:p>Academic emotions
    play a crucial role in mathematics learning, significantly influencing motivation,
    academic achievement, and career aspirations in mathematics. With the notable
    increase in research on emotions in recent years, our review uses Pekrun’s control-value
    theory with two primary objectives: to systematically describe the characteristics
    of emotions in recent research through a systematic review, and to synthesize
    evidence on the relationships between specific emotions, control-value antecedents,
    and mathematics achievement via a meta-analysis. The systematic review of 112
    studies revealed that more than 100 specific emotions have been addressed in recent
    research, which we analyzed based on key emotion characteristics: valence and
    activation, type of object, temporal stability, and social context. The findings
    from the systematic review provide an overview of mathematics-specific objects
    that emotions have referred to in the most recent research. The subsequent meta-analysis
    demonstrated that mathematics achievement (e.g., test scores and grades) was positively
    related to enjoyment, hope, and pride (<jats:inline-formula>\r\n              <jats:alternatives>\r\n
    \               <jats:tex-math>$$\\overline{r}$$</jats:tex-math>\r\n                <mml:math
    xmlns:mml=\"http://www.w3.org/1998/Math/MathML\">\r\n                  <mml:mover>\r\n
    \                   <mml:mi>r</mml:mi>\r\n                    <mml:mo>¯</mml:mo>\r\n
    \                 </mml:mover>\r\n                </mml:math>\r\n              </jats:alternatives>\r\n
    \           </jats:inline-formula> = .247, .224, and .344, respectively) but negatively
    related to anger, boredom, frustration, hopelessness, and shame (<jats:inline-formula>\r\n
    \             <jats:alternatives>\r\n                <jats:tex-math>$$\\overline{r}$$</jats:tex-math>\r\n
    \               <mml:math xmlns:mml=\"http://www.w3.org/1998/Math/MathML\">\r\n
    \                 <mml:mover>\r\n                    <mml:mi>r</mml:mi>\r\n                    <mml:mo>¯</mml:mo>\r\n
    \                 </mml:mover>\r\n                </mml:math>\r\n              </jats:alternatives>\r\n
    \           </jats:inline-formula>= − .322, − .187, − .207, − .378, and − .291,
    respectively). Theoretical and practical implications of these results are discussed.</jats:p>"
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: Stanislaw
  full_name: Schukajlow, Stanislaw
  last_name: Schukajlow
- first_name: Reinhard
  full_name: Pekrun, Reinhard
  last_name: Pekrun
citation:
  ama: 'Schönherr J, Schukajlow S, Pekrun R. Emotions in mathematics learning: a systematic
    review and meta-analysis. <i>ZDM – Mathematics Education</i>. Published online
    2025. doi:<a href="https://doi.org/10.1007/s11858-025-01651-w">10.1007/s11858-025-01651-w</a>'
  apa: 'Schönherr, J., Schukajlow, S., &#38; Pekrun, R. (2025). Emotions in mathematics
    learning: a systematic review and meta-analysis. <i>ZDM – Mathematics Education</i>.
    <a href="https://doi.org/10.1007/s11858-025-01651-w">https://doi.org/10.1007/s11858-025-01651-w</a>'
  bibtex: '@article{Schönherr_Schukajlow_Pekrun_2025, title={Emotions in mathematics
    learning: a systematic review and meta-analysis}, DOI={<a href="https://doi.org/10.1007/s11858-025-01651-w">10.1007/s11858-025-01651-w</a>},
    journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
    Media LLC}, author={Schönherr, Johanna and Schukajlow, Stanislaw and Pekrun, Reinhard},
    year={2025} }'
  chicago: 'Schönherr, Johanna, Stanislaw Schukajlow, and Reinhard Pekrun. “Emotions
    in Mathematics Learning: A Systematic Review and Meta-Analysis.” <i>ZDM – Mathematics
    Education</i>, 2025. <a href="https://doi.org/10.1007/s11858-025-01651-w">https://doi.org/10.1007/s11858-025-01651-w</a>.'
  ieee: 'J. Schönherr, S. Schukajlow, and R. Pekrun, “Emotions in mathematics learning:
    a systematic review and meta-analysis,” <i>ZDM – Mathematics Education</i>, 2025,
    doi: <a href="https://doi.org/10.1007/s11858-025-01651-w">10.1007/s11858-025-01651-w</a>.'
  mla: 'Schönherr, Johanna, et al. “Emotions in Mathematics Learning: A Systematic
    Review and Meta-Analysis.” <i>ZDM – Mathematics Education</i>, Springer Science
    and Business Media LLC, 2025, doi:<a href="https://doi.org/10.1007/s11858-025-01651-w">10.1007/s11858-025-01651-w</a>.'
  short: J. Schönherr, S. Schukajlow, R. Pekrun, ZDM – Mathematics Education (2025).
date_created: 2025-02-05T08:19:34Z
date_updated: 2025-05-27T12:16:26Z
department:
- _id: '913'
doi: 10.1007/s11858-025-01651-w
language:
- iso: eng
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Emotions in mathematics learning: a systematic review and meta-analysis'
type: journal_article
user_id: '99409'
year: '2025'
...
---
_id: '59703'
article_number: '102369'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: Richard E.
  full_name: Mayer, Richard E.
  last_name: Mayer
citation:
  ama: Schönherr J, Mayer RE. Maximizing the benefits of student-generated drawing
    for real-world problem solving. <i>Contemporary Educational Psychology</i>. 2025;81.
    doi:<a href="https://doi.org/10.1016/j.cedpsych.2025.102369">10.1016/j.cedpsych.2025.102369</a>
  apa: Schönherr, J., &#38; Mayer, R. E. (2025). Maximizing the benefits of student-generated
    drawing for real-world problem solving. <i>Contemporary Educational Psychology</i>,
    <i>81</i>, Article 102369. <a href="https://doi.org/10.1016/j.cedpsych.2025.102369">https://doi.org/10.1016/j.cedpsych.2025.102369</a>
  bibtex: '@article{Schönherr_Mayer_2025, title={Maximizing the benefits of student-generated
    drawing for real-world problem solving}, volume={81}, DOI={<a href="https://doi.org/10.1016/j.cedpsych.2025.102369">10.1016/j.cedpsych.2025.102369</a>},
    number={102369}, journal={Contemporary Educational Psychology}, publisher={Elsevier
    BV}, author={Schönherr, Johanna and Mayer, Richard E.}, year={2025} }'
  chicago: Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated
    Drawing for Real-World Problem Solving.” <i>Contemporary Educational Psychology</i>
    81 (2025). <a href="https://doi.org/10.1016/j.cedpsych.2025.102369">https://doi.org/10.1016/j.cedpsych.2025.102369</a>.
  ieee: 'J. Schönherr and R. E. Mayer, “Maximizing the benefits of student-generated
    drawing for real-world problem solving,” <i>Contemporary Educational Psychology</i>,
    vol. 81, Art. no. 102369, 2025, doi: <a href="https://doi.org/10.1016/j.cedpsych.2025.102369">10.1016/j.cedpsych.2025.102369</a>.'
  mla: Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated
    Drawing for Real-World Problem Solving.” <i>Contemporary Educational Psychology</i>,
    vol. 81, 102369, Elsevier BV, 2025, doi:<a href="https://doi.org/10.1016/j.cedpsych.2025.102369">10.1016/j.cedpsych.2025.102369</a>.
  short: J. Schönherr, R.E. Mayer, Contemporary Educational Psychology 81 (2025).
date_created: 2025-04-28T14:44:15Z
date_updated: 2025-05-27T12:15:42Z
department:
- _id: '913'
doi: 10.1016/j.cedpsych.2025.102369
intvolume: '        81'
language:
- iso: eng
publication: Contemporary Educational Psychology
publication_identifier:
  issn:
  - 0361-476X
publication_status: published
publisher: Elsevier BV
status: public
title: Maximizing the benefits of student-generated drawing for real-world problem
  solving
type: journal_article
user_id: '99409'
volume: 81
year: '2025'
...
---
_id: '56236'
abstract:
- lang: eng
  text: <jats:title>Abstract</jats:title><jats:sec><jats:title>Background</jats:title><jats:p>Real‐world
    problems are important in math instruction, but they do not necessarily trigger
    students' task motivation. Personalizing real‐world problems by (1) matching problems
    to students' shared living environment (context personalization) and (2) asking
    students to pose their own problems (active personalization) might be two interventions
    to increase students' task motivation.</jats:p></jats:sec><jats:sec><jats:title>Aim</jats:title><jats:p>In
    the current study, we investigated the effects of context personalization and
    active personalization on students' self‐efficacy expectations, intrinsic value,
    attainment value, utility value, and cost.</jats:p></jats:sec><jats:sec><jats:title>Sample</jats:title><jats:p>The
    participants were 28 fifth‐ and sixth‐grade students who voluntarily took part
    in a six‐month afterschool program in which they posed problems with the aim of
    creating a math walk in their hometown.</jats:p></jats:sec><jats:sec><jats:title>Method</jats:title><jats:p>Using
    a within‐subjects design, at the end of the afterschool program, the students
    rated their self‐efficacy expectations and task values for four self‐developed
    problems associated with their hometown, four peer‐developed problems associated
    with their hometown, and four instructor‐provided problems associated with unfamiliar
    locations.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>Students
    reported higher self‐efficacy expectations, intrinsic value, attainment value,
    and utility value for active‐personalized than non‐personalized problems. To a
    lesser extent, context personalization promoted intrinsic value and attainment
    value. No effect was found for cost.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>Active
    personalization (i.e. asking students to pose their own real‐world problems) is
    suited to enhance students' task motivation, specifically their self‐efficacy
    expectations, intrinsic value, attainment value, and utility value. Context personalization
    still boosts students' intrinsic value and attainment value. Implementation in
    classroom instruction is discussed.</jats:p></jats:sec>
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
citation:
  ama: 'Schönherr J. Personalizing real‐world problems: Posing own problems increases
    self‐efficacy expectations, intrinsic value, attainment value, and utility value.
    <i>British Journal of Educational Psychology</i>. 2024;94(2):407-424. doi:<a href="https://doi.org/10.1111/bjep.12653">10.1111/bjep.12653</a>'
  apa: 'Schönherr, J. (2024). Personalizing real‐world problems: Posing own problems
    increases self‐efficacy expectations, intrinsic value, attainment value, and utility
    value. <i>British Journal of Educational Psychology</i>, <i>94</i>(2), 407–424.
    <a href="https://doi.org/10.1111/bjep.12653">https://doi.org/10.1111/bjep.12653</a>'
  bibtex: '@article{Schönherr_2024, title={Personalizing real‐world problems: Posing
    own problems increases self‐efficacy expectations, intrinsic value, attainment
    value, and utility value}, volume={94}, DOI={<a href="https://doi.org/10.1111/bjep.12653">10.1111/bjep.12653</a>},
    number={2}, journal={British Journal of Educational Psychology}, publisher={Wiley},
    author={Schönherr, Johanna}, year={2024}, pages={407–424} }'
  chicago: 'Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems
    Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility
    Value.” <i>British Journal of Educational Psychology</i> 94, no. 2 (2024): 407–24.
    <a href="https://doi.org/10.1111/bjep.12653">https://doi.org/10.1111/bjep.12653</a>.'
  ieee: 'J. Schönherr, “Personalizing real‐world problems: Posing own problems increases
    self‐efficacy expectations, intrinsic value, attainment value, and utility value,”
    <i>British Journal of Educational Psychology</i>, vol. 94, no. 2, pp. 407–424,
    2024, doi: <a href="https://doi.org/10.1111/bjep.12653">10.1111/bjep.12653</a>.'
  mla: 'Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems
    Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility
    Value.” <i>British Journal of Educational Psychology</i>, vol. 94, no. 2, Wiley,
    2024, pp. 407–24, doi:<a href="https://doi.org/10.1111/bjep.12653">10.1111/bjep.12653</a>.'
  short: J. Schönherr, British Journal of Educational Psychology 94 (2024) 407–424.
date_created: 2024-09-24T18:02:43Z
date_updated: 2025-05-27T12:15:31Z
department:
- _id: '913'
doi: 10.1111/bjep.12653
intvolume: '        94'
issue: '2'
language:
- iso: eng
page: 407-424
publication: British Journal of Educational Psychology
publication_identifier:
  issn:
  - 0007-0998
  - 2044-8279
publication_status: published
publisher: Wiley
status: public
title: 'Personalizing real‐world problems: Posing own problems increases self‐efficacy
  expectations, intrinsic value, attainment value, and utility value'
type: journal_article
user_id: '99409'
volume: 94
year: '2024'
...
---
_id: '54836'
article_number: '104659'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: Stanislaw
  full_name: Schukajlow, Stanislaw
  last_name: Schukajlow
citation:
  ama: 'Schönherr J, Schukajlow S. Preservice teachers’ judgments of students’ expectations
    of success and task values: Close relations with their personal task motivation.
    <i>Teaching and Teacher Education</i>. 2024;148. doi:<a href="https://doi.org/10.1016/j.tate.2024.104659">10.1016/j.tate.2024.104659</a>'
  apa: 'Schönherr, J., &#38; Schukajlow, S. (2024). Preservice teachers’ judgments
    of students’ expectations of success and task values: Close relations with their
    personal task motivation. <i>Teaching and Teacher Education</i>, <i>148</i>, Article
    104659. <a href="https://doi.org/10.1016/j.tate.2024.104659">https://doi.org/10.1016/j.tate.2024.104659</a>'
  bibtex: '@article{Schönherr_Schukajlow_2024, title={Preservice teachers’ judgments
    of students’ expectations of success and task values: Close relations with their
    personal task motivation}, volume={148}, DOI={<a href="https://doi.org/10.1016/j.tate.2024.104659">10.1016/j.tate.2024.104659</a>},
    number={104659}, journal={Teaching and Teacher Education}, publisher={Elsevier
    BV}, author={Schönherr, Johanna and Schukajlow, Stanislaw}, year={2024} }'
  chicago: 'Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments
    of Students’ Expectations of Success and Task Values: Close Relations with Their
    Personal Task Motivation.” <i>Teaching and Teacher Education</i> 148 (2024). <a
    href="https://doi.org/10.1016/j.tate.2024.104659">https://doi.org/10.1016/j.tate.2024.104659</a>.'
  ieee: 'J. Schönherr and S. Schukajlow, “Preservice teachers’ judgments of students’
    expectations of success and task values: Close relations with their personal task
    motivation,” <i>Teaching and Teacher Education</i>, vol. 148, Art. no. 104659,
    2024, doi: <a href="https://doi.org/10.1016/j.tate.2024.104659">10.1016/j.tate.2024.104659</a>.'
  mla: 'Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments
    of Students’ Expectations of Success and Task Values: Close Relations with Their
    Personal Task Motivation.” <i>Teaching and Teacher Education</i>, vol. 148, 104659,
    Elsevier BV, 2024, doi:<a href="https://doi.org/10.1016/j.tate.2024.104659">10.1016/j.tate.2024.104659</a>.'
  short: J. Schönherr, S. Schukajlow, Teaching and Teacher Education 148 (2024).
date_created: 2024-06-20T12:30:38Z
date_updated: 2025-05-27T12:16:47Z
department:
- _id: '913'
doi: 10.1016/j.tate.2024.104659
intvolume: '       148'
language:
- iso: eng
publication: Teaching and Teacher Education
publication_identifier:
  issn:
  - 0742-051X
publication_status: published
publisher: Elsevier BV
status: public
title: 'Preservice teachers'' judgments of students’ expectations of success and task
  values: Close relations with their personal task motivation'
type: journal_article
user_id: '99409'
volume: 148
year: '2024'
...
---
_id: '56235'
article_number: '100639'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: Anselm R.
  full_name: Strohmaier, Anselm R.
  last_name: Strohmaier
- first_name: Stanislaw
  full_name: Schukajlow, Stanislaw
  last_name: Schukajlow
citation:
  ama: 'Schönherr J, Strohmaier AR, Schukajlow S. Learning with visualizations helps:
    A meta-analysis of visualization interventions in mathematics education. <i>Educational
    Research Review</i>. 2024;45. doi:<a href="https://doi.org/10.1016/j.edurev.2024.100639">10.1016/j.edurev.2024.100639</a>'
  apa: 'Schönherr, J., Strohmaier, A. R., &#38; Schukajlow, S. (2024). Learning with
    visualizations helps: A meta-analysis of visualization interventions in mathematics
    education. <i>Educational Research Review</i>, <i>45</i>, Article 100639. <a href="https://doi.org/10.1016/j.edurev.2024.100639">https://doi.org/10.1016/j.edurev.2024.100639</a>'
  bibtex: '@article{Schönherr_Strohmaier_Schukajlow_2024, title={Learning with visualizations
    helps: A meta-analysis of visualization interventions in mathematics education},
    volume={45}, DOI={<a href="https://doi.org/10.1016/j.edurev.2024.100639">10.1016/j.edurev.2024.100639</a>},
    number={100639}, journal={Educational Research Review}, publisher={Elsevier BV},
    author={Schönherr, Johanna and Strohmaier, Anselm R. and Schukajlow, Stanislaw},
    year={2024} }'
  chicago: 'Schönherr, Johanna, Anselm R. Strohmaier, and Stanislaw Schukajlow. “Learning
    with Visualizations Helps: A Meta-Analysis of Visualization Interventions in Mathematics
    Education.” <i>Educational Research Review</i> 45 (2024). <a href="https://doi.org/10.1016/j.edurev.2024.100639">https://doi.org/10.1016/j.edurev.2024.100639</a>.'
  ieee: 'J. Schönherr, A. R. Strohmaier, and S. Schukajlow, “Learning with visualizations
    helps: A meta-analysis of visualization interventions in mathematics education,”
    <i>Educational Research Review</i>, vol. 45, Art. no. 100639, 2024, doi: <a href="https://doi.org/10.1016/j.edurev.2024.100639">10.1016/j.edurev.2024.100639</a>.'
  mla: 'Schönherr, Johanna, et al. “Learning with Visualizations Helps: A Meta-Analysis
    of Visualization Interventions in Mathematics Education.” <i>Educational Research
    Review</i>, vol. 45, 100639, Elsevier BV, 2024, doi:<a href="https://doi.org/10.1016/j.edurev.2024.100639">10.1016/j.edurev.2024.100639</a>.'
  short: J. Schönherr, A.R. Strohmaier, S. Schukajlow, Educational Research Review
    45 (2024).
date_created: 2024-09-24T17:59:41Z
date_updated: 2025-05-27T12:16:09Z
department:
- _id: '913'
doi: 10.1016/j.edurev.2024.100639
intvolume: '        45'
language:
- iso: eng
publication: Educational Research Review
publication_identifier:
  issn:
  - 1747-938X
publication_status: published
publisher: Elsevier BV
status: public
title: 'Learning with visualizations helps: A meta-analysis of visualization interventions
  in mathematics education'
type: journal_article
user_id: '99409'
volume: 45
year: '2024'
...
---
_id: '56237'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: Richard E.
  full_name: Mayer, Richard E.
  last_name: Mayer
citation:
  ama: 'Schönherr J, Mayer RE. Anxiety Moderates the Effects of Drawing Support on
    Drawing Accuracy in Mathematical Modeling. In: <i>Lecture Notes in Computer Science</i>.
    Springer Nature Switzerland; 2024. doi:<a href="https://doi.org/10.1007/978-3-031-71291-3_26">10.1007/978-3-031-71291-3_26</a>'
  apa: Schönherr, J., &#38; Mayer, R. E. (2024). Anxiety Moderates the Effects of
    Drawing Support on Drawing Accuracy in Mathematical Modeling. In <i>Lecture Notes
    in Computer Science</i>. Springer Nature Switzerland. <a href="https://doi.org/10.1007/978-3-031-71291-3_26">https://doi.org/10.1007/978-3-031-71291-3_26</a>
  bibtex: '@inbook{Schönherr_Mayer_2024, place={Cham}, title={Anxiety Moderates the
    Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling}, DOI={<a
    href="https://doi.org/10.1007/978-3-031-71291-3_26">10.1007/978-3-031-71291-3_26</a>},
    booktitle={Lecture Notes in Computer Science}, publisher={Springer Nature Switzerland},
    author={Schönherr, Johanna and Mayer, Richard E.}, year={2024} }'
  chicago: 'Schönherr, Johanna, and Richard E. Mayer. “Anxiety Moderates the Effects
    of Drawing Support on Drawing Accuracy in Mathematical Modeling.” In <i>Lecture
    Notes in Computer Science</i>. Cham: Springer Nature Switzerland, 2024. <a href="https://doi.org/10.1007/978-3-031-71291-3_26">https://doi.org/10.1007/978-3-031-71291-3_26</a>.'
  ieee: 'J. Schönherr and R. E. Mayer, “Anxiety Moderates the Effects of Drawing Support
    on Drawing Accuracy in Mathematical Modeling,” in <i>Lecture Notes in Computer
    Science</i>, Cham: Springer Nature Switzerland, 2024.'
  mla: Schönherr, Johanna, and Richard E. Mayer. “Anxiety Moderates the Effects of
    Drawing Support on Drawing Accuracy in Mathematical Modeling.” <i>Lecture Notes
    in Computer Science</i>, Springer Nature Switzerland, 2024, doi:<a href="https://doi.org/10.1007/978-3-031-71291-3_26">10.1007/978-3-031-71291-3_26</a>.
  short: 'J. Schönherr, R.E. Mayer, in: Lecture Notes in Computer Science, Springer
    Nature Switzerland, Cham, 2024.'
date_created: 2024-09-24T18:03:42Z
date_updated: 2025-05-27T12:15:57Z
department:
- _id: '913'
doi: 10.1007/978-3-031-71291-3_26
language:
- iso: eng
place: Cham
publication: Lecture Notes in Computer Science
publication_identifier:
  isbn:
  - '9783031712906'
  - '9783031712913'
  issn:
  - 0302-9743
  - 1611-3349
publication_status: published
publisher: Springer Nature Switzerland
status: public
title: Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical
  Modeling
type: book_chapter
user_id: '99409'
year: '2024'
...
---
_id: '46569'
abstract:
- lang: eng
  text: '<jats:title>Abstract</jats:title><jats:p>External visualization (i.e., physically
    embodied visualization) is central to the teaching and learning of mathematics.
    As external visualization is an important part of mathematics at all levels of
    education, it is diverse, and research on external visualization has become a
    wide and complex field. The aim of this scoping review is to characterize external
    visualizations in recent mathematics education research in order to develop a
    common ground and guide future research. A qualitative content analysis of the
    full texts of 130 studies published between 2018 and 2022 applied a deductive-inductive
    coding procedure to assess four dimensions: visualization product or process,
    type of visualization, media, and purpose. The analysis revealed different types
    of external visualizations including visualizations with physical resemblance
    ranging from pictorial to abstract visualizations as well as three types of visualizations
    with structural resemblance: length, area, and relational visualizations. Future
    research should include measures of visualization products or processes to help
    explain the demands and affordances that different types of visualizations present
    to learners and teachers.</jats:p>'
author:
- first_name: Johanna
  full_name: Schoenherr, Johanna
  last_name: Schoenherr
- first_name: Stanislaw
  full_name: Schukajlow, Stanislaw
  last_name: Schukajlow
citation:
  ama: 'Schoenherr J, Schukajlow S. Characterizing external visualization in mathematics
    education research: a scoping review. <i>ZDM – Mathematics Education</i>. Published
    online 2023. doi:<a href="https://doi.org/10.1007/s11858-023-01494-3">10.1007/s11858-023-01494-3</a>'
  apa: 'Schoenherr, J., &#38; Schukajlow, S. (2023). Characterizing external visualization
    in mathematics education research: a scoping review. <i>ZDM – Mathematics Education</i>.
    <a href="https://doi.org/10.1007/s11858-023-01494-3">https://doi.org/10.1007/s11858-023-01494-3</a>'
  bibtex: '@article{Schoenherr_Schukajlow_2023, title={Characterizing external visualization
    in mathematics education research: a scoping review}, DOI={<a href="https://doi.org/10.1007/s11858-023-01494-3">10.1007/s11858-023-01494-3</a>},
    journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
    Media LLC}, author={Schoenherr, Johanna and Schukajlow, Stanislaw}, year={2023}
    }'
  chicago: 'Schoenherr, Johanna, and Stanislaw Schukajlow. “Characterizing External
    Visualization in Mathematics Education Research: A Scoping Review.” <i>ZDM – Mathematics
    Education</i>, 2023. <a href="https://doi.org/10.1007/s11858-023-01494-3">https://doi.org/10.1007/s11858-023-01494-3</a>.'
  ieee: 'J. Schoenherr and S. Schukajlow, “Characterizing external visualization in
    mathematics education research: a scoping review,” <i>ZDM – Mathematics Education</i>,
    2023, doi: <a href="https://doi.org/10.1007/s11858-023-01494-3">10.1007/s11858-023-01494-3</a>.'
  mla: 'Schoenherr, Johanna, and Stanislaw Schukajlow. “Characterizing External Visualization
    in Mathematics Education Research: A Scoping Review.” <i>ZDM – Mathematics Education</i>,
    Springer Science and Business Media LLC, 2023, doi:<a href="https://doi.org/10.1007/s11858-023-01494-3">10.1007/s11858-023-01494-3</a>.'
  short: J. Schoenherr, S. Schukajlow, ZDM – Mathematics Education (2023).
date_created: 2023-08-17T10:11:45Z
date_updated: 2024-04-30T13:43:22Z
department:
- _id: '913'
doi: 10.1007/s11858-023-01494-3
keyword:
- General Mathematics
- Education
language:
- iso: eng
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Characterizing external visualization in mathematics education research: a
  scoping review'
type: journal_article
user_id: '99409'
year: '2023'
...
---
_id: '45334'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
- first_name: J.
  full_name: Blomberg, J.
  last_name: Blomberg
- first_name: C.
  full_name: Leopold, C.
  last_name: Leopold
citation:
  ama: 'Schönherr J, Schukajlow S, Blomberg J, Leopold C. Effects of drawing instructions
    and strategic knowledge on mathematical modeling performance: Mediated by the
    use of the drawing strategy. <i>Applied Cognitive Psychology, ac3930</i>. 2022;36(2):402-417.
    doi:<a href="https://doi.org/10.1002/acp.3930">10.1002/acp.3930</a>'
  apa: 'Schönherr, J., Schukajlow, S., Blomberg, J., &#38; Leopold, C. (2022). Effects
    of drawing instructions and strategic knowledge on mathematical modeling performance:
    Mediated by the use of the drawing strategy. <i>Applied Cognitive Psychology,
    Ac3930</i>, <i>36</i>(2), 402–417. <a href="https://doi.org/10.1002/acp.3930">https://doi.org/10.1002/acp.3930</a>'
  bibtex: '@article{Schönherr_Schukajlow_Blomberg_Leopold_2022, title={Effects of
    drawing instructions and strategic knowledge on mathematical modeling performance:
    Mediated by the use of the drawing strategy}, volume={36}, DOI={<a href="https://doi.org/10.1002/acp.3930">10.1002/acp.3930</a>},
    number={2}, journal={Applied Cognitive Psychology, ac3930}, author={Schönherr,
    Johanna and Schukajlow, S. and Blomberg, J. and Leopold, C.}, year={2022}, pages={402–417}
    }'
  chicago: 'Schönherr, Johanna, S. Schukajlow, J. Blomberg, and C. Leopold. “Effects
    of Drawing Instructions and Strategic Knowledge on Mathematical Modeling Performance:
    Mediated by the Use of the Drawing Strategy.” <i>Applied Cognitive Psychology,
    Ac3930</i> 36, no. 2 (2022): 402–17. <a href="https://doi.org/10.1002/acp.3930">https://doi.org/10.1002/acp.3930</a>.'
  ieee: 'J. Schönherr, S. Schukajlow, J. Blomberg, and C. Leopold, “Effects of drawing
    instructions and strategic knowledge on mathematical modeling performance: Mediated
    by the use of the drawing strategy,” <i>Applied Cognitive Psychology, ac3930</i>,
    vol. 36, no. 2, pp. 402–417, 2022, doi: <a href="https://doi.org/10.1002/acp.3930">10.1002/acp.3930</a>.'
  mla: 'Schönherr, Johanna, et al. “Effects of Drawing Instructions and Strategic
    Knowledge on Mathematical Modeling Performance: Mediated by the Use of the Drawing
    Strategy.” <i>Applied Cognitive Psychology, Ac3930</i>, vol. 36, no. 2, 2022,
    pp. 402–17, doi:<a href="https://doi.org/10.1002/acp.3930">10.1002/acp.3930</a>.'
  short: J. Schönherr, S. Schukajlow, J. Blomberg, C. Leopold, Applied Cognitive Psychology,
    Ac3930 36 (2022) 402–417.
date_created: 2023-05-29T17:25:47Z
date_updated: 2024-05-02T07:56:23Z
department:
- _id: '913'
doi: 10.1002/acp.3930
extern: '1'
intvolume: '        36'
issue: '2'
language:
- iso: eng
page: 402-417
publication: Applied Cognitive Psychology, ac3930
publication_status: published
status: public
title: 'Effects of drawing instructions and strategic knowledge on mathematical modeling
  performance: Mediated by the use of the drawing strategy'
type: journal_article
user_id: '99409'
volume: 36
year: '2022'
...
---
_id: '45339'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
- first_name: C.
  full_name: Leopold, C.
  last_name: Leopold
citation:
  ama: 'Schönherr J, Schukajlow S, Leopold C. Drawing instructions, strategic knowledge,
    strategy-based motivation, and students’ use of drawings. In: <i>Proceedings of
    the 45th PME Conference</i>. Vol 3. ; 2022:347–354.'
  apa: Schönherr, J., Schukajlow, S., &#38; Leopold, C. (2022). Drawing instructions,
    strategic knowledge, strategy-based motivation, and students’ use of drawings.
    <i>Proceedings of the 45th PME Conference</i>, <i>3</i>, 347–354.
  bibtex: '@inproceedings{Schönherr_Schukajlow_Leopold_2022, title={Drawing instructions,
    strategic knowledge, strategy-based motivation, and students’ use of drawings},
    volume={3}, booktitle={Proceedings of the 45th PME Conference}, author={Schönherr,
    Johanna and Schukajlow, S. and Leopold, C.}, year={2022}, pages={347–354} }'
  chicago: Schönherr, Johanna, S. Schukajlow, and C. Leopold. “Drawing Instructions,
    Strategic Knowledge, Strategy-Based Motivation, and Students’ Use of Drawings.”
    In <i>Proceedings of the 45th PME Conference</i>, 3:347–354, 2022.
  ieee: J. Schönherr, S. Schukajlow, and C. Leopold, “Drawing instructions, strategic
    knowledge, strategy-based motivation, and students’ use of drawings,” in <i>Proceedings
    of the 45th PME Conference</i>, 2022, vol. 3, pp. 347–354.
  mla: Schönherr, Johanna, et al. “Drawing Instructions, Strategic Knowledge, Strategy-Based
    Motivation, and Students’ Use of Drawings.” <i>Proceedings of the 45th PME Conference</i>,
    vol. 3, 2022, pp. 347–354.
  short: 'J. Schönherr, S. Schukajlow, C. Leopold, in: Proceedings of the 45th PME
    Conference, 2022, pp. 347–354.'
date_created: 2023-05-29T17:34:03Z
date_updated: 2024-05-02T07:56:41Z
department:
- _id: '913'
extern: '1'
intvolume: '         3'
language:
- iso: eng
page: 347–354
publication: Proceedings of the 45th PME Conference
publication_status: published
status: public
title: Drawing instructions, strategic knowledge, strategy-based motivation, and students'
  use of drawings
type: conference
user_id: '99409'
volume: 3
year: '2022'
...
---
_id: '45335'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
- first_name: J.
  full_name: Blomberg, J.
  last_name: Blomberg
citation:
  ama: Schönherr J, Schukajlow S, Blomberg J. Was ist eine gute Skizze? Strategiewissen
    beim mathematischen Modellieren im Bereich der Geometrie fördern. <i>mathematik
    lehren</i>. 2021;224:22–27.
  apa: Schönherr, J., Schukajlow, S., &#38; Blomberg, J. (2021). Was ist eine gute
    Skizze? Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie
    fördern. <i>mathematik lehren</i>, <i>224</i>, 22–27.
  bibtex: '@article{Schönherr_Schukajlow_Blomberg_2021, title={Was ist eine gute Skizze?
    Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie fördern},
    volume={224}, journal={mathematik lehren}, author={Schönherr, Johanna and Schukajlow,
    S. and Blomberg, J.}, year={2021}, pages={22–27} }'
  chicago: 'Schönherr, Johanna, S. Schukajlow, and J. Blomberg. “Was ist eine gute
    Skizze? Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie
    fördern.” <i>mathematik lehren</i> 224 (2021): 22–27.'
  ieee: J. Schönherr, S. Schukajlow, and J. Blomberg, “Was ist eine gute Skizze? Strategiewissen
    beim mathematischen Modellieren im Bereich der Geometrie fördern,” <i>mathematik
    lehren</i>, vol. 224, pp. 22–27, 2021.
  mla: Schönherr, Johanna, et al. “Was ist eine gute Skizze? Strategiewissen beim
    mathematischen Modellieren im Bereich der Geometrie fördern.” <i>mathematik lehren</i>,
    vol. 224, 2021, pp. 22–27.
  short: J. Schönherr, S. Schukajlow, J. Blomberg, mathematik lehren 224 (2021) 22–27.
date_created: 2023-05-29T17:28:42Z
date_updated: 2024-04-30T13:43:43Z
department:
- _id: '913'
extern: '1'
intvolume: '       224'
language:
- iso: ger
page: 22–27
publication: mathematik lehren
publication_status: published
status: public
title: Was ist eine gute Skizze? Strategiewissen beim mathematischen Modellieren im
  Bereich der Geometrie fördern
type: journal_article
user_id: '99409'
volume: 224
year: '2021'
...
---
_id: '45333'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
- first_name: J.
  full_name: Blomberg, J.
  last_name: Blomberg
- first_name: C.
  full_name: Leopold, C.
  last_name: Leopold
citation:
  ama: Schönherr J, Schukajlow S, Blomberg J, Leopold C. Does strategic knowledge
    matter? Effects of strategic knowledge about drawing on students’ modeling competencies
    in the domain of geometry. <i>Mathematical Thinking and Learning</i>. Published
    online 2021. doi:<a href="https://doi.org/10.1080/10986065.2021.2012741">10.1080/10986065.2021.2012741</a>
  apa: Schönherr, J., Schukajlow, S., Blomberg, J., &#38; Leopold, C. (2021). Does
    strategic knowledge matter? Effects of strategic knowledge about drawing on students’
    modeling competencies in the domain of geometry. <i>Mathematical Thinking and
    Learning</i>. <a href="https://doi.org/10.1080/10986065.2021.2012741">https://doi.org/10.1080/10986065.2021.2012741</a>
  bibtex: '@article{Schönherr_Schukajlow_Blomberg_Leopold_2021, title={Does strategic
    knowledge matter? Effects of strategic knowledge about drawing on students’ modeling
    competencies in the domain of geometry}, DOI={<a href="https://doi.org/10.1080/10986065.2021.2012741">10.1080/10986065.2021.2012741</a>},
    journal={Mathematical Thinking and Learning}, author={Schönherr, Johanna and Schukajlow,
    S. and Blomberg, J. and Leopold, C.}, year={2021} }'
  chicago: Schönherr, Johanna, S. Schukajlow, J. Blomberg, and C. Leopold. “Does Strategic
    Knowledge Matter? Effects of Strategic Knowledge about Drawing on Students’ Modeling
    Competencies in the Domain of Geometry.” <i>Mathematical Thinking and Learning</i>,
    2021. <a href="https://doi.org/10.1080/10986065.2021.2012741">https://doi.org/10.1080/10986065.2021.2012741</a>.
  ieee: 'J. Schönherr, S. Schukajlow, J. Blomberg, and C. Leopold, “Does strategic
    knowledge matter? Effects of strategic knowledge about drawing on students’ modeling
    competencies in the domain of geometry,” <i>Mathematical Thinking and Learning</i>,
    2021, doi: <a href="https://doi.org/10.1080/10986065.2021.2012741">10.1080/10986065.2021.2012741</a>.'
  mla: Schönherr, Johanna, et al. “Does Strategic Knowledge Matter? Effects of Strategic
    Knowledge about Drawing on Students’ Modeling Competencies in the Domain of Geometry.”
    <i>Mathematical Thinking and Learning</i>, 2021, doi:<a href="https://doi.org/10.1080/10986065.2021.2012741">10.1080/10986065.2021.2012741</a>.
  short: J. Schönherr, S. Schukajlow, J. Blomberg, C. Leopold, Mathematical Thinking
    and Learning (2021).
date_created: 2023-05-29T17:22:24Z
date_updated: 2024-05-02T07:55:51Z
department:
- _id: '913'
doi: 10.1080/10986065.2021.2012741
extern: '1'
language:
- iso: eng
publication: Mathematical Thinking and Learning
publication_status: published
status: public
title: Does strategic knowledge matter? Effects of strategic knowledge about drawing
  on students’ modeling competencies in the domain of geometry
type: journal_article
user_id: '99409'
year: '2021'
...
---
_id: '45342'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: J.
  full_name: Blomberg, J.
  last_name: Blomberg
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
- first_name: C.
  full_name: Leopold, C.
  last_name: Leopold
citation:
  ama: Schönherr J, Blomberg J, Schukajlow S, Leopold C. Do emotions and prior performance
    facilitate the use of the learner-generated drawing strategy? Effects of enjoyment,
    anxiety, and intramathematical performance on the use of the drawing strategy
    and modelling performance. <i>Contemporary Educational Psychology</i>. 2021;65.
    doi:<a href="https://doi.org/10.1016/j.cedpsych.2021.101967">10.1016/j.cedpsych.2021.101967</a>
  apa: Schönherr, J., Blomberg, J., Schukajlow, S., &#38; Leopold, C. (2021). Do emotions
    and prior performance facilitate the use of the learner-generated drawing strategy?
    Effects of enjoyment, anxiety, and intramathematical performance on the use of
    the drawing strategy and modelling performance. <i>Contemporary Educational Psychology</i>,
    <i>65</i>. <a href="https://doi.org/10.1016/j.cedpsych.2021.101967">https://doi.org/10.1016/j.cedpsych.2021.101967</a>
  bibtex: '@article{Schönherr_Blomberg_Schukajlow_Leopold_2021, title={Do emotions
    and prior performance facilitate the use of the learner-generated drawing strategy?
    Effects of enjoyment, anxiety, and intramathematical performance on the use of
    the drawing strategy and modelling performance}, volume={65}, DOI={<a href="https://doi.org/10.1016/j.cedpsych.2021.101967">10.1016/j.cedpsych.2021.101967</a>},
    journal={Contemporary Educational Psychology}, author={Schönherr, Johanna and
    Blomberg, J. and Schukajlow, S. and Leopold, C.}, year={2021} }'
  chicago: Schönherr, Johanna, J. Blomberg, S. Schukajlow, and C. Leopold. “Do Emotions
    and Prior Performance Facilitate the Use of the Learner-Generated Drawing Strategy?
    Effects of Enjoyment, Anxiety, and Intramathematical Performance on the Use of
    the Drawing Strategy and Modelling Performance.” <i>Contemporary Educational Psychology</i>
    65 (2021). <a href="https://doi.org/10.1016/j.cedpsych.2021.101967">https://doi.org/10.1016/j.cedpsych.2021.101967</a>.
  ieee: 'J. Schönherr, J. Blomberg, S. Schukajlow, and C. Leopold, “Do emotions and
    prior performance facilitate the use of the learner-generated drawing strategy?
    Effects of enjoyment, anxiety, and intramathematical performance on the use of
    the drawing strategy and modelling performance,” <i>Contemporary Educational Psychology</i>,
    vol. 65, 2021, doi: <a href="https://doi.org/10.1016/j.cedpsych.2021.101967">10.1016/j.cedpsych.2021.101967</a>.'
  mla: Schönherr, Johanna, et al. “Do Emotions and Prior Performance Facilitate the
    Use of the Learner-Generated Drawing Strategy? Effects of Enjoyment, Anxiety,
    and Intramathematical Performance on the Use of the Drawing Strategy and Modelling
    Performance.” <i>Contemporary Educational Psychology</i>, vol. 65, 2021, doi:<a
    href="https://doi.org/10.1016/j.cedpsych.2021.101967">10.1016/j.cedpsych.2021.101967</a>.
  short: J. Schönherr, J. Blomberg, S. Schukajlow, C. Leopold, Contemporary Educational
    Psychology 65 (2021).
date_created: 2023-05-29T17:37:24Z
date_updated: 2024-05-02T07:57:08Z
department:
- _id: '913'
doi: 10.1016/j.cedpsych.2021.101967
extern: '1'
intvolume: '        65'
language:
- iso: eng
publication: Contemporary Educational Psychology
publication_status: published
status: public
title: Do emotions and prior performance facilitate the use of the learner-generated
  drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance
  on the use of the drawing strategy and modelling performance
type: journal_article
user_id: '99409'
volume: 65
year: '2021'
...