@article{64174,
  author       = {{Häsel-Weide, Uta and Nührenbörger, Marcus}},
  journal      = {{Grundschule aktuell}},
  number       = {{173}},
  pages        = {{3--6}},
  title        = {{{Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule.}}},
  year         = {{2026}},
}

@article{64176,
  author       = {{Deutschen, Katrin and Neufeld, Inga and Häsel-Weide, Uta}},
  journal      = {{Grundschule aktuell}},
  number       = {{173}},
  pages        = {{10--11}},
  title        = {{{Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen.}}},
  year         = {{2026}},
}

@inbook{65026,
  author       = {{Neufeld, Inga and Häsel-Weide, Uta}},
  booktitle    = {{Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven}},
  editor       = {{Vogelsang, C. and Grotegurt, L. and Bruns, J. and Riese, J. and Fechner, S.}},
  pages        = {{119--134}},
  title        = {{{ Lernbegleitung in der mathematischen Förderung. Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer Basiskompetenzen}}},
  doi          = {{10.31244/9783818851057 }},
  year         = {{2026}},
}

@proceedings{64797,
  editor       = {{Birk, Lisa and Loth, Gerrit and Jotzo, Luca and Binder, Karin and Frischemeier, Daniel}},
  location     = {{Münster}},
  publisher    = {{International Association for Statistics Education}},
  title        = {{{14th IASE Satellite Conference "Statistics and Data Science Education in STEAM"}}},
  doi          = {{10.52041/iase25.158}},
  year         = {{2026}},
}

@article{65512,
  abstract     = {{<jats:title>Zusammenfassung</jats:title>
                  <jats:p>Risikokompetenz beinhaltet auch die Fähigkeit, stochastische Informationen, wie beispielsweise Anteile und Wahrscheinlichkeiten, richtig zu versprachlichen. Aus der Forschung zu bedingten Wahrscheinlichkeiten und Bayesianischen Aufgaben ist bekannt, dass die Nutzung von Visualisierungen und sogenannten „natürlichen Häufigkeiten“ (z. B. „80 von 100 Personen“) statt Wahrscheinlichkeiten in Prozent Verwechslungen beim Bestimmen von Wahrscheinlichkeiten eindämmen kann. Über den umgekehrten Prozess – das Versprachlichen von in Visualisierungen dargestellten Informationen – ist bisher jedoch wenig bekannt, obwohl diese Versprachlichungen auch für den Aufbau konzeptuellen Wissen als essentiell angesehen werden. In der vorliegenden Studie wurde daher untersucht, wie gut Schüler:innen die Versprachlichung von in Visualisierungen dargestellten Anteilen und natürlichen Häufigkeiten gelingt. Dazu wurde mit 138 Realschüler:innen aus der 9. Jahrgangsstufe ein Papier-und-Bleistift-Test durchgeführt, bei dem den Teilnehmenden nacheinander je ein (vollständig ausgefülltes) Baumdiagramm und ein Netzdiagramm präsentiert wurde. Die Schüler:innen sollten die inhaltliche Bedeutung der in der Visualisierung dargestellten stochastischen Informationen möglichst genau versprachlichen. Fokus der Studie ist der Einfluss der Visualisierung (Baumdiagramm vs. Netzdiagramm) und des Informationsformats der Visualisierung (Anteile in Prozent vs. natürliche Häufigkeiten) auf die richtige Versprachlichung von verschiedenen Relationstypen (Schnittinformationen vs. bedingte Informationen). Die Ergebnisse zeigen unter anderem, dass Informationen in natürlichen Häufigkeiten deutlich besser versprachlicht werden als in Prozenten und dass Schnittinformationen in Prozent besser anhand von Netzdiagrammen als von Baumdiagrammen versprachlicht werden. Die gewonnenen Erkenntnisse geben überdies Einblicke in typische (fehlerhafte) Versprachlichungen von Schüler:innen und könnten als Basis für die Entwicklung eines sprachsensiblen Unterrichts zu Anteilen und Wahrscheinlichkeiten im schulischen Stochastikunterricht dienen.</jats:p>}},
  author       = {{Rößner, Michael and Binder, Karin and Albrecht, Julian}},
  issn         = {{0173-5322}},
  journal      = {{Journal für Mathematik-Didaktik}},
  number       = {{1}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams}}},
  doi          = {{10.1007/s13138-026-00267-1}},
  volume       = {{47}},
  year         = {{2026}},
}

@article{65631,
  abstract     = {{<jats:title>Abstract</jats:title>
                  <jats:p>
                    Mathematics textbooks used to be the key resource for students’ self-regulated learning of mathematics. Primarily due to the digitalization of society, students have potentially greater access to a wider range of resources such as internet search engines, learning platforms, educational videos, and Generative AI. This study investigates the role of the mathematics textbook in comparison to other resources within students’ self-regulated learning practices. Data were collected via a survey of 1101 German secondary students, representing three school types (
                    <jats:italic>Gymnasium</jats:italic>
                    ,
                    <jats:italic>Gesamtschule</jats:italic>
                    ,
                    <jats:italic>Realschule</jats:italic>
                    ) and three grade levels (6, 9, and upper secondary). The questionnaire assessed the frequency of resource use in and outside class, reasons and purposes of use, and resource-based strategies when facing learning challenges outside class. Results show that the printed mathematics textbook is the most frequently used resource both in class and outside class. The textbook remains the most relevant resource for key purposes, such as an aid for doing homework and preparing for tests and exams. However, its dominance diminishes with age: in upper secondary school, students increasingly rely on self-created notes, and online resources. Correlation analyses reveal moderate to strong links between in-class and out-of-class use, suggesting an association between resource use and classroom culture. The findings underscore the textbook’s enduring centrality as a foundational, trusted resource within a dynamic and increasingly diverse learning environment. This study calls for pedagogical approaches that integrate textbooks more intentionally within broader resource systems, supporting students’ agency and strategic resource selection in an era of digital abundance.
                  </jats:p>}},
  author       = {{Stallmeister, Lea and Rezat, Sebastian}},
  issn         = {{0013-1954}},
  journal      = {{Educational Studies in Mathematics}},
  keywords     = {{mathematics, textbooks, userstudy, resources, digital resources, students, secondary eduction}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{The role of the mathematics textbook in times of resource diversity}}},
  doi          = {{10.1007/s10649-026-10511-7}},
  year         = {{2026}},
}

@article{65630,
  abstract     = {{Mathematics textbooks used to be the key resource for students’ self-regulated learning of mathematics. Primarily due to the digitalization of society, students have potentially greater access to a wider range of resources such as internet search engines, learning platforms, educational videos, and Generative AI. This study investigates the role of the mathematics textbook in comparison to other resources within students’ self-regulated learning practices. Data were collected via a survey of 1101 German secondary students, representing three school types (Gymnasium, Gesamtschule, Realschule) and three grade levels (6, 9, and upper secondary). The questionnaire assessed the frequency of resource use in and outside class, reasons and purposes of use, and resource-based strategies when facing learning challenges outside class. Results show that the printed mathematics textbook is the most frequently used resource both in class and outside class. The textbook remains the most relevant resource for key purposes, such as an aid for doing homework and preparing for tests and exams. However, its dominance diminishes with age: in upper secondary school, students increasingly rely on self-created notes, and online resources. Correlation analyses reveal moderate to strong links between in-class and out-of-class use, suggesting an association between resource use and classroom culture. The findings underscore the textbook’s enduring centrality as a foundational, trusted resource within a dynamic and increasingly diverse learning environment. This study calls for pedagogical approaches that integrate textbooks more intentionally within broader resource systems, supporting students’ agency and strategic resource selection in an era of digital abundance.}},
  author       = {{Stallmeister, Lea and Rezat, Sebastian}},
  journal      = {{Educational Studies in Mathematics}},
  publisher    = {{Springer}},
  title        = {{{The role of the mathematics textbook in times of resource diversity}}},
  doi          = {{10.1007/s10649-026-10511-7}},
  year         = {{2026}},
}

@article{65645,
  abstract     = {{<jats:p xml:lang="en">Curriculum material is often designed to address content-specific intended learning goals. However, research indicates that teachers’ personal goals may cause misalignments between their implementation of curriculum material and its intended learning goals. This study aims to investigate misalignments between teachers’ implementation of curriculum material and its intended learning goals and to which extent they are caused by teachers’ personal goals. To reach this aim, a qualitative study was conducted to examine how eight vocational school teachers implemented the learning activity “How many?” suggested for the initial training of early childhood educators on the topic of set perception and determination of cardinality. Each participant provided a lesson plan and self-recorded lesson video on the topic of set perception and determination of cardinality. In addition, participants were interviewed on how they used the provided curriculum material for designing their lessons and their potential reasons to adapt or omit “How many?”. To evaluate their lesson design’s alignment with the activity’s intended learning goals, the participants' lesson plans were analyzed using qualitative content analysis. Triangulation of the findings with the interview data revealed that only one participant fully adopted the intended learning goals as her own and implemented the activity completely in line with its intended learning goals. Meanwhile, the remaining participants’ personal goals, such as reducing math anxiety, seemed to cause misalignments regarding the intended learning goals. The study's results detail further constraints and affordances to the alignment between teachers’ lesson designs and learning goals intended by curriculum material. It is followed that it is central to support teachers in adopting intended learning goals as their personal goals. Otherwise, teachers’ classroom implementation of curriculum material may not suffice to reach desired outcomes.</jats:p>}},
  author       = {{Richter, Alix and Bruns, Julia}},
  issn         = {{1306-3030}},
  journal      = {{International Electronic Journal of Mathematics Education}},
  number       = {{2}},
  publisher    = {{Modestum Ltd}},
  title        = {{{All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany}}},
  doi          = {{10.29333/iejme/18564}},
  volume       = {{21}},
  year         = {{2026}},
}

@book{65644,
  abstract     = {{<jats:p>Eine zentrale Herausforderung in der Professionalisierung pädagogischer Fach- und Lehrkräfte besteht in der Relation von eher theoretischen und praktischen Ausbildungsbestandteilen. Beispielsweise fühlen sich angehende Lehrkräfte durch ihr Studium häufig nicht ausreichend auf die beruflichen Anforderungen vorbereitet. Daher wird verstärkt versucht, Curricula von Ausbildungs- und Studiengängen deutlicher an den tatsächlichen professionellen Handlungsanforderungen zu orientieren und auch in frühen Ausbildungsphasen verstärkt Elemente beruflicher Praxis zu integrieren. 
Dieser Band nimmt die Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften theoretisch-konzeptionell sowie empirisch in den Blick. Zudem werden innovative Lehransätze aufgezeigt, die den Fokus auf eine Stärkung einer solchen Handlungsorientierung legen, z.B. durch simulationsbasierte Lern- und Prüfungsformate.
Es handelt sich um den zweiten Band der Reihe Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung, die von der PLAZ – Professional School of Education herausgegeben wird.</jats:p>}},
  editor       = {{Vogelsang, Christoph and Grotegut, Lea and Bruns, Julia and Riese, Josef and Fechner, Sabine}},
  isbn         = {{9783818801052}},
  publisher    = {{Waxmann Verlag GmbH}},
  title        = {{{Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven}}},
  doi          = {{10.31244/9783818851057}},
  year         = {{2026}},
}

@inproceedings{64211,
  author       = {{Wiebe, Vivien and Häsel-Weide, Uta}},
  booktitle    = {{Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice}},
  editor       = {{Mosvold, R. and Fauskanger, J. and Ferretti, F. and Vondrová, N.}},
  location     = {{Prag}},
  pages        = {{122--129}},
  title        = {{{ Initiating and establishing mathematical practices of determining and transforming numbers as a foundational skill in fostering mathematics teaching}}},
  year         = {{2026}},
}

@article{65865,
  abstract     = {{Mathematical problem solving is a highly complex competence that needs
to be supported throughout the learning process. This study examines the role of
problem-solving heuristics among 73 sixth-grade students in a German secondary
school (Gesamtschule). Specifically, we focus on the empirical relationship between
the occurrence of heuristics, their suitability, and application, as well as their contribution
to problem-solving success. To this end, we developed a heuristic training that
introduced strategy keys (heuristic aid cards) accompanied by explanatory videos. By
leveraging variations in the successful application of the heuristics between students
and across multiple sessions (73 students in 4 training situations and 3 problems
in a final test), we discover from regression models with student and task-fixed effects
that a successful use of heuristics (i.e., an heuristic occurred, that heuristic had
a high suitability regarding the problem, and it was applied correctly) leads to more
successful mathematical problem solving. Regarding the underlying mechanism, we
find that all dimensions of heuristic use (occurrence, suitability, and application
of heuristics) are positively related to problem-solving success. When comparing
the predictive capacity of all three aspects, we identified the correct application of
heuristics as particularly conducive for better problem-solving success. In comparing
the group of students with high to those with low initial math competence, we find no significant differences in the relationship between heuristic use and problemsolving
success across achievement groups. Our results emphasize the crucial role
of heuristic application in mathematical problem solving, which generally benefits
students regardless of their overall math competence.}},
  author       = {{Herold-Blasius, Raja and Kleinschmidt, Hannah and Ziller, Conrad}},
  journal      = {{Journal für Mathematik-Didaktik}},
  number       = {{6}},
  title        = {{{Dimensions of Heuristic Use in Mathematical Problem Solving: Evidence from Early Secondary School Students}}},
  doi          = {{https://doi.org/10.1007/s13138-026-00270-6}},
  volume       = {{47}},
  year         = {{2026}},
}

@article{66074,
  abstract     = {{<jats:title>Abstract</jats:title>
                  <jats:p>This study investigates how secondary students construct and evaluate decision trees in an open exploratory task using CODAP. By analyzing students’ tree products and oral self-reports, we identified different data-based and context-based approaches to predictor selection and stopping criteria. Students engaged with key ideas of predictive modeling, including classification, model construction, accuracy, generalization, and interpretability. Informal exploration offered rich opportunities for subsequent teaching by enabling students to begin reconstructing central technical ideas and critical tensions of predictive modeling through diverse but meaningful reasoning approaches.</jats:p>}},
  author       = {{Fleischer, Franz Yannik and Biehler, Rolf}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Informal approaches to predictive modeling: fostering data literacy and critical engagement through decision tree construction}}},
  doi          = {{10.1007/s11858-026-01806-3}},
  year         = {{2026}},
}

@article{66121,
  author       = {{Bruns, Julia and Gasteiger, Hedwig and Hallemann, Svea and Schopferer, Theresa}},
  issn         = {{1479-4802}},
  journal      = {{Research in Mathematics Education}},
  pages        = {{1--21}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education}}},
  doi          = {{10.1080/14794802.2026.2689902}},
  year         = {{2026}},
}

@misc{66676,
  booktitle    = {{Der Mathematikunterricht}},
  editor       = {{Büchter, Theresa and Eichler, Andreas and Binder, Karin}},
  number       = {{3}},
  pages        = {{2--5}},
  publisher    = {{Friedrich Verlag}},
  title        = {{{Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht}}},
  volume       = {{72}},
  year         = {{2026}},
}

@article{66677,
  author       = {{Büchter, Theresa and Binder, Karin and Eichler, Andreas}},
  journal      = {{Der Mathematikunterricht}},
  number       = {{3}},
  pages        = {{6--15}},
  title        = {{{Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele und unterrichtlicher Einsatz}}},
  volume       = {{73}},
  year         = {{2026}},
}

@inproceedings{66759,
  author       = {{Biehler, Rolf and Binder, Karin and Haverkamp, Michael and Kempen, Leander}},
  booktitle    = {{Mathematikabitur „Status Quo–Quo Vadis “: Tagungsband zur Fachtagung zum Mathematikabitur am 11./12. Februar 2025 in Dresden}},
  editor       = {{Barzel, Bärbel and Schnasse, Saskia and Ebers, Patrick}},
  location     = {{Dresden}},
  pages        = {{56–70}},
  publisher    = {{Universität Duisburg-Essen}},
  title        = {{{Impulse zur Stochastik in der Oberstufe}}},
  year         = {{2026}},
}

@inbook{66842,
  abstract     = {{AnnoPy ist ein digitales Werkzeug, um kollaborativ Texte zu lesen, zu erschließen und zu analysieren. Es ist für die Präsenzlehre konzipiert und unterstützt Lehrende dabei, den Übergang von der individuellen Auseinandersetzung mit wissenschaftlichen Texten hin zu einer kollaborativ-sozialen Aushandlung des Gelesenen in Lehrveranstaltungen zu organisieren und zu strukturieren. Im Beitrag wird das digitale kollaborative Tool AnnoPy vorgestellt und gezeigt, welche Potenziale sich für die Analyse von Daten über Lernende durch die Integration von KI-basierter Learning Analytics in das Tool ergeben. Anhand von exemplarischen Daten aus einer Vorlesung der Mathematikdidaktik wird zunächst vorgestellt, wie in AnnoPy eine algorithmisch-händische Analyse und Datenauswertung erfolgte, um dann diese Art der Auswertung mit einer KI-gestützten Auswertung, bei der ein MCP-Server eingebunden wurde, zu vergleichen.}},
  author       = {{Scholle, Oliver and Rezat, Sara and Rezat, Sebastian and Niehus, Dominik}},
  booktitle    = {{Learning Analytics, Artificial Intelligence und Data Mining in der Hochschulbildung: Beiträge zur Learning AID 2025}},
  editor       = {{Leschke, Jonas and Queckenberg, Robert and Persike, Malte}},
  isbn         = {{978-3-8376-8045-4}},
  pages        = {{171–182}},
  publisher    = {{transcript}},
  title        = {{{AnnoPy – Potenziale von KI-basierter Learning Analytics für die Förderung wissenschaftlicher Textkompetenz}}},
  doi          = {{10.14361/9783839458761}},
  year         = {{2026}},
}

@article{66836,
  abstract     = {{This qualitative case study investigates how automated feedback from a widely accessible digital curriculum resource influences students’ mathematics learning. Drawing on a dialogic feedback framework, the study analyzes students’ feedback processes in an ecologically valid learning context. Grounded in a sociocultural perspective, the framework integrates Carless’ dialogic conceptualization of feedback, Shute’s feedback typology, and Vergnaud’s scheme theory. Eight eighth-graders from a German secondary school worked individually on percentage problems at home, video-recorded via online conferencing. Data included screen recordings and think-aloud protocols, which were analyzed using qualitative text analysis. Results reveal large individual differences in feedback processes—students vary in when and how they access feedback messages and how they make sense of them. Successfully solving a task after feedback does not always indicate understanding; in some cases, feedback aided procedural completion without conceptual insight. The effectiveness depended on the alignment between task design, feedback message content, and students’ actual difficulties. The study concludes that qualitative analysis of feedback processes with digital technologies in ecologically valid settings is necessary to target specific student difficulties and promote learning.</jats:p>}},
  author       = {{Rezat, Sebastian}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Students’ mathematical feedback processes using a digital curriculum resource: A qualitative perspective}}},
  doi          = {{10.1007/s11858-026-01821-4}},
  year         = {{2026}},
}

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

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