@article{49425, author = {{Seitz, Simone and Häsel-Weide, Uta and Wilke, Yannik and Wallner, Melina}}, journal = {{Teachers and Teaching}}, pages = {{1--16}}, title = {{{Expertise and professionalism for inclusive (mathematics) teaching and learning: reflections on findings from interdisciplinary professionalisation research}}}, doi = {{https://doi.org/10.1080/13540602.2023.2284876 }}, year = {{2023}}, } @inproceedings{51131, author = {{Graf, Lara Marie and Häsel-Weide, Uta and Höveler, K. and Nührenbörger, M.}}, booktitle = {{Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)}}, editor = {{Drijvers, P. and Csapodi, C. and Palmér, H. and Gosztonyi, K. and Kónya, E.}}, pages = {{3203--3210}}, title = {{{Insights into out-of-field teachers’ self-reports: Fostering the understanding of addition and subtraction as a basis for children to overcome difficulties in mathematics}}}, year = {{2023}}, } @article{52806, author = {{Gilbert, H. and Schürmann, M. and Liebendörfer, M. and Lawson, D. and Hodds, M.}}, issn = {{0020-739X}}, journal = {{International Journal of Mathematical Education in Science and Technology}}, keywords = {{Applied Mathematics, Education, Mathematics (miscellaneous)}}, pages = {{1--26}}, publisher = {{Informa UK Limited}}, title = {{{Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland}}}, doi = {{10.1080/0020739x.2023.2184282}}, year = {{2023}}, } @inbook{52811, author = {{Biehler, Rolf and Guntermann, Dominik and Liebendörfer, Michael and Krämer, Sandra and Schlüter, Sarah}}, booktitle = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}}, editor = {{Goethe-Universität Frankfur, IDMI-Primar}}, isbn = {{978-3-95987-208-9}}, pages = {{407–410}}, publisher = {{WTM}}, title = {{{Fachdidaktisches Design von Begründungsvideos im Projekt studiVEMINTvideos}}}, doi = {{10.37626/GA9783959872089.0}}, volume = {{1}}, year = {{2023}}, } @inbook{52810, author = {{Göller, Robin and Gildehaus, Lara and Liebendörfer, Michael and Besser, Michael}}, booktitle = {{Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2021. Beiträge zum gleichnamigen Online-Symposium am 12 November 2021 aus Bochum}}, editor = {{Härterich, Jörg and Kallweit, Michael and Rolka, Katrin and Skill, Thomas}}, isbn = {{978-3-95987-264-5}}, pages = {{66–80}}, publisher = {{WTM}}, title = {{{Erfassung und Vergleich (mathematischer) Eingangsvoraussetzungen angehender Studierender verschiedener mathematikhaltiger Studiengänge}}}, year = {{2023}}, } @inbook{52809, author = {{Kempen, Leander and Liebendörfer, Michael}}, booktitle = {{Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2021. Beiträge zum gleichnamigen Online-Symposium am 12 November 2021 aus Bochum}}, editor = {{Härterich, Jörg and Kallweit, Michael and Rolka, Katrin and Skill, Thomas}}, isbn = {{978-3-95987-264-5}}, pages = {{91–106}}, publisher = {{WTM}}, title = {{{Zu digital - zu viel - zu schwer? Qualitative Einsichten in das Erleben und Handeln von Erstsemester-Studierenden der Mathematik während der Corona-Pandemie}}}, year = {{2023}}, } @inbook{52813, author = {{Schlüter, Sarah and Liebendörfer, Michael}}, booktitle = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}}, editor = {{Goethe-Universität Frankfur, IDMI-Primar}}, isbn = {{978-3-95987-208-9}}, pages = {{1177–1180}}, publisher = {{WTM}}, title = {{{Bearbeitungsmuster von Studierenden im Umgang mit formalen Definitionen im Kontext konstanter Folgen}}}, doi = {{10.37626/GA9783959872089.0}}, volume = {{2}}, year = {{2023}}, } @inbook{52812, author = {{Krämer, Sandra and Liebendörfer, Michael}}, booktitle = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}}, editor = {{Goethe-Universität Frankfur, IDMI-Primar}}, isbn = {{978-3-95987-208-9}}, pages = {{949–952}}, publisher = {{WTM}}, title = {{{Förderung prozeduraler Flexibilität durch Lernvideos mit interaktiven Aufgaben}}}, doi = {{10.37626/GA9783959872089.0}}, volume = {{2}}, year = {{2023}}, } @article{52807, abstract = {{Many preservice mathematics teachers lose their motivation during their first year at university. This phenomenon has been repeatedly described in recent years but is not yet fully under­stood. Since motivation may relate to different objects such as mathematics or teaching, we aim to qualitatively reconstruct different facets of the central motivational constructs of Situated-Expectancy-Value theory (intrinsic value, attainment value, utility value, cost, and expectancy of success) for preservice mathematics teachers. The analysis of longitudinal group interviews of 14 pre­service higher-secondary mathematic teachers from a German university revealed different objects of motivation (e.g., teaching mathematics, scientific mathematics, procedural mathematics, or proof-based mathematics) in preservice teachers' values and expectancy of success. Furthermore, relations between those values and expectancy of success were identified that played a significant role in preservice teachers’ motivational development over their first semester (e.g., relations of attain­ment value for scientific mathematics and psychological cost). Theoretical and practical implications towards a teaching-specific conceptualization of expectancy of success and values and value interventions are being discussed.}}, title = {{{Preservice teachers’ mathematics-related values and expectancy in the transition from school to university}}}, doi = {{10.48489/QUADRANTE.31191}}, year = {{2023}}, } @book{51101, author = {{Werth, Gerda}}, isbn = {{9783658424442}}, issn = {{2661-8591}}, publisher = {{Springer Fachmedien Wiesbaden}}, title = {{{Neue Wege im mathematischen Unterricht: Auf den Spuren Mathilde Vaertings}}}, doi = {{10.1007/978-3-658-42445-9}}, year = {{2023}}, } @article{51103, author = {{Werth, Gerda}}, journal = {{mathematik lehren}}, pages = {{15--19}}, publisher = {{Friedrich}}, title = {{{Standardkonstruktionen eigenständig entdecken. Mathilde Vaertings Idee der Selbstständigkeitsprobe}}}, volume = {{241}}, year = {{2023}}, } @inbook{53565, author = {{Schwerin, Imke}}, booktitle = {{Mathematikdidaktik Grundschule}}, location = {{Bremen}}, publisher = {{University of Bamberg Press}}, title = {{{Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2}}}, year = {{2023}}, } @inproceedings{53439, author = {{Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}}, booktitle = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 29.08.2022 bis 02.09.2022 in Frankfurt am Main}}, pages = {{1125–1128}}, publisher = {{WTM-Verlag}}, title = {{{Mathematik – Lesen – Lernen: Ein Vorlesungskonzept zur Förderung mathematischer Lesekompetenz}}}, doi = {{10.17877/DE290R-23392}}, year = {{2023}}, } @inproceedings{53441, author = {{Leifeld, Markus and Rezat, Sebastian}}, booktitle = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 29.08.2022 bis 02.09.2022 in Frankfurt am Main}}, pages = {{993–996}}, publisher = {{WTM-Verlag}}, title = {{{Verstehen schriftlicher Rechenverfahren durch algorithmisches Denken am Beispiel der schriftlichen Subtraktion}}}, doi = {{10.17877/DE290R-23760}}, year = {{2023}}, } @inproceedings{53475, author = {{Malik, Sara Naseem and Rezat, Sebastian}}, booktitle = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 29.08.2022 bis 02.09.2022 in Frankfurt am Main}}, publisher = {{WTM-Verlag}}, title = {{{Herausforderungen anwendungsbezogener Aufgaben - eine curriculare Perspektive auf den Forschungsstand}}}, doi = {{10.17877/DE290R-23380}}, year = {{2023}}, } @inbook{46987, author = {{Pepin, Birgit and Kock, Zeger-jan and Rezat, Sebastian}}, booktitle = {{Handbook of Digital Resources in Mathematics Education}}, editor = {{Pepin, Birgit and Gueudet, Ghislaine and Choppin, Jeff}}, isbn = {{9783030950606}}, issn = {{2197-1951}}, pages = {{1–28}}, publisher = {{Springer International Publishing}}, title = {{{Toward student agency in the selection and use of digital resources for learning and studying mathematics}}}, doi = {{10.1007/978-3-030-95060-6_26-1}}, year = {{2023}}, } @inbook{48067, author = {{Gueudet, Ghislaine and Pepin, Birgit and Rezat, Sebastian}}, booktitle = {{Handbook of Digital Resources in Mathematics Education}}, editor = {{Pepin, Birgit and Gueudet, Ghislaine and Choppin, Jeffrey}}, isbn = {{9783030950606}}, issn = {{2197-1951}}, publisher = {{Springer International Publishing}}, title = {{{Meta-Resources: Supporting the design of mathematics teaching and learning}}}, doi = {{10.1007/978-3-030-95060-6_36-1}}, year = {{2023}}, } @inbook{49684, author = {{Rezat, Sebastian and Geiger, Vince}}, booktitle = {{Handbook of Digital Resources in Mathematics Education}}, editor = {{Pepin, Birgit and Gueudet, Ghislaine and Choppin, Jeffrey}}, isbn = {{9783030950606}}, issn = {{2197-1951}}, publisher = {{Springer International Publishing}}, title = {{{The role of digital technologies in transforming student learning landscapes}}}, doi = {{10.1007/978-3-030-95060-6_21-1}}, year = {{2023}}, } @inbook{46956, author = {{Hattermann, Mathias and Rezat, Sebastian and Sträßer, Rudolf}}, booktitle = {{Handbuch der Mathematikdidaktik}}, isbn = {{9783662666036}}, pages = {{201–242}}, publisher = {{Springer}}, title = {{{Geometrie: Leitidee Raum und Form}}}, doi = {{10.1007/978-3-662-66604-3_7}}, year = {{2023}}, } @article{45786, abstract = {{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.}}, author = {{Hoffmann, Max and Biehler, Rolf}}, issn = {{1863-9690}}, journal = {{ZDM – Mathematics Education}}, keywords = {{General Mathematics, Education}}, publisher = {{Springer}}, 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}}, year = {{2023}}, }