@inbook{46160,
  author       = {{Wessel, Lena and Leuders, Timo}},
  booktitle    = {{Practice-Oriented Research in Tertiary Mathematics Education}},
  editor       = {{Biehler, Rolf and Liebendörfer, Michael and Gueudet, G. and Rasmussen, C. and Winslow, C.}},
  isbn         = {{9783031141744}},
  issn         = {{1869-4918}},
  pages        = {{349--368}},
  publisher    = {{Springer International Publishing}},
  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}},
  year         = {{2022}},
}

@inproceedings{53052,
  author       = {{Kolbe, Tim and Wessel, Lena}},
  booktitle    = {{Fourth conference of the International Network for Didactic Research in University Mathematics}},
  editor       = {{Trigueros, Maria and Baerquero, Berta and Hochmuth, Reinhard and Peters, Jana}},
  location     = {{Hannover}},
  pages        = {{632--641}},
  title        = {{{Self-regulated learning in a mathematics course for engineers in the first semester: insights into students reported resource management and cognitive strategies}}},
  year         = {{2022}},
}

@inbook{42655,
  author       = {{Schürmann, Mirko and Liebendörfer, Michael and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Ruge, Johanna and Schaper, Niclas and Biehler, Rolf and Hochmuth, Reinhard}},
  booktitle    = {{Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse}},
  editor       = {{Hochmuth, Reinhard and Biehler, Rolf and Liebendörfer, Michael and Schaper, Niclas}},
  isbn         = {{9783662648322}},
  issn         = {{2197-8751}},
  pages        = {{67--113}},
  publisher    = {{Springer}},
  title        = {{{Evaluation von Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen}}},
  doi          = {{10.1007/978-3-662-64833-9_3}},
  year         = {{2022}},
}

@article{45334,
  author       = {{Schönherr, Johanna and Schukajlow, S. and Blomberg, J. and Leopold, C.}},
  journal      = {{Applied Cognitive Psychology, ac3930}},
  number       = {{2}},
  pages        = {{402--417}},
  title        = {{{Effects of drawing instructions and strategic knowledge on mathematical modeling performance: Mediated by the use of the drawing strategy}}},
  doi          = {{10.1002/acp.3930}},
  volume       = {{36}},
  year         = {{2022}},
}

@inproceedings{45339,
  author       = {{Schönherr, Johanna and Schukajlow, S. and Leopold, C.}},
  booktitle    = {{Proceedings of the 45th PME Conference}},
  pages        = {{347–354}},
  title        = {{{Drawing instructions, strategic knowledge, strategy-based motivation, and students' use of drawings}}},
  volume       = {{3}},
  year         = {{2022}},
}

@inproceedings{35674,
  abstract     = {{<jats:p>We report on our work with students in our data science courses, focusing on the analysis of students’ results. This study represents an in-depth analysis of students’ creation and documentation of machine learning models. The students were supported by educationally designed Jupyter Notebooks, which are used as worked examples. Using the worked example, students document their results in a so-called computational essay. We examine which aspects of creating computational essays are difficult for students to find out how worked examples should be designed to support students without being too prescriptive. We analyze the computational essays produced by students and draw consequences for redesigning our worked example.</jats:p>}},
  author       = {{Fleischer, Franz Yannik and Hüsing, Sven and Biehler, Rolf and Podworny, Susanne and Schulte, Carsten}},
  booktitle    = {{Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics}},
  editor       = {{Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan, A.}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Jupyter Notebooks for Teaching, Learning, and Doing Data Science}}},
  doi          = {{10.52041/iase.icots11.t10e3}},
  year         = {{2022}},
}

@article{35672,
  abstract     = {{<jats:p>This study examines modelling with machine learning. In the context of a yearlong data science course, the study explores how upper secondary students apply machine learning with Jupyter Notebooks and document the modelling process as a computational essay incorporating the different steps of the CRISP-DM cycle. The students’ work is based on a teaching module about decision trees in machine learning and a worked example of such a modelling process. The study outlines the students’ performance in carrying out the machine learning technically and reasoning about bias in the data, different data preparation steps, the application context, and the resulting decision model. Furthermore, the context of the study and the theoretical backgrounds are presented.</jats:p>}},
  author       = {{Fleischer, Franz Yannik and Biehler, Rolf and Schulte, Carsten}},
  issn         = {{1570-1824}},
  journal      = {{Statistics Education Research Journal}},
  keywords     = {{Education, Statistics and Probability}},
  number       = {{2}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks}}},
  doi          = {{10.52041/serj.v21i2.61}},
  volume       = {{21}},
  year         = {{2022}},
}

@inproceedings{40312,
  author       = {{Häsel-Weide, Uta and Nührenbörger, M.}},
  booktitle    = {{Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}},
  editor       = {{Hodgen, J. and Geraniou, E. and Bolondi, G. and Ferretti, F.}},
  pages        = {{1--8}},
  title        = {{{Inclusive math practices in primary school. Twelfth Congress of the European Society for Research in Mathematics Education}}},
  year         = {{2022}},
}

@inbook{34413,
  author       = {{Häsel-Weide, Uta and Wienhues, Inga and Kordes, L.}},
  booktitle    = {{Digitale Medien und Heterogenität – Chancen und Herausforderungen für die Mathematikdidaktik}},
  editor       = {{Bonow, J. and Dexel, T. and Rink, R. and Schreiber, Chr. and Walter, D.}},
  pages        = {{27--42}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Multiplikative Beziehungen erkennen und nutzen – Initiierung von Lernprozessen durch Entdeckervideos}}},
  year         = {{2022}},
}

@inproceedings{45679,
  author       = {{Bruns, Julia and Reuter, D.}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022}},
  publisher    = {{WTM-Verlag}},
  title        = {{{„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?}}},
  year         = {{2022}},
}

@inproceedings{45678,
  author       = {{Bruns, Julia and Hagena, M. and Gasteiger, H.}},
  booktitle    = {{Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}},
  editor       = {{Hodgen, J. and Geraniou, E. and Bolondi, G. and Ferretti, F.}},
  location     = {{Free University of Bozen-Bolzano and ERME}},
  title        = {{{Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education}}},
  year         = {{2022}},
}

@article{45677,
  author       = {{Bruns, Julia and Langer, W. and Erhorn, J.}},
  journal      = {{German Journal of Exercise and Sport Research}},
  number       = {{3}},
  pages        = {{386–397}},
  title        = {{{Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht}}},
  doi          = {{10.1007/s12662-022-00807-0}},
  volume       = {{52}},
  year         = {{2022}},
}

@article{34820,
  abstract     = {{The construct of noticing is considered to be of crucial importance for professional action of (prospective) physical education (PE) teachers in the context of (inclusive) PE. In order to implement the demands of inclusive PE teaching, noticingwith regard to processes of recognition proves to be particularly significant. Due to the relevance of physicality, the design of recognition relationships that encourage pupils' development results in specific requirements for the selective attention and the theory-based interpretation of processes of recognition and disregard in complex teaching situations. This facet of competence has hardly been studied so far, partly due to the lack of instruments for standardised assessment of this construct. In the context of this paper, the development and validation of a standardised, video vignette-based test instrument for the measurement of noticingwith regard to processes of recognition of prospective PE teachers is presented. The validation focuses on the content of the test and the internal structure of the instrument as well as on correlations with related constructs in terms of content. The results from three consecutive validation studies provide indications of the reliability and validity of the test score interpretation of the instrument ViProQiS_A. The findings so far indicate that the standardised measurement of noticingwith regard to processes of recognitionin inclusive PE could be realized on the basis of the test instrument developed here.}},
  author       = {{Langer, Wiebke and Bruns, Julia and Erhorn, Jan}},
  issn         = {{2509-3150}},
  journal      = {{German Journal of Exercise and Sport Research}},
  keywords     = {{Physical education teacher education, Competence modelling and, measurement, Inclusive physical education, Video-based items, Noticing}},
  number       = {{3}},
  pages        = {{386--397}},
  publisher    = {{Springer}},
  title        = {{{Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education}}},
  doi          = {{10.1007/s12662-022-00807-0}},
  volume       = {{52}},
  year         = {{2022}},
}

@article{34819,
  abstract     = {{Teachers expect facilitators to have own teaching experience as a teacher in order to be able to carry out effective teacher professional development programs. As part of the project EmMa(M), it is investigated, to which extent the teaching experience of facilitators influences the development of early childhood teachers' (n = 83) mathematical pedagogical content knowledge (MPCK) and early childhood teachers' enjoyment of mathematics in the context of a teacher professional development program. It turns out that the teaching experience of the facilitators has no influence on the development of early childhood teachers' MPCK, but favors the development of early childhood teachers' enjoyment of mathematics. Controlling for this increased enjoyment an influence of teaching experience on the development of early childhood teachers' MPCK emerges, but in favor of the participating facilitators who have no teaching experience but have a university degree.}},
  author       = {{Hagena, Maike and Bruns, Julia and Gasteiger, Hedwig}},
  issn         = {{1862-5215}},
  journal      = {{Zeitschrift für Erziehungswissenschaft}},
  keywords     = {{Facilitator professional development, Early childhood teachers, Teaching, experience, Early mathematics education}},
  number       = {{6}},
  pages        = {{1455–1480}},
  publisher    = {{Springer Vieweg-springer Fachmedien Wiesbaden Gmbh}},
  title        = {{{Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft}}},
  doi          = {{10.1007/s11618-022-01122-y}},
  volume       = {{25}},
  year         = {{2022}},
}

@inbook{36472,
  author       = {{Reuter, Dinah and Bruns, Julia}},
  booktitle    = {{Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik}},
  isbn         = {{9783662632130}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich}}},
  doi          = {{10.1007/978-3-662-63214-7_3}},
  year         = {{2022}},
}

@inproceedings{40613,
  author       = {{Dröse, Jennifer}},
  booktitle    = {{Beiträge zum Mathematikunterricht}},
  title        = {{{Verstehensgrundlagen diagnostizieren - Diagnostisches Denken von drei Professionalisierungsgruppen}}},
  year         = {{2022}},
}

@inproceedings{47520,
  author       = {{Graf, Lara Marie and Häsel-Weide, Uta and Nührenbörger, Marcus and Höveler, Karina}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022 - 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
  location     = {{Frankfurt am Main}},
  pages        = {{773--776}},
  title        = {{{Lernwege von fachfremd unterrichtenden Lehrkräften zur Ablösung vom zählenden Rechnen}}},
  year         = {{2022}},
}

@inproceedings{47519,
  author       = {{Schwerin, Imke}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022 - 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
  location     = {{Frankfurt am Main}},
  pages        = {{401--404}},
  title        = {{{Verdoppeln und Halbieren im 2. Schuljahr - Vorgehensweisen und Verständnis}}},
  year         = {{2022}},
}

@inbook{56201,
  author       = {{Biehler, Rolf and Hoffmann, Max}},
  booktitle    = {{Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  isbn         = {{9783662639474}},
  issn         = {{2197-8751}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium}}},
  doi          = {{10.1007/978-3-662-63948-1_4}},
  year         = {{2022}},
}

@inbook{56203,
  author       = {{Hoffmann, Max and Biehler, Rolf}},
  booktitle    = {{Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  isbn         = {{9783658340667}},
  issn         = {{2197-8751}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie}}},
  doi          = {{10.1007/978-3-658-34067-4_20}},
  year         = {{2022}},
}