@article{58353,
  abstract     = {{<jats:title>Abstract</jats:title>
          <jats:p>Statistics and machine learning are critical because they play an essential role in our everyday lives and the careers we may pursue in the future. It may be beneficial to introduce machine learning, such as decision trees (DTs), at an early stage of education. The data-based construction of DTs is an example of a machine learning process, which can be addressed in mathematics or statistics teaching because of relatively low prior knowledge requirements. This paper focuses on investigating how sixth-grade students create and evaluate data-based DTs. The basis is a teaching unit that aims to lay the foundation for machine learning and enhance students’ understanding of the process. We investigate students’ processes in detail while they build DTs with data cards about food items to predict whether a new item is recommendable. After the teaching unit, an interview study examines students’ strategies for creating decision trees. The findings contribute to understanding students’ learning processes and the challenges when working with decision trees.</jats:p>}},
  author       = {{Podworny, Susanne and Biehler, Rolf and Fleischer, Yannik}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Young students’ engagement with data to create decision trees}}},
  doi          = {{10.1007/s11858-024-01649-w}},
  year         = {{2025}},
}

@article{59414,
  author       = {{Häsel-Weide, Uta and Nührenbörger, M.}},
  journal      = {{Zeitschrift für Grundschulforschung}},
  title        = {{{Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule}}},
  doi          = {{ https://doi.org/10.1007/s42278-025-00223-x }},
  year         = {{2025}},
}

@article{59622,
  abstract     = {{<jats:title>Abstract</jats:title>
          <jats:p>This study explores how high school students construct decision trees using data cards and the software CODAP (codap.concord.org) in interviews after attending a teaching unit. We conceptualized data-based decision tree construction using nine key aspects that we intended to teach, tested variations of two design elements in teaching, and analyzed the interviews qualitatively to compare student behavior to intended outcomes. We found high alignment to intentions but also deviations in data activities and informal or context-based rather than data-based reasoning. The design element of context-free (blinded) data seems to enhance data-based reasoning, while the design element of data card use showed diagnostic potential.</jats:p>}},
  author       = {{Fleischer, Yannik and Biehler, Rolf}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  number       = {{1}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning}}},
  doi          = {{10.1007/s11858-025-01663-6}},
  volume       = {{57}},
  year         = {{2025}},
}

@article{58516,
  abstract     = {{<jats:title>Abstract</jats:title>
          <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>
              <jats:alternatives>
                <jats:tex-math>$$\overline{r}$$</jats:tex-math>
                <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML">
                  <mml:mover>
                    <mml:mi>r</mml:mi>
                    <mml:mo>¯</mml:mo>
                  </mml:mover>
                </mml:math>
              </jats:alternatives>
            </jats:inline-formula> = .247, .224, and .344, respectively) but negatively related to anger, boredom, frustration, hopelessness, and shame (<jats:inline-formula>
              <jats:alternatives>
                <jats:tex-math>$$\overline{r}$$</jats:tex-math>
                <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML">
                  <mml:mover>
                    <mml:mi>r</mml:mi>
                    <mml:mo>¯</mml:mo>
                  </mml:mover>
                </mml:math>
              </jats:alternatives>
            </jats:inline-formula>= − .322, − .187, − .207, − .378, and − .291, respectively). Theoretical and practical implications of these results are discussed.</jats:p>}},
  author       = {{Schönherr, Johanna and Schukajlow, Stanislaw and Pekrun, Reinhard}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Emotions in mathematics learning: a systematic review and meta-analysis}}},
  doi          = {{10.1007/s11858-025-01651-w}},
  year         = {{2025}},
}

@article{59703,
  author       = {{Schönherr, Johanna and Mayer, Richard E.}},
  issn         = {{0361-476X}},
  journal      = {{Contemporary Educational Psychology}},
  publisher    = {{Elsevier BV}},
  title        = {{{Maximizing the benefits of student-generated drawing for real-world problem solving}}},
  doi          = {{10.1016/j.cedpsych.2025.102369}},
  volume       = {{81}},
  year         = {{2025}},
}

@article{60102,
  abstract     = {{<jats:p> Zusammenfassung: Studien haben gezeigt, dass frühe numerische Kompetenzen einen Einfluss auf die spätere mathematische Entwicklung haben. Vor diesem Hintergrund ist es wichtig, die numerischen Kompetenzen bereits im Kindergartenalter zu erfassen, um Kinder, denen wichtige Kompetenzen für die mathematische Entwicklung fehlen, und für die das Risiko der Entwicklung von Rechenschwierigkeiten besteht, frühzeitig und praxistauglich zu identifizieren. In der Studie wird ein Screening zur Erfassung der numerischen Kompetenzen im Kindergartenalter präsentiert, bei dem ausgewählte Aufgaben in einem Gruppensetting durchgeführt werden können. An der Validierung nahmen Kinder im Alter von vier bis sechs Jahren aus der Schweiz ( n = 431) und aus Deutschland ( n = 325) teil. Die Ergebnisse zeigen, dass mit dem Screening in verschiedenen Gruppen (Schweiz, Deutschland) mit wenigen Ausnahmen dieselben Eigenschaften gemessen werden. Die prognostische Validität für den Zeitpunkt kurz vor Schuleintritt ist zufriedenstellend. Der Testwert auf Basis des Gruppensettings lässt sich valide interpretieren, da sich keine Unterschiede zwischen Kindern, die die Aufgaben einzeln gelöst haben und Kindern, die die Aufgaben in Gruppen bearbeitet haben, gezeigt haben. Zusammenfassend lässt sich sagen, dass das Screening durch die Kombination von Einzel- und Kleingruppentests die Erfassung numerischer Fähigkeiten im Kindergarten in kurzer Zeit zuverlässig und valide ermöglicht. </jats:p>}},
  author       = {{Gloor, Noemi and Kucian, Karin and Bruns, Julia and Gasteiger, Hedwig and Moser Opitz, Elisabeth}},
  issn         = {{2191-9186}},
  journal      = {{Frühe Bildung}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Erfassung der numerischen Kompetenzen im                     Kindergartenalter}}},
  doi          = {{10.1026/2191-9186/a000699}},
  year         = {{2025}},
}

@inproceedings{63622,
  author       = {{Garnelo Abellanas, Irene}},
  booktitle    = {{Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)}},
  title        = {{{Towards design principles for learning environments based on theorem provers}}},
  year         = {{2025}},
}

@inproceedings{63629,
  author       = {{Garnelo Abellanas, Irene}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2025}},
  title        = {{{Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern}}},
  year         = {{2025}},
}

@inproceedings{63697,
  author       = {{Stallmeister, Lea and Rezat, Sebastian}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
  editor       = {{Schick, Lisa and Platz, Melanie and Lambert, Anselm}},
  location     = {{Universität des Saarlandes, Saarbrücken}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Die Bedeutung des Mathematikschulbuchs in Zeiten der Ressourcenvielfalt}}},
  doi          = {{10.17877/DE290R-26373}},
  year         = {{2025}},
}

@inproceedings{62062,
  author       = {{Neufeld, Inga and Häsel-Weide, Uta}},
  booktitle    = {{Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)}},
  editor       = {{Bosch, M. and Bolondi, G. and Carreira, S. and Spagnolo, C. and Gaidoschik, M.}},
  location     = {{Bozen, Italy}},
  title        = {{{Learning support practices in the fostering of basic arithmetic skills}}},
  year         = {{2025}},
}

@inproceedings{62063,
  author       = {{Häsel-Weide, Uta and Nührenbörger, Marcus}},
  booktitle    = {{Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)}},
  editor       = {{Bosch, M. and Bolondi, G. and Carreira, S. and Spagnolo, C. and Gaidoschik, M.}},
  location     = {{Bozen, Italy}},
  title        = {{{Practices in math discourses in inclusive primary school}}},
  year         = {{2025}},
}

@inbook{63730,
  author       = {{Bruns, Julia and Gasteiger, Hedwig and Lastering, Bernd and Schopferer, Theresa and Zech, Detlev}},
  booktitle    = {{25 Jahre Berufskolleg - Wegspuren und Zukunftspfade}},
  editor       = {{Pudenz, Stephanie and Schoell, Oliver and Cleef, Maria}},
  pages        = {{175--188}},
  publisher    = {{wbv}},
  title        = {{{Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung stärken}}},
  year         = {{2025}},
}

@article{61518,
  abstract     = {{<jats:title>Abstract</jats:title>
          <jats:p>Teacher professional development (TPD) is a crucial support mechanism for mathematics teachers. Strategies for implementing TPD include disseminating educative curriculum materials or conducting TPD courses. However, it remains unclear whether different implementations of the same TPD support mathematics teachers in distinct ways. This study investigated two implementations of the TPD <jats:italic>EmMa-FS</jats:italic> which focuses early mathematics education (EME) for German vocational school (VS) teachers who instruct prospective early childhood (EC) educators. One group of teachers received an in-person TPD course along with educative curriculum materials (<jats:italic>n</jats:italic>
            <jats:sub>
              <jats:italic>PM</jats:italic>
            </jats:sub> = 26), whereas the other received only the educative curriculum materials (<jats:italic>n</jats:italic>
            <jats:sub>
              <jats:italic>M</jats:italic>
            </jats:sub> = 15). The effects on VS teachers’ beliefs and knowledge concerning EME were examined using a <jats:italic>t</jats:italic>-test and repeated measures ANOVA. To assess how teachers in the different implementation groups made use of the TPD in their lesson planning, participants submitted hypothetical lesson sequences on early numeracy, which were analysed for instructional quality, covered content, and the visible implementation of the provided educative curriculum materials using qualitative content analysis. The results indicated that both TPD implementations positively affected VS teachers’ knowledge related to EME but not their beliefs. While the instructional quality of the lesson sequences varied across both groups, participants who received the TPD course appeared to use the educative curriculum materials more often and to cover more content.</jats:p>}},
  author       = {{Richter, Alix and Bruns, Julia and Gasteiger, Hedwig}},
  issn         = {{0173-5322}},
  journal      = {{Journal für Mathematik-Didaktik}},
  number       = {{1}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Interaction- or Material-Centred Implementation of Teacher Professional Development: a Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions- oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung sowie der potentiellen Unterrichtsplanung von Lehrkräften}}},
  doi          = {{10.1007/s13138-025-00259-7}},
  volume       = {{46}},
  year         = {{2025}},
}

@article{61519,
  abstract     = {{<jats:p> Zusammenfassung: Frühe mathematische Bildung, die ihren Ausgangspunkt in den (Spiel-)Situationen der Kindertagesstätte nimmt, kann breite mathematische Erfahrungen ermöglichen, wenn die (Spiel-)Situationen entsprechende Möglichkeiten bieten. Erste Studien weisen darauf hin, dass in diesen Situationen verschiedene mathematische Inhalte angesprochen werden können. Allerdings konzentrieren sich bisherige Studien auf ausgewählte Kontexte oder Inhaltsbereiche. Diese Studie zielt daher auf eine vertiefte Analyse der Gelegenheiten für mathematische Erfahrungen, die in verschiedenen (Spiel-)Situationen im Alltag der Kindertagesstätte entstehen können. Dazu wurde eine videobasierte Beobachtungsstudie mittels einer Action-Kamera in einer Kindertagesstätte durchgeführt. Die Ergebnisse zeigen, dass eine Vielfalt von mathematischen Inhalten in (Spiel-)Situationen in der Kindertagesstätte beobachtet werden kann, einzelne Inhalte jedoch nur in formellen Lernsituationen auftreten. </jats:p>}},
  author       = {{Bruns, Julia and Mette, Tessa}},
  issn         = {{2191-9186}},
  journal      = {{Frühe Bildung}},
  number       = {{4}},
  pages        = {{193--200}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?}}},
  doi          = {{10.1026/2191-9186/a000730}},
  volume       = {{14}},
  year         = {{2025}},
}

@article{62283,
  author       = {{Rezat, Sebastian and Doligkeit, Nadja}},
  journal      = {{mathematik lehren}},
  number       = {{252}},
  pages        = {{16–22}},
  title        = {{{Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen Denken}}},
  year         = {{2025}},
}

@inbook{62645,
  author       = {{Häsel-Weide, Uta and Nührenbörger, Marcus}},
  booktitle    = {{Handbuch Lehrerinnen- und Lehrerbildung}},
  editor       = {{Cramer, C. and König, J. and Rothland, M.}},
  pages        = {{549--555}},
  publisher    = {{Klinkhardt}},
  title        = {{{ Mathematik (Primarstufe) in der Lehrerinnen- und Lehrerbildung. Qualifizierung für das Lehren von Mathematik in der Grundschule}}},
  doi          = {{10.35468/hblb2025-070}},
  year         = {{2025}},
}

@inproceedings{63036,
  author       = {{Rezat, Sebastian and Glasnović Gracin, Dubravka and Van Steenbrugge, Hendrik and Sievert, Henning}},
  booktitle    = {{Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development.}},
  editor       = {{Pepin, Birgit and Kohanová, Iveta and Langfeldt, Marit Buset}},
  isbn         = {{978-82-691902-2-9}},
  location     = {{Trondheim, Norway}},
  pages        = {{72–91}},
  publisher    = {{Norwegian University of Science and Technology.}},
  title        = {{{The quality of print and digital mathematics curriculum resources}}},
  year         = {{2025}},
}

@inproceedings{63034,
  author       = {{Stallmeister, Lea and Rezat, Sebastian}},
  booktitle    = {{Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development}},
  editor       = {{Pepin, Birgit and Kohanová, Iveta and Langfeldt, Marit Buset}},
  isbn         = {{978-82-691902-2-9}},
  location     = {{Trondheim, Norway}},
  publisher    = {{Norwegian University of Science and Technology}},
  title        = {{{Students’ use of different material resources for specific purposes in the process of learning mathematics}}},
  year         = {{2025}},
}

@article{60196,
  abstract     = {{This paper examines the governance and quality control of digital curriculum resources (DCR) for K-12 mathematics education in Germany. It focuses on approval processes and criteria set by the 16 federal states, arguing that these have the potential to influence the development of DCR. Using qualitative content analysis, the study explores three research questions: which DCR require official approval, the criteria applied for approval, and the extent to which these criteria are mathematics-specific. Findings indicate that 10 federal states maintain official approval systems, covering digital equivalents of printed textbooks and selected supplemental materials. However, most DCR fall outside these regulated processes, leaving their evaluation largely to individual schools and teachers. The study identifies 17 categories of quality criteria, but reveals a lack of detailed, mathematics-specific requirements. Instead, many criteria are broad references to didactical principles and educational goals, leaving the interpretation and application of these quality standards open-ended. Subject-specific criteria are included but remain limited in specificity. The study underscores the need for research-informed, mathematics-specific quality standards to guide DCR development and approval, emphasizing their importance amidst challenges like artificial intelligence. Policymakers are urged to adopt clearer criteria to ensure high-quality DCR to be used in schools.}},
  author       = {{Rezat, Sebastian}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  keywords     = {{governance, digital curriculum resources, digital textbooks, digital curriculum materials, quality}},
  pages        = {{ 891–904}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{The quality of digital curriculum resources for mathematics in German educational policy}}},
  doi          = {{10.1007/s11858-025-01708-w}},
  volume       = {{57}},
  year         = {{2025}},
}

@inproceedings{63434,
  author       = {{Hoffmann, Max}},
  booktitle    = {{Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)}},
  editor       = {{Bosch, Marianna and Bolondi, Giorgio and Carreira, Susana and Michael, Gaidoschik and Camilla, Spagnolo}},
  keywords     = {{hoffmann, reviewed, proceedings}},
  title        = {{{Using scriptwriting as a response format for interface tasks: Exemplary analyses in the context of symmetry}}},
  year         = {{2025}},
}