@article{59053,
  author       = {{Frischemeier, Daniel and Biehler, Rolf}},
  journal      = {{Stochastik in der Schule}},
  number       = {{1}},
  pages        = {{22--33}},
  title        = {{{Förderung von statistischem Denken im Mathematikunterricht der Primarstufe: Bedeutsame Ideen und Förderungsmöglichkeiten}}},
  volume       = {{45}},
  year         = {{2025}},
}

@article{60351,
  abstract     = {{<jats:p>This article is a short summary of the report of survey team 3, presented to the 15th International Congress on Mathematical Education (ICME-15) in Sydney in July 2024.</jats:p>}},
  author       = {{Biehler, Rolf and Kawakami, Takashi and Lampen, Erna and Weiland, Travis and Zapata-Cardona, Lucía}},
  issn         = {{2747-7894}},
  journal      = {{European Mathematical Society Magazine}},
  publisher    = {{European Mathematical Society - EMS - Publishing House GmbH}},
  title        = {{{Statistics and data science education as a vehicle for empowering citizens – short summary of a survey}}},
  doi          = {{10.4171/mag/257}},
  year         = {{2025}},
}

@article{60495,
  author       = {{Podworny, Susanne and Fleischer, Yannik and Biehler, Rolf}},
  journal      = {{Stochastik in der Schule}},
  number       = {{2}},
  pages        = {{9--16}},
  title        = {{{Explorative Datenanalyse in der Schule – Analyse der Mediennutzung von Jugendlichen mit den YOU‑PB Daten}}},
  volume       = {{45}},
  year         = {{2025}},
}

@inbook{60532,
  author       = {{Biehler, Rolf and Schulte, Carsten}},
  booktitle    = {{Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria}},
  title        = {{{Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines.}}},
  year         = {{2025}},
}

@inbook{60816,
  author       = {{Häsel-Weide, Uta and Hußmann, S. and Nührenbörger, M.}},
  booktitle    = {{Rechnen richtig  lernen - flexibel, für alle und von Anfang an. Fachdidaktische Hintergründe und Lernangebote für die Grundschule}},
  editor       = {{Rechtsteiner, C.}},
  pages        = {{71--80}},
  publisher    = {{Klett Kallmeyer}},
  title        = {{{ Flexibles Addieren und Subtrahieren im Zahlenraum bis 100}}},
  year         = {{2025}},
}

@inproceedings{60860,
  author       = {{Fleischer, Franz Yannik and Biehler, Rolf}},
  booktitle    = {{Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports, Vol. 1 }},
  editor       = {{Cornejo, C. and Felmer, P. and Gomez, D.M. and Dartnell, P. and Araya, P. and Peri, A. and Randolph, V.}},
  pages        = {{267--274}},
  title        = {{{ANALYZING STUDENTS’INFORMAL APPROACHES TO CREATING DECISION TREES IN THE CLASSROOM}}},
  year         = {{2025}},
}

@article{61125,
  author       = {{Biehler, Rolf and Liebendörfer, Michael and Schmitz, Angela and Reich, Birte}},
  journal      = {{Mitteilungen der Deutschen Mathematiker-Vereinigung}},
  number       = {{3}},
  pages        = {{170–171}},
  publisher    = {{De Gruyter}},
  title        = {{{studiVEMINT Mathematik-Online-Vorkurs jetzt mit 300 integrierten Lernvideos frei verfügbar}}},
  volume       = {{33}},
  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}},
}

@article{63433,
  author       = {{Hoffmann, Max}},
  journal      = {{mathematik lehren}},
  number       = {{253}},
  pages        = {{39--44}},
  title        = {{{Digitale Perspektiven auf das Heron-Verfahren}}},
  doi          = {{https://doi.org/10.5555/ml-253-2025_07}},
  year         = {{2025}},
}

@article{63556,
  author       = {{Biehler, Rolf and Engel, Joachim and Frischemeier, Daniel and Podworny, Susanne}},
  journal      = {{mathematica didactica}},
  number       = {{2}},
  title        = {{{Civic Statistical Literacy: Konzept und praxisnahe Umsetzung am Beispiel des Klimawandels}}},
  doi          = {{10.18716/ojs/md/2025.2297}},
  volume       = {{48}},
  year         = {{2025}},
}

@inproceedings{63571,
  abstract     = {{Prüfungen sind ein wesentlicher Bestandteil des Mathematikunterrichts. Mündliche Prüfungsformate sind insbesondere in Abschlussprüfungen üblich, wurden aber bislang kaum untersucht. Dieses Projekt widmet sich dem Vorkommen und der Bedeutung verschiedener Wissensarten in mündlichen Prüfungen. Dazu soll auf Grundlage videografierter Prüfungsgespräche eine Taxonomie für abgefragte Wissensarten entwickelt werden. Der Vortrag präsentiert die Konzeption sowie erste Ergebnisse einer Vorstudie, die als Basis für eine vertiefte Analyse realer Prüfungen dient.}},
  author       = {{Hellmund, Johannes}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2025}},
  editor       = {{Schick, L. and Platz, M. and Lambert, A.}},
  location     = {{Saarbrücken}},
  pages        = {{1417}},
  publisher    = {{WTM}},
  title        = {{{Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden abgefragt?}}},
  doi          = {{10.17877/DE290R-25900}},
  year         = {{2025}},
}

@article{54970,
  author       = {{Quack, Carolin and Bruns, Julia}},
  journal      = {{Frühe Bildung}},
  number       = {{2}},
  pages        = {{72--78}},
  title        = {{{Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte}}},
  doi          = {{https://doi.org/10.1026/2191-9186/a000712}},
  volume       = {{14}},
  year         = {{2025}},
}

@article{56131,
  abstract     = {{This article provides a comprehensive mathematical-didactic analysis of how the highly relevant topic symmetry can be prepared for the university education of PSTs. Methodologically, the analysis is embedded in a design research cycle and serves as preparation for the actual design of learning activities. The procedure of "specifying and structuring" learning objects is used and adapted in such a way that, in addition to mathematical aspects, profession-oriented references to school mathematics are also considered. An essential result of the analysis is the formulation of so-called interface aspects to symmetry, which prove to be helpful in establishing such references. }},
  author       = {{Hoffmann, Max}},
  journal      = {{Recherches en Didactique des Mathématiques}},
  number       = {{2}},
  pages        = {{85--120}},
  title        = {{{Symmetry as a Topic for the University Education of Pre-Service Teachers}}},
  doi          = {{10.46298/rdm.14256}},
  volume       = {{45}},
  year         = {{2025}},
}