@inbook{43231,
  author       = {{Podworny, Susanne and Frischemeier, Daniel and Biehler, Rolf}},
  booktitle    = {{Statistics for Empowerment and Social Engagement}},
  isbn         = {{9783031207471}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Civic Statistics for Prospective Teachers: Developing Content and Pedagogical Content Knowledge Through Project Work}}},
  doi          = {{10.1007/978-3-031-20748-8_15}},
  year         = {{2022}},
}

@inbook{43230,
  author       = {{Frischemeier, Daniel and Podworny, Susanne and Biehler, Rolf}},
  booktitle    = {{Statistics for Empowerment and Social Engagement}},
  isbn         = {{9783031207471}},
  pages        = {{199--236}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Data Visualization Packages for Non-inferential Civic Statistics in High School Classrooms}}},
  doi          = {{10.1007/978-3-031-20748-8_9}},
  year         = {{2022}},
}

@inproceedings{39062,
  author       = {{Liebendörfer, Michael and Profeta, Angelo and Krämer, Sandra and Schlüter, Sarah and Becher, Silvia and Biehler, Rolf and Mai, Tobias and Schmitz, Angela}},
  location     = {{Bozen-Bolzano, Italy}},
  title        = {{{Enriching videos with interactive questions to enhance students’ cognitive activity: concept and implementation}}},
  year         = {{2022}},
}

@inproceedings{39064,
  author       = {{Podworny, Susanne and Fleischer, Franz Yannik and Stroop, Dietlinde and Biehler, Rolf}},
  location     = {{Bozen-Bolzano, Italy}},
  title        = {{{An example of rich, real and multivariate survey data for use in school}}},
  year         = {{2022}},
}

@inproceedings{56251,
  abstract     = {{<jats:p>Statistical reasoning and the confrontation with first ideas of uncertainty can already be enhanced in primary school. A challenge is how to relate theoretical-combinatorial aspects to empirical frequency aspects, given that fraction concepts are usually not available at primary school. In the frame of a Design Based Research approach we have designed and realized a teaching sequence consisting of seven lessons to develop statistical reasoning about uncertainty of grade 4 students (age 10-11). To supervise their learning processes we collected data on different levels: (a) written pre/post-tests, (b) working notes after each lesson and (c) interviews after the teaching unit. In this paper we will mainly present the design of teaching unit and first results from the analysis of pre- and posttests.</jats:p>}},
  author       = {{Frischemeier, Daniel and Biehler, Rolf}},
  booktitle    = {{Decision Making Based on Data Proceedings IASE 2019 Satellite Conference}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Design of a teaching unit to develop primary school students ́ reasoning about uncertainty in multi-step chance experiments}}},
  doi          = {{10.52041/srap.19304}},
  year         = {{2022}},
}

@inbook{56202,
  author       = {{Sjuts, Johann}},
  booktitle    = {{Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  isbn         = {{9783658340667}},
  issn         = {{2197-8751}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Lehrerbildung als staatliche und gesellschaftliche Aufgabe angesichts gegenwärtiger und zukünftiger Herausforderungen}}},
  doi          = {{10.1007/978-3-658-34067-4_2}},
  year         = {{2022}},
}

@misc{31385,
  author       = {{Hoffmann, Max}},
  booktitle    = {{Mathematische Semesterberichte}},
  pages        = {{295–297}},
  title        = {{{Rezension: Hendrik Kasten und Denis Vogel: Grundlagen der ebenen Geometrie – Eine zugängliche aber exakte Einführung in die ebene Geometrie}}},
  doi          = {{10.1007/s00591-021-00299-3}},
  volume       = {{68}},
  year         = {{2021}},
}

@inbook{31364,
  author       = {{Hoffmann, Max}},
  booktitle    = {{ Lehrinnovationen in der Hochschulmathematik.  praxisrelevant – didaktisch fundiert – forschungsbasiert}},
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  isbn         = {{9783662628539}},
  issn         = {{2197-8751}},
  pages        = {{179–204}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Einsatz von Schnittstellenaufgaben in Mathematikveranstaltungen – Praxisbeispiele aus der Universität Paderborn}}},
  doi          = {{10.1007/978-3-662-62854-6_9}},
  year         = {{2021}},
}

@article{31576,
  author       = {{Häsel-Weide, Uta and Nührenbürger, Marcus}},
  journal      = {{Zeitschrift für Grundschulforschung (ZfG)}},
  number       = {{14}},
  pages        = {{49--65}},
  publisher    = {{Springer}},
  title        = {{{Inklusive Praktiken im Mathematikunterricht. Empirische Analysen von Unterrichtsdiskursen in Einführungsphasen.}}},
  year         = {{2021}},
}

@article{31577,
  author       = {{Häsel-Weide, Uta and Schöttler, Christian}},
  issn         = {{ 2701-9012}},
  journal      = {{Zeitschrift für Mathematikdidaktik in Forschung & Praxis (ZMFP)}},
  number       = {{2}},
  title        = {{{Das Dezimalsystem verstehen – Bedeutung, Erkenntnisse, Anregungen}}},
  year         = {{2021}},
}

@inbook{35752,
  author       = {{Frischemeier, Daniel and Podworny, Susanne and Biehler, Rolf}},
  booktitle    = {{Konzepte und Studien Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematikzur Hochschuldidaktik und Lehrerbildung Mathematik}},
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  isbn         = {{9783662628539}},
  issn         = {{2197-8751}},
  pages        = {{227--249}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Integration fachwissenschaftlicher und fachdidaktischer Komponenten in der Lehramtsausbildung Mathematik Grundschule am Beispiel einer Veranstaltung zur Leitidee „Daten, Häufigkeit und Wahrscheinlichkeit“}}},
  doi          = {{10.1007/978-3-662-62854-6_11}},
  year         = {{2021}},
}

@article{45381,
  author       = {{Dröse, Jennifer and Prediger, S. and Neugebauer, P. and Danhier, R. D. and Mertins, B.}},
  journal      = {{International Electronic Journal of Mathematics Education, 16(1), em0625}},
  title        = {{{Investigating students' processes of noticing and interpreting syntactic language features in word problem solving through eye-tracking}}},
  doi          = {{doi.org/10.29333/iejme/9674n }},
  year         = {{2021}},
}

@article{45380,
  author       = {{Dröse, Jennifer and Prediger, S.}},
  journal      = {{Studies in Educational Evaluation, 68 (100953)}},
  pages        = {{1--15}},
  title        = {{{Identifying obstacles is not enough for everybody – Differential efficacy of an intervention fostering fifth graders’ comprehension for word problems}}},
  doi          = {{doi.org/10.1016/j.stueduc.2020.100953}},
  year         = {{2021}},
}

@article{31578,
  author       = {{Häsel-Weide, Uta and Seitz, Simone and Wallner, Melina and Wilke, Yannik and Heckmann, Lara}},
  journal      = {{QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}},
  number       = {{1}},
  title        = {{{Mit Aufgaben im inklusiven Mathematikunterricht professionell umgehen - Erkenntnisse einer Interviewstudie mit Lehrpersonen der Sekundarstufe}}},
  doi          = {{10.21248/qfi.57}},
  volume       = {{3}},
  year         = {{2021}},
}

@inproceedings{31583,
  author       = {{Hattermann, Mathias and Häsel-Weide, Uta and Wallner, Melina}},
  booktitle    = {{Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education }},
  editor       = {{Inprasitha, M. and Changsri, N. and Boonsena, N.}},
  pages        = {{9--15}},
  title        = {{{Conceptualiziation processes of 6th graders for rotational symmetry}}},
  volume       = {{3}},
  year         = {{2021}},
}

@article{34827,
  abstract     = {{<jats:title>Zusammenfassung</jats:title><jats:p>Zu den ersten geometrischen Begriffen, die Kinder bereits im Elementar- und Primarbereich lernen, zählen u. a. Viereck, Rechteck und Quadrat. Studien zeigen, dass Lernende bereits früh individuelle Vorstellungen, sog. <jats:italic>individuelle Begriffskonzepte,</jats:italic> zu diesen Begriffen aufbauen. Zwar wird die Entwicklung von Begriffsverständnis in verschiedenen mathematikdidaktischen Stufenmodellen dargestellt, diese sind jedoch generisch und beschreiben nicht explizit die Entwicklung der ersten <jats:italic>individuellen Begriffskonzepte </jats:italic>von Lernenden zu Viereck, Rechteck und Quadrat. Aus empirischer Sicht liegen verschiedene Studien vor, die einzelne Aspekte der individuellen Begriffskonzepte von Lernenden unterschiedlicher Altersgruppen zu diesen Begriffen ausleuchten. Um Begriffsbildungsprozesse aus empirischer Sicht detaillierter entlang der jeweils vorherrschenden individuellen Begriffskonzepte zu beschreiben, fehlen insbesondere Studien in der Grundschule, die alle vier Klassenstufen betrachten und dabei differenzierte Erkenntnisse zu verschiedenen theoretischen Indikatoren des Begriffsverständnisses liefern. Daher geht die vorliegende Studie der Frage nach, welches Verständnis der Begriffe Viereck, Rechteck und Quadrat Schülerinnen und Schüler der Jahrgangsstufen 1, 2, 3 und 4 zeigen. Dazu wurde eine Quasi-Längsschnittstudie mit <jats:italic>N</jats:italic> = 456 Grundschulkindern (ca. 100 pro Jahrgangsstufe) durchgeführt. Die Ergebnisse geben detaillierte Einblicke in die individuellen Begriffskonzepte der Lernenden und zeigen, dass Lernende zunehmend Eigenschaften der Figuren berücksichtigen, jedoch individuelle Begriffskonzepte über lange Zeit auch prototypisch geprägt sind. Implikationen dieser Ergebnisse für Forschung und Praxis werden diskutiert.</jats:p>}},
  author       = {{Bruns, Julia and Unterhauser, Elisabeth and Gasteiger, Hedwig}},
  issn         = {{0173-5322}},
  journal      = {{Journal für Mathematik-Didaktik}},
  keywords     = {{Education, General Mathematics}},
  number       = {{2}},
  pages        = {{581--623}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat}}},
  doi          = {{10.1007/s13138-021-00185-4}},
  volume       = {{42}},
  year         = {{2021}},
}

@article{45382,
  author       = {{Prediger, Susanne and Dröse, Jennifer}},
  journal      = {{Lernen und Lernstörungen, 10(2)}},
  title        = {{{Fehlerbearbeitung bei mathematischen Textaufgaben – Sprachliche und strategische Fehlerursachen und ihre Bearbeitung}}},
  doi          = {{doi.org/10.1024/2235-0977/a000330}},
  year         = {{2021}},
}

@article{53363,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>In this survey paper we aim to provide an overview of research on mathematics textbooks and, more broadly, curriculum resources as instruments for change related to mathematical content, instructional goals and practices, and student learning of mathematics. In particular, we elaborate on the following themes: (1) The role of curriculum resources as instruments for change from a theoretical perspective; (2) The design of curriculum resources to mediate the implementation of reform ideas and innovative practice; (3) Teachers’ influence on the implementation of change through curriculum resources; (4) Students’ influence on the implementation of change through curriculum resources; and (5) Evidence of curriculum resources yielding changes in student-related factors or variables. We claim that, whilst textbooks and curriculum resources are influential, they alone cannot change teachers’ teaching nor students’ learning practices in times of curricular change. Moreover, more knowledge is needed about features of curriculum resources that support the implementation of change. We contend that curriculum innovations are likely to be successful, if teachers and students are supported to co- and re-design the relevant curriculum trajectories and materials in line with the reform efforts and their own individual needs.</jats:p>}},
  author       = {{Rezat, Sebastian and Fan, Lianghuo and Pepin, Birgit}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{6}},
  pages        = {{1189--1206}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Mathematics textbooks and curriculum resources as instruments for change}}},
  doi          = {{10.1007/s11858-021-01309-3}},
  volume       = {{53}},
  year         = {{2021}},
}

@inbook{34161,
  author       = {{Rezat, Sebastian and Schacht, Florian and Häsel-Weide, Uta}},
  booktitle    = {{Mathematics Education in the Digital Age. Learning, Practice and Theory}},
  editor       = {{Clark-Wilson, A. and Donevska-Todorova, A. and Faggiano, E. and Trgalová , J. and Weigang, H.-G.}},
  pages        = {{168--184}},
  publisher    = {{Routledge}},
  title        = {{{Challenges of making sense of tasks and automated feedback in digital mathematics textbooks}}},
  doi          = {{10.4324/9781003137580}},
  year         = {{2021}},
}

@article{44683,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>One of the most prevalent features of digital mathematics textbooks, compared to traditional ones, is the provision of automated feedback on students’ solutions. Since feedback is regarded as an important factor that influences learning, this is often seen as an affordance of digital mathematics textbooks. While there is a large body of mainly quantitative research on the effectiveness of feedback in general, very little is known about how feedback actually affects students’ individual content specific learning processes and conceptual development. A theoretical framework based on Rabardel’s theory of the instrument and Vergnaud’s theory of conceptual fields is developed to study qualitatively how feedback actually functions in the learning process. This framework was applied in a case study of two elementary school students’ learning processes when working on a probability task from a German 3rd grade digital textbook. The analysis allowed detailed reconstruction of how students made sense of the information provided by the feedback and adjusted their behavior accordingly. This in-depth analysis unveiled that feedback does not necessarily foster conceptual development in the desired way, and a correct solution does not always coincide with conceptual understanding. The results point to some obstacles that students face when working individually on tasks from digital mathematics textbooks with automated feedback, and indicate that feedback needs to be developed in design-based research cycles in order to yield the desired effects.</jats:p>}},
  author       = {{Rezat, Sebastian}},
  issn         = {{1863-9690}},
  journal      = {{ZDM Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{6}},
  pages        = {{1433--1445}},
  publisher    = {{Springer}},
  title        = {{{How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies}}},
  doi          = {{10.1007/s11858-021-01263-0}},
  volume       = {{53}},
  year         = {{2021}},
}