@article{48323,
  author       = {{Schüler-Meyer, Alexander and Prediger, Susanne and Kuzu, Taha and Wessel, Lena and Redder, Angelika}},
  issn         = {{1571-0068}},
  journal      = {{International Journal of Science and Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{2}},
  pages        = {{317--339}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding}}},
  doi          = {{10.1007/s10763-017-9857-8}},
  volume       = {{17}},
  year         = {{2017}},
}

@inbook{48330,
  author       = {{Wessel, Lena and Andreas, T.}},
  booktitle    = {{Sprachen – Bilden – Chancen: Sprachbildung in der Lehrkräftebildung}},
  editor       = {{Jostes, B.}},
  pages        = {{189--200}},
  publisher    = {{Waxmann}},
  title        = {{{Der Zusammenhang von sprachlichen Kompetenzen und schulischen mathematischen Leistungen: Curriculare Herausforderungen bei der Ausbildung von Lehrkräften vor dem Hintergrund des Berliner Rahmenlehrplans Mathematik}}},
  year         = {{2017}},
}

@inbook{48400,
  author       = {{Sprütten, F. and Wessel, Lena}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  editor       = {{Kortenkamp, U. and Kuzle, A.}},
  pages        = {{953--956}},
  publisher    = {{WTM-Verlag}},
  title        = {{{„9 minus 8, das kommt 1.“ Mathematikunterricht in internationalen Förderklassen (IFK). Ziele und exemplarische Realisierungen}}},
  year         = {{2017}},
}

@inbook{48401,
  author       = {{Wessel, Lena}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  editor       = {{Kortenkamp, U. and Kuzle, A.}},
  pages        = {{1049--1052}},
  publisher    = {{WTM-Verlag}},
  title        = {{{„Ja und dann kommt man halt immer einen höher.“ Operatives Üben am Beispiel von Ableitungsregeln}}},
  year         = {{2017}},
}

@inbook{48331,
  author       = {{Wessel, Lena and Prediger, Susanne}},
  booktitle    = {{Mathematik und Sprache-Empirischer Forschungsstand und unterrichtliche Herausforderungen}},
  editor       = {{Leiss, D. and Neumann, A. and Schwippert, K.}},
  pages        = {{165–187}},
  publisher    = {{Waxmann}},
  title        = {{{Differentielle Förderbedarfe je nach Sprachhintergrund? Analysen zu Unterschieden und Gemeinsamkeiten zwischen sprachlich starken und schwachen, einsprachigen und mehrsprachigen Lernenden}}},
  year         = {{2017}},
}

@inbook{48411,
  author       = {{Wessel, Lena}},
  booktitle    = {{Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)}},
  editor       = {{Dooley, T. and Gueudet, G.}},
  keywords     = {{Academic language, relative frequency, scaffolding, design research, trace analysis}},
  pages        = {{1388--1395}},
  publisher    = {{DCU Institute of Education and ERME.}},
  title        = {{{How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses}}},
  year         = {{2017}},
}

@inbook{45395,
  author       = {{Dröse, Jennifer and Prediger, Susanne and Marcus, A.}},
  booktitle    = {{Mathe sicher können - Förderbausteine und Handreichungen}},
  editor       = {{Prediger, Susanne and Selter, Ch. and Nührenbörger, M. and Hußmann, S. }},
  publisher    = {{Cornelsen}},
  title        = {{{Förderbaustein S3 - Verstehen von Textaufgaben}}},
  year         = {{2017}},
}

@inproceedings{45681,
  author       = {{Bruns, Julia and Eichen, L.}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  location     = {{Potsdam}},
  pages        = {{1221–1224}},
  publisher    = {{WTM-Verlag}},
  title        = {{{EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen}}},
  year         = {{2017}},
}

@article{36481,
  abstract     = {{Recent studies highlight early childhood teachers’ mathematics-related competence. Developing this competence should be a main aspect of early childhood teachers’ education. This is, however, not the case in all countries. Consequently, high-quality professional development courses are needed. Based on research results, we developed a competence-oriented continuous professional development course ("EmMa") and examined the effects of "EmMa" by asking: How does "EmMa" affect the development of early childhood teachers’ i) mathematical content knowledge, ii) mathematical pedagogical content knowledge and iii) beliefs towards mathematics in general? To answer these questions, we conducted a pre-test/post-test study including a control group with 99 in-service early childhood teachers. Results show that the course affected teachers’ mathematical pedagogical content knowledge and static orientation towards mathematics positively. From this we conclude that scaling-up "EmMa" might be a suitable approach to bridge the gap between pre-service education with nearly no mathematics and the challenges of early mathematics education.}},
  author       = {{Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}},
  journal      = {{Mathematics Teacher Education and Development (MTED)}},
  keywords     = {{Beliefs, Competency Based Teacher Education, Control Groups, Early Childhood Education, Faculty Development, Foreign Countries, Inservice Teacher Education, Intervention, Mathematical Aptitude, Mathematics Skills, Pedagogical Content Knowledge, Preschool Teachers, Pretests Posttests, Professional Continuing Education, Statistical Analysis, Teacher Competency Testing}},
  number       = {{3}},
  pages        = {{76–93}},
  title        = {{{Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study}}},
  volume       = {{19}},
  year         = {{2017}},
}

@article{34826,
  author       = {{Eichen, Lars and Bruns, Julia}},
  issn         = {{2191-9194}},
  journal      = {{Frühe Bildung}},
  keywords     = {{competency development, early childhood mathematics education, professional development course}},
  number       = {{2}},
  pages        = {{67--73}},
  publisher    = {{Hogrefe & Huber Publishers}},
  title        = {{{Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen}}},
  doi          = {{10.1026/2191-9186/a000310}},
  volume       = {{6}},
  year         = {{2017}},
}

@inproceedings{36479,
  author       = {{Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}},
  booktitle    = {{Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education }},
  editor       = {{Kaur, Berinderjeet and Ho, Weng Kin and Toh, Tin Lam and Choy, Ban Heng}},
  location     = {{Singapur}},
  pages        = {{185--192}},
  title        = {{{Structure of Early Childhood Educators Math-related Competence}}},
  volume       = {{2}},
  year         = {{2017}},
}

@inbook{36484,
  abstract     = {{Ziel der quasi-experimentellen Querschnittsuntersuchung ist die Beschreibung der adaptiven Förderpraxis elementarpädagogischer Fachpersonen (n = 31) von Kindern (n = 62) im Bereich Mathematik unter Einbezug des Konzepts der Zone der nächsten Entwicklung nach Vygotskij. Im Zentrum dieses Beitrags steht die Frage: Welcher Zusammenhang zeigt sich zwischen dem Bildungsverständnis der elementarpädagogischen Fachpersonen und der Adaptivität ihres Förderverhaltens im Bereich Mathematik? Die Ergebnisse weisen darauf hin, dass die Förderung nur unzureichend adaptiv gestaltet wird. Es zeigt sich kein Zusammenhang zwischen dem Bildungsverständnis und der adaptiven Förderleistung im Bereich Mathematik. Es scheint aufgrund der Ergebnisse, dass elementarpädagogische Fachpersonen stärkere Unterstützung in der Begleitung mathematischer Bildungsprozesse brauchen.}},
  author       = {{Bruns, Julia and Eichen, Lars}},
  booktitle    = {{Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule}},
  editor       = {{Schuler, Stephanie and Streit, Christine and Wittmann, Gerald}},
  isbn         = {{978-3-658-12950-7}},
  pages        = {{125–138}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Individuelle Förderung im Kontext früher mathematischer Bildung}}},
  doi          = {{10.1007/978-3-658-12950-7_9}},
  year         = {{2017}},
}

@article{45341,
  author       = {{Schönherr, Johanna and Schukajlow, S.}},
  journal      = {{ZDM Mathematics Education}},
  number       = {{3}},
  pages        = {{367–378}},
  title        = {{{Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality}}},
  doi          = {{10.1007/s11858-016-0819-3}},
  volume       = {{49}},
  year         = {{2017}},
}

@article{45340,
  author       = {{Schönherr, Johanna and Schukajlow, S.}},
  journal      = {{Journal für Mathematik-Didaktik}},
  pages        = {{171–196}},
  title        = {{{Do students enjoy computing a triangle’s side? Enjoyment and boredom while solving problems with and without a connection to reality from students’ and pre-service teachers’ perspectives}}},
  doi          = {{10.1007/s13138-017-0123-y}},
  volume       = {{39}},
  year         = {{2017}},
}

@article{45336,
  author       = {{Schönherr, Johanna and Schukajlow, S. and Leopold, C.}},
  journal      = {{Educational Studies in Mathematics}},
  number       = {{1}},
  pages        = {{53–78}},
  title        = {{{Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance}}},
  doi          = {{10.1007/s10649-016-9736-1}},
  volume       = {{95}},
  year         = {{2017}},
}

@article{31377,
  author       = {{Weich, Tobias and Hoffmann, Max}},
  journal      = {{die hochschullehre}},
  title        = {{{Exkursinhalte in der fachmathematischen Lehramtsausbildung: Wie man das Wesen und die Rolle der Mathematik vermittelt.}}},
  volume       = {{3}},
  year         = {{2017}},
}

@inbook{56356,
  author       = {{Biehler, Rolf and Friedrich, Hauke}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  editor       = {{Kortenkamp, U. and Kuzle, A.}},
  pages        = {{91--94}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Professionelles Wissen von Lehrkräften zum Thema bedingte Wahrscheinlichkeiten und stochastische Unabhängigkeit}}},
  year         = {{2017}},
}

@inbook{56363,
  author       = {{Biehler, Rolf and Frischemeier, Daniel and Reading, Chris and Shaughnessy, J. Michael}},
  booktitle    = {{International Handbook of Research in Statistics Education}},
  editor       = {{Ben-Zvi, Dani and Makar, K. and Garfield, J.}},
  isbn         = {{9783319661933}},
  issn         = {{2197-1951}},
  pages        = {{139--192}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Reasoning About Data}}},
  doi          = {{10.1007/978-3-319-66195-7_5}},
  year         = {{2017}},
}

@inbook{56704,
  author       = {{Fleischmann, Yael and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  editor       = {{Kortenkamp, U. and Kuzle, A.}},
  pages        = {{231--234}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Analyse von Studierendenbearbeitungen von Präsenzaufgaben in der linearen Algebra}}},
  year         = {{2017}},
}

@inbook{56785,
  author       = {{Mai, Tobias and Feudel, Frank and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  editor       = {{Kortenkamp, U. and Kuzle, A.}},
  pages        = {{629--632}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Der Vektorbegriff an der Schnittstelle zwischen Schule und Hochschule}}},
  year         = {{2017}},
}