[{"author":[{"id":"60267","full_name":"Häsel-Weide, Uta","first_name":"Uta","last_name":"Häsel-Weide","orcid":"0000-0001-6278-4240"},{"last_name":"Nührenbörger","first_name":"Marcus","full_name":"Nührenbörger, Marcus"}],"title":"Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule.","status":"public","year":"2026","date_updated":"2026-02-16T12:16:39Z","language":[{"iso":"ger"}],"_id":"64174","page":"3-6","user_id":"44184","citation":{"apa":"Häsel-Weide, U., &#38; Nührenbörger, M. (2026). Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule. <i>Grundschule aktuell</i>, <i>173</i>, 3–6.","ieee":"U. Häsel-Weide and M. Nührenbörger, “Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule.,” <i>Grundschule aktuell</i>, no. 173, pp. 3–6, 2026.","short":"U. Häsel-Weide, M. Nührenbörger, Grundschule aktuell (2026) 3–6.","chicago":"Häsel-Weide, Uta, and Marcus Nührenbörger. “Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule.” <i>Grundschule aktuell</i>, no. 173 (2026): 3–6.","mla":"Häsel-Weide, Uta, and Marcus Nührenbörger. “Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule.” <i>Grundschule aktuell</i>, no. 173, 2026, pp. 3–6.","ama":"Häsel-Weide U, Nührenbörger M. Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule. <i>Grundschule aktuell</i>. 2026;(173):3-6.","bibtex":"@article{Häsel-Weide_Nührenbörger_2026, title={Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule.}, number={173}, journal={Grundschule aktuell}, author={Häsel-Weide, Uta and Nührenbörger, Marcus}, year={2026}, pages={3–6} }"},"publication":"Grundschule aktuell","issue":"173","date_created":"2026-02-16T12:13:02Z","department":[{"_id":"543"}],"type":"journal_article"},{"author":[{"last_name":"Deutschen","first_name":"Katrin","full_name":"Deutschen, Katrin","id":"64894"},{"id":"61635","last_name":"Neufeld","first_name":"Inga","full_name":"Neufeld, Inga"},{"id":"60267","full_name":"Häsel-Weide, Uta","first_name":"Uta","orcid":"0000-0001-6278-4240","last_name":"Häsel-Weide"}],"status":"public","year":"2026","title":"Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen.","date_updated":"2026-03-17T10:48:56Z","language":[{"iso":"ger"}],"_id":"64176","page":"10-11","user_id":"44184","citation":{"chicago":"Deutschen, Katrin, Inga Neufeld, and Uta Häsel-Weide. “Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen.” <i>Grundschule aktuell</i>, no. 173 (2026): 10–11.","short":"K. Deutschen, I. Neufeld, U. Häsel-Weide, Grundschule aktuell (2026) 10–11.","apa":"Deutschen, K., Neufeld, I., &#38; Häsel-Weide, U. (2026). Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen. <i>Grundschule aktuell</i>, <i>173</i>, 10–11.","ieee":"K. Deutschen, I. Neufeld, and U. Häsel-Weide, “Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen.,” <i>Grundschule aktuell</i>, no. 173, pp. 10–11, 2026.","ama":"Deutschen K, Neufeld I, Häsel-Weide U. Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen. <i>Grundschule aktuell</i>. 2026;(173):10-11.","bibtex":"@article{Deutschen_Neufeld_Häsel-Weide_2026, title={Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen.}, number={173}, journal={Grundschule aktuell}, author={Deutschen, Katrin and Neufeld, Inga and Häsel-Weide, Uta}, year={2026}, pages={10–11} }","mla":"Deutschen, Katrin, et al. “Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen.” <i>Grundschule aktuell</i>, no. 173, 2026, pp. 10–11."},"publication":"Grundschule aktuell","issue":"173","date_created":"2026-02-16T12:16:29Z","department":[{"_id":"543"}],"type":"journal_article"},{"date_created":"2026-03-17T10:57:17Z","type":"book_chapter","department":[{"_id":"543"}],"publication":"Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven","citation":{"apa":"Neufeld, I., &#38; Häsel-Weide, U. (2026).  Lernbegleitung in der mathematischen Förderung. Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer Basiskompetenzen. In C. Vogelsang, L. Grotegurt, J. Bruns, J. Riese, &#38; S. Fechner (Eds.), <i>Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven</i> (pp. 119–134). <a href=\"https://doi.org/10.31244/9783818851057 \">https://doi.org/10.31244/9783818851057 </a>","mla":"Neufeld, Inga, and Uta Häsel-Weide. “ Lernbegleitung in Der Mathematischen Förderung. Praktiken von (Angehenden) Lehrkräften Bei Der Förderung Arithmetischer Basiskompetenzen.” <i>Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven</i>, edited by C. Vogelsang et al., 2026, pp. 119–34, doi:<a href=\"https://doi.org/10.31244/9783818851057 \">10.31244/9783818851057 </a>.","ieee":"I. Neufeld and U. Häsel-Weide, “ Lernbegleitung in der mathematischen Förderung. Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer Basiskompetenzen,” in <i>Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven</i>, C. Vogelsang, L. Grotegurt, J. Bruns, J. Riese, and S. Fechner, Eds. 2026, pp. 119–134.","chicago":"Neufeld, Inga, and Uta Häsel-Weide. “ Lernbegleitung in Der Mathematischen Förderung. Praktiken von (Angehenden) Lehrkräften Bei Der Förderung Arithmetischer Basiskompetenzen.” In <i>Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven</i>, edited by C. Vogelsang, L. Grotegurt, J. Bruns, J. Riese, and S. Fechner, 119–34, 2026. <a href=\"https://doi.org/10.31244/9783818851057 \">https://doi.org/10.31244/9783818851057 </a>.","short":"I. Neufeld, U. Häsel-Weide, in: C. Vogelsang, L. Grotegurt, J. Bruns, J. Riese, S. Fechner (Eds.), Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven, 2026, pp. 119–134.","ama":"Neufeld I, Häsel-Weide U.  Lernbegleitung in der mathematischen Förderung. Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer Basiskompetenzen. In: Vogelsang C, Grotegurt L, Bruns J, Riese J, Fechner S, eds. <i>Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven</i>. ; 2026:119-134. doi:<a href=\"https://doi.org/10.31244/9783818851057 \">10.31244/9783818851057 </a>","bibtex":"@inbook{Neufeld_Häsel-Weide_2026, title={ Lernbegleitung in der mathematischen Förderung. Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer Basiskompetenzen}, DOI={<a href=\"https://doi.org/10.31244/9783818851057 \">10.31244/9783818851057 </a>}, booktitle={Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven}, author={Neufeld, Inga and Häsel-Weide, Uta}, editor={Vogelsang, C. and Grotegurt, L. and Bruns, J. and Riese, J. and Fechner, S.}, year={2026}, pages={119–134} }"},"page":"119-134","language":[{"iso":"eng"}],"_id":"65026","user_id":"44184","doi":"10.31244/9783818851057 ","editor":[{"first_name":"C.","last_name":"Vogelsang","full_name":"Vogelsang, C."},{"full_name":"Grotegurt, L.","first_name":"L.","last_name":"Grotegurt"},{"full_name":"Bruns, J.","last_name":"Bruns","first_name":"J."},{"full_name":"Riese, J.","first_name":"J.","last_name":"Riese"},{"full_name":"Fechner, S.","first_name":"S.","last_name":"Fechner"}],"status":"public","year":"2026","title":" Lernbegleitung in der mathematischen Förderung. Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer Basiskompetenzen","author":[{"full_name":"Neufeld, Inga","last_name":"Neufeld","first_name":"Inga","id":"61635"},{"id":"60267","last_name":"Häsel-Weide","first_name":"Uta","orcid":"0000-0001-6278-4240","full_name":"Häsel-Weide, Uta"}],"date_updated":"2026-03-17T11:03:11Z"},{"department":[{"_id":"979"}],"type":"conference_editor","date_created":"2026-03-01T13:18:24Z","file":[{"file_name":"Birk, Loth, Jotzo, Binder, Frischemeier 2025 IASE Satellite Editorial.pdf","file_size":1447145,"access_level":"closed","relation":"main_file","date_updated":"2026-04-20T16:18:30Z","file_id":"65467","success":1,"content_type":"application/pdf","creator":"binder","date_created":"2026-04-20T16:18:30Z"}],"alternative_title":["Editorial"],"doi":"10.52041/iase25.158","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2026-04-20T16:19:18Z","year":"2026","title":"14th IASE Satellite Conference \"Statistics and Data Science Education in STEAM\"","citation":{"mla":"Birk, Lisa, et al., editors. <i>14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.”</i> International Association for Statistics Education, 2026, doi:<a href=\"https://doi.org/10.52041/iase25.158\">10.52041/iase25.158</a>.","bibtex":"@book{Birk_Loth_Jotzo_Binder_Frischemeier_2026, title={14th IASE Satellite Conference “Statistics and Data Science Education in STEAM”}, DOI={<a href=\"https://doi.org/10.52041/iase25.158\">10.52041/iase25.158</a>}, publisher={International Association for Statistics Education}, year={2026} }","ama":"Birk L, Loth G, Jotzo L, Binder K, Frischemeier D, eds. <i>14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.”</i> International Association for Statistics Education; 2026. doi:<a href=\"https://doi.org/10.52041/iase25.158\">10.52041/iase25.158</a>","ieee":"L. Birk, G. Loth, L. Jotzo, K. Binder, and D. Frischemeier, Eds., <i>14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.”</i> International Association for Statistics Education, 2026.","apa":"Birk, L., Loth, G., Jotzo, L., Binder, K., &#38; Frischemeier, D. (Eds.). (2026). <i>14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.”</i> International Association for Statistics Education. <a href=\"https://doi.org/10.52041/iase25.158\">https://doi.org/10.52041/iase25.158</a>","chicago":"Birk, Lisa, Gerrit Loth, Luca Jotzo, Karin Binder, and Daniel Frischemeier, eds. <i>14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.”</i> International Association for Statistics Education, 2026. <a href=\"https://doi.org/10.52041/iase25.158\">https://doi.org/10.52041/iase25.158</a>.","short":"L. Birk, G. Loth, L. Jotzo, K. Binder, D. Frischemeier, eds., 14th IASE Satellite Conference “Statistics and Data Science Education in STEAM,” International Association for Statistics Education, 2026."},"file_date_updated":"2026-04-20T16:18:30Z","editor":[{"full_name":"Birk, Lisa","first_name":"Lisa","last_name":"Birk"},{"full_name":"Loth, Gerrit","last_name":"Loth","first_name":"Gerrit"},{"full_name":"Jotzo, Luca","first_name":"Luca","last_name":"Jotzo","orcid":"0009-0003-1440-6466","id":"88811"},{"first_name":"Karin","last_name":"Binder","full_name":"Binder, Karin","id":"83381"},{"full_name":"Frischemeier, Daniel","first_name":"Daniel","last_name":"Frischemeier"}],"user_id":"83381","ddc":["370"],"publisher":"International Association for Statistics Education","_id":"64797","has_accepted_license":"1","conference":{"end_date":"2025-10-02","start_date":"2025-09-30","name":"14th IASE Satellite Conference \"Statistics and Data Science Education in STEAM\"","location":"Münster"},"status":"public"},{"doi":"10.1007/s13138-026-00267-1","language":[{"iso":"ger"}],"article_number":"5","intvolume":"        47","publication_status":"published","date_updated":"2026-04-29T08:29:01Z","publication_identifier":{"issn":["0173-5322","1869-2699"]},"author":[{"first_name":"Michael","last_name":"Rößner","full_name":"Rößner, Michael","id":"87801"},{"id":"83381","full_name":"Binder, Karin","last_name":"Binder","first_name":"Karin"},{"full_name":"Albrecht, Julian","last_name":"Albrecht","first_name":"Julian"}],"year":"2026","title":"Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams","department":[{"_id":"983"}],"type":"journal_article","date_created":"2026-04-29T08:25:18Z","file":[{"success":1,"content_type":"application/pdf","file_id":"65514","access_level":"closed","file_size":2993685,"file_name":"Rößner Binder Albrecht 2026 Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen.pdf","date_updated":"2026-04-29T08:28:25Z","relation":"main_file","date_created":"2026-04-29T08:28:25Z","creator":"binder"}],"abstract":[{"lang":"eng","text":"<jats:title>Zusammenfassung</jats:title>\r\n                  <jats:p>Risikokompetenz beinhaltet auch die Fähigkeit, stochastische Informationen, wie beispielsweise Anteile und Wahrscheinlichkeiten, richtig zu versprachlichen. Aus der Forschung zu bedingten Wahrscheinlichkeiten und Bayesianischen Aufgaben ist bekannt, dass die Nutzung von Visualisierungen und sogenannten „natürlichen Häufigkeiten“ (z. B. „80 von 100 Personen“) statt Wahrscheinlichkeiten in Prozent Verwechslungen beim Bestimmen von Wahrscheinlichkeiten eindämmen kann. Über den umgekehrten Prozess – das Versprachlichen von in Visualisierungen dargestellten Informationen – ist bisher jedoch wenig bekannt, obwohl diese Versprachlichungen auch für den Aufbau konzeptuellen Wissen als essentiell angesehen werden. In der vorliegenden Studie wurde daher untersucht, wie gut Schüler:innen die Versprachlichung von in Visualisierungen dargestellten Anteilen und natürlichen Häufigkeiten gelingt. Dazu wurde mit 138 Realschüler:innen aus der 9. Jahrgangsstufe ein Papier-und-Bleistift-Test durchgeführt, bei dem den Teilnehmenden nacheinander je ein (vollständig ausgefülltes) Baumdiagramm und ein Netzdiagramm präsentiert wurde. Die Schüler:innen sollten die inhaltliche Bedeutung der in der Visualisierung dargestellten stochastischen Informationen möglichst genau versprachlichen. Fokus der Studie ist der Einfluss der Visualisierung (Baumdiagramm vs. Netzdiagramm) und des Informationsformats der Visualisierung (Anteile in Prozent vs. natürliche Häufigkeiten) auf die richtige Versprachlichung von verschiedenen Relationstypen (Schnittinformationen vs. bedingte Informationen). Die Ergebnisse zeigen unter anderem, dass Informationen in natürlichen Häufigkeiten deutlich besser versprachlicht werden als in Prozenten und dass Schnittinformationen in Prozent besser anhand von Netzdiagrammen als von Baumdiagrammen versprachlicht werden. Die gewonnenen Erkenntnisse geben überdies Einblicke in typische (fehlerhafte) Versprachlichungen von Schüler:innen und könnten als Basis für die Entwicklung eines sprachsensiblen Unterrichts zu Anteilen und Wahrscheinlichkeiten im schulischen Stochastikunterricht dienen.</jats:p>"}],"issue":"1","publication":"Journal für Mathematik-Didaktik","volume":47,"user_id":"83381","ddc":["370"],"_id":"65512","publisher":"Springer Science and Business Media LLC","has_accepted_license":"1","status":"public","citation":{"ieee":"M. Rößner, K. Binder, and J. Albrecht, “Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams,” <i>Journal für Mathematik-Didaktik</i>, vol. 47, no. 1, Art. no. 5, 2026, doi: <a href=\"https://doi.org/10.1007/s13138-026-00267-1\">10.1007/s13138-026-00267-1</a>.","apa":"Rößner, M., Binder, K., &#38; Albrecht, J. (2026). Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams. <i>Journal für Mathematik-Didaktik</i>, <i>47</i>(1), Article 5. <a href=\"https://doi.org/10.1007/s13138-026-00267-1\">https://doi.org/10.1007/s13138-026-00267-1</a>","short":"M. Rößner, K. Binder, J. Albrecht, Journal für Mathematik-Didaktik 47 (2026).","chicago":"Rößner, Michael, Karin Binder, and Julian Albrecht. “Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams.” <i>Journal für Mathematik-Didaktik</i> 47, no. 1 (2026). <a href=\"https://doi.org/10.1007/s13138-026-00267-1\">https://doi.org/10.1007/s13138-026-00267-1</a>.","mla":"Rößner, Michael, et al. “Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams.” <i>Journal für Mathematik-Didaktik</i>, vol. 47, no. 1, 5, Springer Science and Business Media LLC, 2026, doi:<a href=\"https://doi.org/10.1007/s13138-026-00267-1\">10.1007/s13138-026-00267-1</a>.","bibtex":"@article{Rößner_Binder_Albrecht_2026, title={Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams}, volume={47}, DOI={<a href=\"https://doi.org/10.1007/s13138-026-00267-1\">10.1007/s13138-026-00267-1</a>}, number={15}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Rößner, Michael and Binder, Karin and Albrecht, Julian}, year={2026} }","ama":"Rößner M, Binder K, Albrecht J. Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams. <i>Journal für Mathematik-Didaktik</i>. 2026;47(1). doi:<a href=\"https://doi.org/10.1007/s13138-026-00267-1\">10.1007/s13138-026-00267-1</a>"},"file_date_updated":"2026-04-29T08:28:25Z"},{"department":[{"_id":"360"}],"type":"journal_article","keyword":["mathematics","textbooks","userstudy","resources","digital resources","students","secondary eduction"],"date_created":"2026-05-17T14:32:31Z","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n                  <jats:p>\r\n                    Mathematics textbooks used to be the key resource for students’ self-regulated learning of mathematics. Primarily due to the digitalization of society, students have potentially greater access to a wider range of resources such as internet search engines, learning platforms, educational videos, and Generative AI. This study investigates the role of the mathematics textbook in comparison to other resources within students’ self-regulated learning practices. Data were collected via a survey of 1101 German secondary students, representing three school types (\r\n                    <jats:italic>Gymnasium</jats:italic>\r\n                    ,\r\n                    <jats:italic>Gesamtschule</jats:italic>\r\n                    ,\r\n                    <jats:italic>Realschule</jats:italic>\r\n                    ) and three grade levels (6, 9, and upper secondary). The questionnaire assessed the frequency of resource use in and outside class, reasons and purposes of use, and resource-based strategies when facing learning challenges outside class. Results show that the printed mathematics textbook is the most frequently used resource both in class and outside class. The textbook remains the most relevant resource for key purposes, such as an aid for doing homework and preparing for tests and exams. However, its dominance diminishes with age: in upper secondary school, students increasingly rely on self-created notes, and online resources. Correlation analyses reveal moderate to strong links between in-class and out-of-class use, suggesting an association between resource use and classroom culture. The findings underscore the textbook’s enduring centrality as a foundational, trusted resource within a dynamic and increasingly diverse learning environment. This study calls for pedagogical approaches that integrate textbooks more intentionally within broader resource systems, supporting students’ agency and strategic resource selection in an era of digital abundance.\r\n                  </jats:p>"}],"publication":"Educational Studies in Mathematics","doi":"10.1007/s10649-026-10511-7","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://doi.org/10.1007/s10649-026-10511-7","open_access":"1"}],"article_type":"original","date_updated":"2026-05-17T14:40:54Z","publication_status":"published","publication_identifier":{"issn":["0013-1954","1573-0816"]},"author":[{"id":"63369","last_name":"Stallmeister","first_name":"Lea","full_name":"Stallmeister, Lea"},{"full_name":"Rezat, Sebastian","first_name":"Sebastian","last_name":"Rezat","id":"31132"}],"title":"The role of the mathematics textbook in times of resource diversity","year":"2026","oa":"1","quality_controlled":"1","citation":{"bibtex":"@article{Stallmeister_Rezat_2026, title={The role of the mathematics textbook in times of resource diversity}, DOI={<a href=\"https://doi.org/10.1007/s10649-026-10511-7\">10.1007/s10649-026-10511-7</a>}, journal={Educational Studies in Mathematics}, publisher={Springer Science and Business Media LLC}, author={Stallmeister, Lea and Rezat, Sebastian}, year={2026} }","ama":"Stallmeister L, Rezat S. The role of the mathematics textbook in times of resource diversity. <i>Educational Studies in Mathematics</i>. Published online 2026. doi:<a href=\"https://doi.org/10.1007/s10649-026-10511-7\">10.1007/s10649-026-10511-7</a>","mla":"Stallmeister, Lea, and Sebastian Rezat. “The Role of the Mathematics Textbook in Times of Resource Diversity.” <i>Educational Studies in Mathematics</i>, Springer Science and Business Media LLC, 2026, doi:<a href=\"https://doi.org/10.1007/s10649-026-10511-7\">10.1007/s10649-026-10511-7</a>.","chicago":"Stallmeister, Lea, and Sebastian Rezat. “The Role of the Mathematics Textbook in Times of Resource Diversity.” <i>Educational Studies in Mathematics</i>, 2026. <a href=\"https://doi.org/10.1007/s10649-026-10511-7\">https://doi.org/10.1007/s10649-026-10511-7</a>.","short":"L. Stallmeister, S. Rezat, Educational Studies in Mathematics (2026).","ieee":"L. Stallmeister and S. Rezat, “The role of the mathematics textbook in times of resource diversity,” <i>Educational Studies in Mathematics</i>, 2026, doi: <a href=\"https://doi.org/10.1007/s10649-026-10511-7\">10.1007/s10649-026-10511-7</a>.","apa":"Stallmeister, L., &#38; Rezat, S. (2026). The role of the mathematics textbook in times of resource diversity. <i>Educational Studies in Mathematics</i>. <a href=\"https://doi.org/10.1007/s10649-026-10511-7\">https://doi.org/10.1007/s10649-026-10511-7</a>"},"ddc":["370"],"user_id":"31132","_id":"65631","publisher":"Springer Science and Business Media LLC","status":"public"},{"year":"2026","status":"public","title":"The role of the mathematics textbook in times of resource diversity","author":[{"first_name":"Lea","last_name":"Stallmeister","full_name":"Stallmeister, Lea"},{"first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian"}],"date_updated":"2026-05-16T14:33:38Z","publication_status":"published","main_file_link":[{"open_access":"1","url":"https://doi.org/10.1007/s10649-026-10511-7"}],"language":[{"iso":"eng"}],"_id":"65630","publisher":"Springer","doi":"10.1007/s10649-026-10511-7","user_id":"63369","publication":"Educational Studies in Mathematics","citation":{"mla":"Stallmeister, Lea, and Sebastian Rezat. “The Role of the Mathematics Textbook in Times of Resource Diversity.” <i>Educational Studies in Mathematics</i>, Springer, 2026, doi:<a href=\"https://doi.org/10.1007/s10649-026-10511-7\">10.1007/s10649-026-10511-7</a>.","ama":"Stallmeister L, Rezat S. The role of the mathematics textbook in times of resource diversity. <i>Educational Studies in Mathematics</i>. Published online 2026. doi:<a href=\"https://doi.org/10.1007/s10649-026-10511-7\">10.1007/s10649-026-10511-7</a>","bibtex":"@article{Stallmeister_Rezat_2026, title={The role of the mathematics textbook in times of resource diversity}, DOI={<a href=\"https://doi.org/10.1007/s10649-026-10511-7\">10.1007/s10649-026-10511-7</a>}, journal={Educational Studies in Mathematics}, publisher={Springer}, author={Stallmeister, Lea and Rezat, Sebastian}, year={2026} }","apa":"Stallmeister, L., &#38; Rezat, S. (2026). The role of the mathematics textbook in times of resource diversity. <i>Educational Studies in Mathematics</i>. <a href=\"https://doi.org/10.1007/s10649-026-10511-7\">https://doi.org/10.1007/s10649-026-10511-7</a>","ieee":"L. Stallmeister and S. Rezat, “The role of the mathematics textbook in times of resource diversity,” <i>Educational Studies in Mathematics</i>, 2026, doi: <a href=\"https://doi.org/10.1007/s10649-026-10511-7\">10.1007/s10649-026-10511-7</a>.","short":"L. Stallmeister, S. Rezat, Educational Studies in Mathematics (2026).","chicago":"Stallmeister, Lea, and Sebastian Rezat. “The Role of the Mathematics Textbook in Times of Resource Diversity.” <i>Educational Studies in Mathematics</i>, 2026. <a href=\"https://doi.org/10.1007/s10649-026-10511-7\">https://doi.org/10.1007/s10649-026-10511-7</a>."},"abstract":[{"text":"Mathematics textbooks used to be the key resource for students’ self-regulated learning of mathematics. Primarily due to the digitalization of society, students have potentially greater access to a wider range of resources such as internet search engines, learning platforms, educational videos, and Generative AI. This study investigates the role of the mathematics textbook in comparison to other resources within students’ self-regulated learning practices. Data were collected via a survey of 1101 German secondary students, representing three school types (Gymnasium, Gesamtschule, Realschule) and three grade levels (6, 9, and upper secondary). The questionnaire assessed the frequency of resource use in and outside class, reasons and purposes of use, and resource-based strategies when facing learning challenges outside class. Results show that the printed mathematics textbook is the most frequently used resource both in class and outside class. The textbook remains the most relevant resource for key purposes, such as an aid for doing homework and preparing for tests and exams. However, its dominance diminishes with age: in upper secondary school, students increasingly rely on self-created notes, and online resources. Correlation analyses reveal moderate to strong links between in-class and out-of-class use, suggesting an association between resource use and classroom culture. The findings underscore the textbook’s enduring centrality as a foundational, trusted resource within a dynamic and increasingly diverse learning environment. This study calls for pedagogical approaches that integrate textbooks more intentionally within broader resource systems, supporting students’ agency and strategic resource selection in an era of digital abundance.","lang":"eng"}],"date_created":"2026-05-16T14:27:57Z","type":"journal_article","oa":"1","department":[{"_id":"98"}]},{"citation":{"ieee":"A. Richter and J. Bruns, “All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany,” <i>International Electronic Journal of Mathematics Education</i>, vol. 21, no. 2, Art. no. em0883, 2026, doi: <a href=\"https://doi.org/10.29333/iejme/18564\">10.29333/iejme/18564</a>.","apa":"Richter, A., &#38; Bruns, J. (2026). All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany. <i>International Electronic Journal of Mathematics Education</i>, <i>21</i>(2), Article em0883. <a href=\"https://doi.org/10.29333/iejme/18564\">https://doi.org/10.29333/iejme/18564</a>","short":"A. Richter, J. Bruns, International Electronic Journal of Mathematics Education 21 (2026).","chicago":"Richter, Alix, and Julia Bruns. “All a Question of the Goal? Re-Tracing (Mis)Alignments between Teachers’ Implementations of Curriculum Material and Intended Learning Goals in the Context of Early Childhood Educator Training in Germany.” <i>International Electronic Journal of Mathematics Education</i> 21, no. 2 (2026). <a href=\"https://doi.org/10.29333/iejme/18564\">https://doi.org/10.29333/iejme/18564</a>.","mla":"Richter, Alix, and Julia Bruns. “All a Question of the Goal? Re-Tracing (Mis)Alignments between Teachers’ Implementations of Curriculum Material and Intended Learning Goals in the Context of Early Childhood Educator Training in Germany.” <i>International Electronic Journal of Mathematics Education</i>, vol. 21, no. 2, em0883, Modestum Ltd, 2026, doi:<a href=\"https://doi.org/10.29333/iejme/18564\">10.29333/iejme/18564</a>.","bibtex":"@article{Richter_Bruns_2026, title={All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany}, volume={21}, DOI={<a href=\"https://doi.org/10.29333/iejme/18564\">10.29333/iejme/18564</a>}, number={2em0883}, journal={International Electronic Journal of Mathematics Education}, publisher={Modestum Ltd}, author={Richter, Alix and Bruns, Julia}, year={2026} }","ama":"Richter A, Bruns J. All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany. <i>International Electronic Journal of Mathematics Education</i>. 2026;21(2). doi:<a href=\"https://doi.org/10.29333/iejme/18564\">10.29333/iejme/18564</a>"},"_id":"65645","publisher":"Modestum Ltd","volume":21,"user_id":"72183","status":"public","date_created":"2026-05-19T13:52:04Z","department":[{"_id":"611"}],"type":"journal_article","issue":"2","publication":"International Electronic Journal of Mathematics Education","abstract":[{"lang":"eng","text":"<jats:p xml:lang=\"en\">Curriculum material is often designed to address content-specific intended learning goals. However, research indicates that teachers’ personal goals may cause misalignments between their implementation of curriculum material and its intended learning goals. This study aims to investigate misalignments between teachers’ implementation of curriculum material and its intended learning goals and to which extent they are caused by teachers’ personal goals. To reach this aim, a qualitative study was conducted to examine how eight vocational school teachers implemented the learning activity “How many?” suggested for the initial training of early childhood educators on the topic of set perception and determination of cardinality. Each participant provided a lesson plan and self-recorded lesson video on the topic of set perception and determination of cardinality. In addition, participants were interviewed on how they used the provided curriculum material for designing their lessons and their potential reasons to adapt or omit “How many?”. To evaluate their lesson design’s alignment with the activity’s intended learning goals, the participants' lesson plans were analyzed using qualitative content analysis. Triangulation of the findings with the interview data revealed that only one participant fully adopted the intended learning goals as her own and implemented the activity completely in line with its intended learning goals. Meanwhile, the remaining participants’ personal goals, such as reducing math anxiety, seemed to cause misalignments regarding the intended learning goals. The study's results detail further constraints and affordances to the alignment between teachers’ lesson designs and learning goals intended by curriculum material. It is followed that it is central to support teachers in adopting intended learning goals as their personal goals. Otherwise, teachers’ classroom implementation of curriculum material may not suffice to reach desired outcomes.</jats:p>"}],"language":[{"iso":"eng"}],"article_number":"em0883","doi":"10.29333/iejme/18564","author":[{"id":"93186","last_name":"Richter","first_name":"Alix","full_name":"Richter, Alix"},{"id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia","last_name":"Bruns","full_name":"Bruns, Julia"}],"publication_identifier":{"issn":["1306-3030"]},"year":"2026","title":"All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany","intvolume":"        21","date_updated":"2026-05-19T14:00:34Z","publication_status":"published"},{"publication_status":"published","date_updated":"2026-05-19T14:00:37Z","publication_identifier":{"isbn":["9783818801052"]},"status":"public","year":"2026","title":"Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven","editor":[{"full_name":"Vogelsang, Christoph","first_name":"Christoph","last_name":"Vogelsang","orcid":"0000-0002-5804-1855","id":"4245"},{"full_name":"Grotegut, Lea","last_name":"Grotegut","first_name":"Lea"},{"id":"72183","full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia"},{"id":"429","full_name":"Riese, Josef","last_name":"Riese","orcid":"0000-0003-2927-2619","first_name":"Josef"},{"id":"54823","first_name":"Sabine","last_name":"Fechner","orcid":"0000-0001-5645-5870","full_name":"Fechner, Sabine"}],"user_id":"72183","doi":"10.31244/9783818851057","_id":"65644","publisher":"Waxmann Verlag GmbH","language":[{"iso":"eng"}],"abstract":[{"text":"<jats:p>Eine zentrale Herausforderung in der Professionalisierung pädagogischer Fach- und Lehrkräfte besteht in der Relation von eher theoretischen und praktischen Ausbildungsbestandteilen. Beispielsweise fühlen sich angehende Lehrkräfte durch ihr Studium häufig nicht ausreichend auf die beruflichen Anforderungen vorbereitet. Daher wird verstärkt versucht, Curricula von Ausbildungs- und Studiengängen deutlicher an den tatsächlichen professionellen Handlungsanforderungen zu orientieren und auch in frühen Ausbildungsphasen verstärkt Elemente beruflicher Praxis zu integrieren. \r\nDieser Band nimmt die Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften theoretisch-konzeptionell sowie empirisch in den Blick. Zudem werden innovative Lehransätze aufgezeigt, die den Fokus auf eine Stärkung einer solchen Handlungsorientierung legen, z.B. durch simulationsbasierte Lern- und Prüfungsformate.\r\nEs handelt sich um den zweiten Band der Reihe Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung, die von der PLAZ – Professional School of Education herausgegeben wird.</jats:p>","lang":"eng"}],"citation":{"ama":"Vogelsang C, Grotegut L, Bruns J, Riese J, Fechner S, eds. <i>Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven</i>. Waxmann Verlag GmbH; 2026. doi:<a href=\"https://doi.org/10.31244/9783818851057\">10.31244/9783818851057</a>","bibtex":"@book{Vogelsang_Grotegut_Bruns_Riese_Fechner_2026, title={Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven}, DOI={<a href=\"https://doi.org/10.31244/9783818851057\">10.31244/9783818851057</a>}, publisher={Waxmann Verlag GmbH}, year={2026} }","mla":"Vogelsang, Christoph, et al., editors. <i>Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven</i>. Waxmann Verlag GmbH, 2026, doi:<a href=\"https://doi.org/10.31244/9783818851057\">10.31244/9783818851057</a>.","short":"C. Vogelsang, L. Grotegut, J. Bruns, J. Riese, S. Fechner, eds., Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven, Waxmann Verlag GmbH, 2026.","chicago":"Vogelsang, Christoph, Lea Grotegut, Julia Bruns, Josef Riese, and Sabine Fechner, eds. <i>Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven</i>. Waxmann Verlag GmbH, 2026. <a href=\"https://doi.org/10.31244/9783818851057\">https://doi.org/10.31244/9783818851057</a>.","apa":"Vogelsang, C., Grotegut, L., Bruns, J., Riese, J., &#38; Fechner, S. (Eds.). (2026). <i>Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven</i>. Waxmann Verlag GmbH. <a href=\"https://doi.org/10.31244/9783818851057\">https://doi.org/10.31244/9783818851057</a>","ieee":"C. Vogelsang, L. Grotegut, J. Bruns, J. Riese, and S. Fechner, Eds., <i>Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven</i>. Waxmann Verlag GmbH, 2026."},"department":[{"_id":"611"}],"type":"book_editor","date_created":"2026-05-19T13:51:12Z"},{"publication":"Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice","citation":{"ieee":"V. Wiebe and U. Häsel-Weide, “ Initiating and establishing mathematical practices of determining and transforming numbers as a foundational skill in fostering mathematics teaching,” in <i>Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice</i>, Prag, 2026, pp. 122–129.","apa":"Wiebe, V., &#38; Häsel-Weide, U. (2026).  Initiating and establishing mathematical practices of determining and transforming numbers as a foundational skill in fostering mathematics teaching. In R. Mosvold, J. Fauskanger, F. Ferretti, N. Vondrová, &#38; Charles University, Faculty of Education and ERME (Eds.), <i>Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice</i> (pp. 122–129).","chicago":"Wiebe, Vivien, and Uta Häsel-Weide. “ Initiating and Establishing Mathematical Practices of Determining and Transforming Numbers as a Foundational Skill in Fostering Mathematics Teaching.” In <i>Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice</i>, edited by R. Mosvold, J. Fauskanger, F. Ferretti, N. Vondrová, and Charles University, Faculty of Education and ERME, 122–29. Prag, 2026.","short":"V. Wiebe, U. Häsel-Weide, in: R. Mosvold, J. Fauskanger, F. Ferretti, N. Vondrová, Charles University, Faculty of Education and ERME (Eds.), Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice, Prag, 2026, pp. 122–129.","mla":"Wiebe, Vivien, and Uta Häsel-Weide. “ Initiating and Establishing Mathematical Practices of Determining and Transforming Numbers as a Foundational Skill in Fostering Mathematics Teaching.” <i>Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice</i>, edited by R. Mosvold et al., 2026, pp. 122–29.","bibtex":"@inproceedings{Wiebe_Häsel-Weide_2026, place={Prag}, title={ Initiating and establishing mathematical practices of determining and transforming numbers as a foundational skill in fostering mathematics teaching}, booktitle={Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice}, author={Wiebe, Vivien and Häsel-Weide, Uta}, editor={Mosvold, R. and Fauskanger, J. and Ferretti, F. and Vondrová, N. and Charles University, Faculty of Education and ERME}, year={2026}, pages={122–129} }","ama":"Wiebe V, Häsel-Weide U.  Initiating and establishing mathematical practices of determining and transforming numbers as a foundational skill in fostering mathematics teaching. In: Mosvold R, Fauskanger J, Ferretti F, Vondrová N, Charles University, Faculty of Education and ERME, eds. <i>Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice</i>. ; 2026:122-129."},"related_material":{"link":[{"relation":"confirmation","url":"https://hal.science/hal-05463964v1"}]},"place":"Prag","date_created":"2026-02-18T10:41:23Z","type":"conference","department":[{"_id":"543"}],"title":" Initiating and establishing mathematical practices of determining and transforming numbers as a foundational skill in fostering mathematics teaching","year":"2026","status":"public","conference":{"name":"Nineteenth ERME Topic Conference","location":"Prag"},"corporate_editor":["Charles University, Faculty of Education and ERME"],"author":[{"first_name":"Vivien","last_name":"Wiebe","full_name":"Wiebe, Vivien","id":"77748"},{"last_name":"Häsel-Weide","orcid":"0000-0001-6278-4240","first_name":"Uta","full_name":"Häsel-Weide, Uta","id":"60267"}],"date_updated":"2026-05-26T07:56:19Z","page":"122-129","_id":"64211","language":[{"iso":"eng"}],"user_id":"44184","editor":[{"last_name":"Mosvold","first_name":"R.","full_name":"Mosvold, R."},{"first_name":"J.","last_name":"Fauskanger","full_name":"Fauskanger, J."},{"last_name":"Ferretti","first_name":"F.","full_name":"Ferretti, F."},{"full_name":"Vondrová, N.","first_name":"N.","last_name":"Vondrová"}]},{"oa":"1","quality_controlled":"1","citation":{"short":"R. Herold-Blasius, H. Kleinschmidt, C. Ziller, Journal Für Mathematik-Didaktik 47 (2026).","chicago":"Herold-Blasius, Raja, Hannah Kleinschmidt, and Conrad Ziller. “Dimensions of Heuristic Use in Mathematical Problem Solving: Evidence from Early Secondary School Students.” <i>Journal Für Mathematik-Didaktik</i> 47, no. 6 (2026). <a href=\"https://doi.org/10.1007/s13138-026-00270-6\">https://doi.org/10.1007/s13138-026-00270-6</a>.","ieee":"R. Herold-Blasius, H. Kleinschmidt, and C. Ziller, “Dimensions of Heuristic Use in Mathematical Problem Solving: Evidence from Early Secondary School Students,” <i>Journal für Mathematik-Didaktik</i>, vol. 47, no. 6, 2026, doi: <a href=\"https://doi.org/10.1007/s13138-026-00270-6\">https://doi.org/10.1007/s13138-026-00270-6</a>.","apa":"Herold-Blasius, R., Kleinschmidt, H., &#38; Ziller, C. (2026). Dimensions of Heuristic Use in Mathematical Problem Solving: Evidence from Early Secondary School Students. <i>Journal Für Mathematik-Didaktik</i>, <i>47</i>(6). <a href=\"https://doi.org/10.1007/s13138-026-00270-6\">https://doi.org/10.1007/s13138-026-00270-6</a>","bibtex":"@article{Herold-Blasius_Kleinschmidt_Ziller_2026, title={Dimensions of Heuristic Use in Mathematical Problem Solving: Evidence from Early Secondary School Students}, volume={47}, DOI={<a href=\"https://doi.org/10.1007/s13138-026-00270-6\">https://doi.org/10.1007/s13138-026-00270-6</a>}, number={6}, journal={Journal für Mathematik-Didaktik}, author={Herold-Blasius, Raja and Kleinschmidt, Hannah and Ziller, Conrad}, year={2026} }","ama":"Herold-Blasius R, Kleinschmidt H, Ziller C. Dimensions of Heuristic Use in Mathematical Problem Solving: Evidence from Early Secondary School Students. <i>Journal für Mathematik-Didaktik</i>. 2026;47(6). doi:<a href=\"https://doi.org/10.1007/s13138-026-00270-6\">https://doi.org/10.1007/s13138-026-00270-6</a>","mla":"Herold-Blasius, Raja, et al. “Dimensions of Heuristic Use in Mathematical Problem Solving: Evidence from Early Secondary School Students.” <i>Journal Für Mathematik-Didaktik</i>, vol. 47, no. 6, 2026, doi:<a href=\"https://doi.org/10.1007/s13138-026-00270-6\">https://doi.org/10.1007/s13138-026-00270-6</a>."},"file_date_updated":"2026-06-15T10:03:48Z","volume":47,"ddc":["510"],"user_id":"126182","_id":"65865","has_accepted_license":"1","status":"public","department":[{"_id":"97"}],"type":"journal_article","date_created":"2026-06-15T10:08:04Z","file":[{"relation":"main_file","date_updated":"2026-06-15T10:03:48Z","file_name":"2026_JMD_Herold-Blasius et al_Dimensions of heuristic use.pdf","file_size":1766182,"access_level":"closed","file_id":"65866","content_type":"application/pdf","success":1,"creator":"rheroldb","date_created":"2026-06-15T10:03:48Z"}],"abstract":[{"text":"Mathematical problem solving is a highly complex competence that needs\r\nto be supported throughout the learning process. This study examines the role of\r\nproblem-solving heuristics among 73 sixth-grade students in a German secondary\r\nschool (Gesamtschule). Specifically, we focus on the empirical relationship between\r\nthe occurrence of heuristics, their suitability, and application, as well as their contribution\r\nto problem-solving success. To this end, we developed a heuristic training that\r\nintroduced strategy keys (heuristic aid cards) accompanied by explanatory videos. By\r\nleveraging variations in the successful application of the heuristics between students\r\nand across multiple sessions (73 students in 4 training situations and 3 problems\r\nin a final test), we discover from regression models with student and task-fixed effects\r\nthat a successful use of heuristics (i.e., an heuristic occurred, that heuristic had\r\na high suitability regarding the problem, and it was applied correctly) leads to more\r\nsuccessful mathematical problem solving. Regarding the underlying mechanism, we\r\nfind that all dimensions of heuristic use (occurrence, suitability, and application\r\nof heuristics) are positively related to problem-solving success. When comparing\r\nthe predictive capacity of all three aspects, we identified the correct application of\r\nheuristics as particularly conducive for better problem-solving success. In comparing\r\nthe group of students with high to those with low initial math competence, we find no significant differences in the relationship between heuristic use and problemsolving\r\nsuccess across achievement groups. Our results emphasize the crucial role\r\nof heuristic application in mathematical problem solving, which generally benefits\r\nstudents regardless of their overall math competence.","lang":"eng"}],"publication":"Journal für Mathematik-Didaktik","issue":"6","doi":"https://doi.org/10.1007/s13138-026-00270-6","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://doi.org/10.1007/s13138-026-00270-6","open_access":"1"}],"intvolume":"        47","article_type":"original","date_updated":"2026-06-15T10:13:14Z","author":[{"id":"126182","full_name":"Herold-Blasius, Raja","first_name":"Raja","last_name":"Herold-Blasius"},{"first_name":"Hannah","last_name":"Kleinschmidt","full_name":"Kleinschmidt, Hannah"},{"full_name":"Ziller, Conrad","last_name":"Ziller","first_name":"Conrad"}],"title":"Dimensions of Heuristic Use in Mathematical Problem Solving: Evidence from Early Secondary School Students","year":"2026"},{"date_created":"2026-06-29T07:43:33Z","oa":"1","department":[{"_id":"363"}],"type":"journal_article","citation":{"mla":"Fleischer, Franz Yannik, and Rolf Biehler. “Informal Approaches to Predictive Modeling: Fostering Data Literacy and Critical Engagement through Decision Tree Construction.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2026, doi:<a href=\"https://doi.org/10.1007/s11858-026-01806-3\">10.1007/s11858-026-01806-3</a>.","ama":"Fleischer FY, Biehler R. Informal approaches to predictive modeling: fostering data literacy and critical engagement through decision tree construction. <i>ZDM – Mathematics Education</i>. Published online 2026. doi:<a href=\"https://doi.org/10.1007/s11858-026-01806-3\">10.1007/s11858-026-01806-3</a>","bibtex":"@article{Fleischer_Biehler_2026, title={Informal approaches to predictive modeling: fostering data literacy and critical engagement through decision tree construction}, DOI={<a href=\"https://doi.org/10.1007/s11858-026-01806-3\">10.1007/s11858-026-01806-3</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Fleischer, Franz Yannik and Biehler, Rolf}, year={2026} }","apa":"Fleischer, F. Y., &#38; Biehler, R. (2026). Informal approaches to predictive modeling: fostering data literacy and critical engagement through decision tree construction. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-026-01806-3\">https://doi.org/10.1007/s11858-026-01806-3</a>","ieee":"F. Y. Fleischer and R. Biehler, “Informal approaches to predictive modeling: fostering data literacy and critical engagement through decision tree construction,” <i>ZDM – Mathematics Education</i>, 2026, doi: <a href=\"https://doi.org/10.1007/s11858-026-01806-3\">10.1007/s11858-026-01806-3</a>.","short":"F.Y. Fleischer, R. Biehler, ZDM – Mathematics Education (2026).","chicago":"Fleischer, Franz Yannik, and Rolf Biehler. “Informal Approaches to Predictive Modeling: Fostering Data Literacy and Critical Engagement through Decision Tree Construction.” <i>ZDM – Mathematics Education</i>, 2026. <a href=\"https://doi.org/10.1007/s11858-026-01806-3\">https://doi.org/10.1007/s11858-026-01806-3</a>."},"publication":"ZDM – Mathematics Education","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n                  <jats:p>This study investigates how secondary students construct and evaluate decision trees in an open exploratory task using CODAP. By analyzing students’ tree products and oral self-reports, we identified different data-based and context-based approaches to predictor selection and stopping criteria. Students engaged with key ideas of predictive modeling, including classification, model construction, accuracy, generalization, and interpretability. Informal exploration offered rich opportunities for subsequent teaching by enabling students to begin reconstructing central technical ideas and critical tensions of predictive modeling through diverse but meaningful reasoning approaches.</jats:p>"}],"_id":"66074","publisher":"Springer Science and Business Media LLC","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://link.springer.com/article/10.1007/s11858-026-01806-3"}],"doi":"10.1007/s11858-026-01806-3","user_id":"37888","publication_identifier":{"issn":["1863-9690","1863-9704"]},"author":[{"id":"42660","orcid":"https://orcid.org/0000-0003-0318-0329","first_name":"Franz Yannik","last_name":"Fleischer","full_name":"Fleischer, Franz Yannik"},{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler","id":"16274"}],"title":"Informal approaches to predictive modeling: fostering data literacy and critical engagement through decision tree construction","status":"public","year":"2026","date_updated":"2026-06-29T07:47:44Z","publication_status":"published"},{"date_created":"2026-07-03T10:18:03Z","type":"journal_article","department":[{"_id":"611"}],"publication":"Research in Mathematics Education","citation":{"ieee":"J. Bruns, H. Gasteiger, S. Hallemann, and T. Schopferer, “Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education,” <i>Research in Mathematics Education</i>, pp. 1–21, 2026, doi: <a href=\"https://doi.org/10.1080/14794802.2026.2689902\">10.1080/14794802.2026.2689902</a>.","apa":"Bruns, J., Gasteiger, H., Hallemann, S., &#38; Schopferer, T. (2026). Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education. <i>Research in Mathematics Education</i>, 1–21. <a href=\"https://doi.org/10.1080/14794802.2026.2689902\">https://doi.org/10.1080/14794802.2026.2689902</a>","chicago":"Bruns, Julia, Hedwig Gasteiger, Svea Hallemann, and Theresa Schopferer. “Leadership Practices in Implementing Early Mathematics Education as a Curriculum Innovation into Vocational Training of Early Childhood Education.” <i>Research in Mathematics Education</i>, 2026, 1–21. <a href=\"https://doi.org/10.1080/14794802.2026.2689902\">https://doi.org/10.1080/14794802.2026.2689902</a>.","short":"J. Bruns, H. Gasteiger, S. Hallemann, T. Schopferer, Research in Mathematics Education (2026) 1–21.","mla":"Bruns, Julia, et al. “Leadership Practices in Implementing Early Mathematics Education as a Curriculum Innovation into Vocational Training of Early Childhood Education.” <i>Research in Mathematics Education</i>, Informa UK Limited, 2026, pp. 1–21, doi:<a href=\"https://doi.org/10.1080/14794802.2026.2689902\">10.1080/14794802.2026.2689902</a>.","bibtex":"@article{Bruns_Gasteiger_Hallemann_Schopferer_2026, title={Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education}, DOI={<a href=\"https://doi.org/10.1080/14794802.2026.2689902\">10.1080/14794802.2026.2689902</a>}, journal={Research in Mathematics Education}, publisher={Informa UK Limited}, author={Bruns, Julia and Gasteiger, Hedwig and Hallemann, Svea and Schopferer, Theresa}, year={2026}, pages={1–21} }","ama":"Bruns J, Gasteiger H, Hallemann S, Schopferer T. Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education. <i>Research in Mathematics Education</i>. Published online 2026:1-21. doi:<a href=\"https://doi.org/10.1080/14794802.2026.2689902\">10.1080/14794802.2026.2689902</a>"},"page":"1-21","language":[{"iso":"eng"}],"_id":"66121","publisher":"Informa UK Limited","user_id":"72183","doi":"10.1080/14794802.2026.2689902","status":"public","title":"Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education","year":"2026","publication_identifier":{"issn":["1479-4802","1754-0178"]},"author":[{"last_name":"Bruns","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183"},{"full_name":"Gasteiger, Hedwig","last_name":"Gasteiger","first_name":"Hedwig"},{"full_name":"Hallemann, Svea","first_name":"Svea","last_name":"Hallemann"},{"full_name":"Schopferer, Theresa","first_name":"Theresa","last_name":"Schopferer"}],"publication_status":"published","date_updated":"2026-07-03T10:18:36Z"},{"intvolume":"        72","date_updated":"2026-08-06T14:21:43Z","year":"2026","status":"public","title":"Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht","volume":72,"editor":[{"last_name":"Büchter","first_name":"Theresa","full_name":"Büchter, Theresa"},{"full_name":"Eichler, Andreas","first_name":"Andreas","last_name":"Eichler"},{"id":"83381","first_name":"Karin","last_name":"Binder","full_name":"Binder, Karin"}],"user_id":"83381","language":[{"iso":"eng"}],"_id":"66676","publisher":"Friedrich Verlag","page":"2-5","project":[{"_id":"2784","name":"„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21. Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk"}],"citation":{"short":"T. Büchter, A. Eichler, K. Binder, eds., Simulationen in Der MINT-Bildung - Impulse Für Den Mathematikunterricht, Friedrich Verlag, 2026.","chicago":"Büchter, Theresa, Andreas Eichler, and Karin Binder, eds. <i>Simulationen in Der MINT-Bildung - Impulse Für Den Mathematikunterricht</i>. <i>Der Mathematikunterricht</i>. Vol. 72. Friedrich Verlag, 2026.","apa":"Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht. (2026). In T. Büchter, A. Eichler, &#38; K. Binder (Eds.), <i>Der Mathematikunterricht</i> (Vol. 72, Issue 3, pp. 2–5). Friedrich Verlag.","ieee":"T. Büchter, A. Eichler, and K. Binder, Eds., <i>Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht</i>, vol. 72, no. 3. Friedrich Verlag, 2026, pp. 2–5.","ama":"Büchter T, Eichler A, Binder K, eds. <i>Simulationen in Der MINT-Bildung - Impulse Für Den Mathematikunterricht</i>. Vol 72. Friedrich Verlag; 2026:2-5.","bibtex":"@book{Büchter_Eichler_Binder_2026, title={Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht}, volume={72}, number={3}, journal={Der Mathematikunterricht}, publisher={Friedrich Verlag}, year={2026}, pages={2–5} }","mla":"Büchter, Theresa, et al., editors. “Simulationen in Der MINT-Bildung - Impulse Für Den Mathematikunterricht.” <i>Der Mathematikunterricht</i>, vol. 72, no. 3, Friedrich Verlag, 2026, pp. 2–5."},"publication":"Der Mathematikunterricht","issue":"3","department":[{"_id":"983"}],"type":"journal_editor","date_created":"2026-08-06T14:19:31Z"},{"date_created":"2026-08-06T14:21:24Z","department":[{"_id":"983"}],"type":"journal_article","citation":{"chicago":"Büchter, Theresa, Karin Binder, and Andreas Eichler. “Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele Und Unterrichtlicher Einsatz.” <i>Der Mathematikunterricht</i> 73, no. 3 (2026): 6–15.","short":"T. Büchter, K. Binder, A. Eichler, Der Mathematikunterricht 73 (2026) 6–15.","ieee":"T. Büchter, K. Binder, and A. Eichler, “Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele und unterrichtlicher Einsatz,” <i>Der Mathematikunterricht</i>, vol. 73, no. 3, pp. 6–15, 2026.","apa":"Büchter, T., Binder, K., &#38; Eichler, A. (2026). Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele und unterrichtlicher Einsatz. <i>Der Mathematikunterricht</i>, <i>73</i>(3), 6–15.","bibtex":"@article{Büchter_Binder_Eichler_2026, title={Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele und unterrichtlicher Einsatz}, volume={73}, number={3}, journal={Der Mathematikunterricht}, author={Büchter, Theresa and Binder, Karin and Eichler, Andreas}, year={2026}, pages={6–15} }","ama":"Büchter T, Binder K, Eichler A. Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele und unterrichtlicher Einsatz. <i>Der Mathematikunterricht</i>. 2026;73(3):6-15.","mla":"Büchter, Theresa, et al. “Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele Und Unterrichtlicher Einsatz.” <i>Der Mathematikunterricht</i>, vol. 73, no. 3, 2026, pp. 6–15."},"publication":"Der Mathematikunterricht","issue":"3","project":[{"name":"„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21. Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk","_id":"2784"}],"language":[{"iso":"eng"}],"_id":"66677","page":"6-15","volume":73,"user_id":"83381","author":[{"first_name":"Theresa","last_name":"Büchter","full_name":"Büchter, Theresa"},{"id":"83381","first_name":"Karin","last_name":"Binder","full_name":"Binder, Karin"},{"full_name":"Eichler, Andreas","last_name":"Eichler","first_name":"Andreas"}],"title":"Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele und unterrichtlicher Einsatz","status":"public","year":"2026","intvolume":"        73","date_updated":"2026-08-06T14:21:29Z"},{"page":"123–126","_id":"57020","publisher":"Springer Nature","user_id":"31132","ddc":["510","370"],"editor":[{"full_name":"Qi, Chunxia","first_name":"Chunxia","last_name":"Qi"},{"full_name":"Fan, Lianghuo","last_name":"Fan","first_name":"Lianghuo"},{"full_name":"Liu, Jian","last_name":"Liu","first_name":"Jian"},{"first_name":"Qimeng","last_name":"Liu","full_name":"Liu, Qimeng"},{"last_name":"Dong","first_name":"Lianchun","full_name":"Dong, Lianchun"}],"status":"public","has_accepted_license":"1","place":"Singapore","file_date_updated":"2024-11-12T16:18:30Z","citation":{"chicago":"Pepin, Birgit, and Sebastian Rezat. “Symposium—Towards Innovative Practices in Mathematics Education: Teachers’ and Students’ Choice and Use of Digital Resources.” In <i>Recent Advances in Mathematics Textbook Research and Development</i>, edited by Chunxia Qi, Lianghuo Fan, Jian Liu, Qimeng Liu, and Lianchun Dong, 123–126. Singapore: Springer Nature, 2025. <a href=\"https://doi.org/10.1007/978-981-97-8426-4_17\">https://doi.org/10.1007/978-981-97-8426-4_17</a>.","short":"B. Pepin, S. Rezat, in: C. Qi, L. Fan, J. Liu, Q. Liu, L. Dong (Eds.), Recent Advances in Mathematics Textbook Research and Development, Springer Nature, Singapore, 2025, pp. 123–126.","apa":"Pepin, B., &#38; Rezat, S. (2025). Symposium—Towards innovative practices in mathematics education: Teachers’ and students’ choice and use of digital resources. In C. Qi, L. Fan, J. Liu, Q. Liu, &#38; L. Dong (Eds.), <i>Recent Advances in Mathematics Textbook Research and Development</i> (pp. 123–126). Springer Nature. <a href=\"https://doi.org/10.1007/978-981-97-8426-4_17\">https://doi.org/10.1007/978-981-97-8426-4_17</a>","ieee":"B. Pepin and S. Rezat, “Symposium—Towards innovative practices in mathematics education: Teachers’ and students’ choice and use of digital resources,” in <i>Recent Advances in Mathematics Textbook Research and Development</i>, C. Qi, L. Fan, J. Liu, Q. Liu, and L. Dong, Eds. Singapore: Springer Nature, 2025, pp. 123–126.","ama":"Pepin B, Rezat S. Symposium—Towards innovative practices in mathematics education: Teachers’ and students’ choice and use of digital resources. In: Qi C, Fan L, Liu J, Liu Q, Dong L, eds. <i>Recent Advances in Mathematics Textbook Research and Development</i>. Springer Nature; 2025:123–126. doi:<a href=\"https://doi.org/10.1007/978-981-97-8426-4_17\">10.1007/978-981-97-8426-4_17</a>","bibtex":"@inbook{Pepin_Rezat_2025, place={Singapore}, title={Symposium—Towards innovative practices in mathematics education: Teachers’ and students’ choice and use of digital resources}, DOI={<a href=\"https://doi.org/10.1007/978-981-97-8426-4_17\">10.1007/978-981-97-8426-4_17</a>}, booktitle={Recent Advances in Mathematics Textbook Research and Development}, publisher={Springer Nature}, author={Pepin, Birgit and Rezat, Sebastian}, editor={Qi, Chunxia and Fan, Lianghuo and Liu, Jian and Liu, Qimeng and Dong, Lianchun}, year={2025}, pages={123–126} }","mla":"Pepin, Birgit, and Sebastian Rezat. “Symposium—Towards Innovative Practices in Mathematics Education: Teachers’ and Students’ Choice and Use of Digital Resources.” <i>Recent Advances in Mathematics Textbook Research and Development</i>, edited by Chunxia Qi et al., Springer Nature, 2025, pp. 123–126, doi:<a href=\"https://doi.org/10.1007/978-981-97-8426-4_17\">10.1007/978-981-97-8426-4_17</a>."},"language":[{"iso":"eng"}],"doi":"10.1007/978-981-97-8426-4_17","year":"2025","title":"Symposium—Towards innovative practices in mathematics education: Teachers’ and students’ choice and use of digital resources","publication_identifier":{"isbn":["9789819784257","9789819784264"]},"author":[{"full_name":"Pepin, Birgit","first_name":"Birgit","last_name":"Pepin"},{"full_name":"Rezat, Sebastian","last_name":"Rezat","first_name":"Sebastian"}],"publication_status":"published","date_updated":"2024-11-12T16:37:29Z","file":[{"creator":"srezat","date_created":"2024-11-12T16:18:30Z","file_name":"978-981-97-8426-4_17.pdf","access_level":"closed","file_size":148089,"relation":"main_file","date_updated":"2024-11-12T16:18:30Z","file_id":"57021","content_type":"application/pdf","success":1}],"date_created":"2024-11-12T16:15:48Z","type":"book_chapter","department":[{"_id":"360"}],"publication":"Recent Advances in Mathematics Textbook Research and Development","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>In this symposium we investigate students’ agency of selecting and using (digital) resources for developing their own learning paths. For that, we first review the literature related to students’ selection and use of resources in mathematics education in different pedagogical settings (presentation 1). Second, we develop insights from the different studies that participate in this symposium (presentation 2–6), at school as well as at university level. Results show that attempts have been made to provide students opportunities to develop agency of their mathematics learning, in particular with the development and provision of numerous digital tools and learning resources at university level and related to innovative pedagogical approaches. At the same time, it is not obvious how these tools and resources help students to develop deeper conceptual understandings. Certainly, students often ‘demand’ more student-centered and autonomous education approaches (e.g., at university level), also in mathematics education. Further, it seems that authentic problem-based education approaches are more motivating for students. These ‘innovative’ approaches necessitate particular types of structure and support for students. Moreover, they require different ways of providing resources that students can and want to interact with, and that help students to navigate through the curriculum to develop their own learning paths. At the same time, teachers also need support on how to orchestrate student learning with the available resources in such environments, so to be able to attend to students’ individual needs. The symposium comprised altogether six presentations:</jats:p><jats:p>Birgit Pepin &amp; Sebastian Rezat: Students’ agency of selecting and using (digital) resources for developing their own learning paths: An overview</jats:p><jats:p>Annalisa Cusi &amp; Agnese I. Telloni: Learning through digital curriculum resource design: students’ reflections on their role as designers</jats:p><jats:p>Vilma Mesa, Lelia Burley-Sanford, Xinyi Hao, &amp; Carlos Quiroz: Interactive features in university textbooks and their use by teachers and students</jats:p><jats:p>Sebastian Rezat: Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool</jats:p><jats:p>Birgit Pepin &amp; Ulises Salinas: Challenge/problem-based mathematics learning at university level: The case of the modeling week</jats:p><jats:p>Farzad Radmehr: Problem-posing: An inclusive activity for improving teaching and learning of mathematics at university level</jats:p>","lang":"eng"}]},{"_id":"57022","publisher":"Springer Nature","page":"133–136","editor":[{"full_name":"Qi, Chunxia","last_name":"Qi","first_name":"Chunxia"},{"last_name":"Fan","first_name":"Lianghuo","full_name":"Fan, Lianghuo"},{"full_name":"Liu, Jian","first_name":"Jian","last_name":"Liu"},{"full_name":"Liu, Qimeng","last_name":"Liu","first_name":"Qimeng"},{"full_name":"Dong, Lianchun","first_name":"Lianchun","last_name":"Dong"}],"user_id":"31132","ddc":["370","510"],"status":"public","has_accepted_license":"1","place":"Singapore","citation":{"ama":"Rezat S. Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool. In: Qi C, Fan L, Liu J, Liu Q, Dong L, eds. <i>Recent Advances in Mathematics Textbook Research and Development</i>. Springer Nature; 2025:133–136. doi:<a href=\"https://doi.org/10.1007/978-981-97-8426-4_20\">10.1007/978-981-97-8426-4_20</a>","bibtex":"@inbook{Rezat_2025, place={Singapore}, title={Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool}, DOI={<a href=\"https://doi.org/10.1007/978-981-97-8426-4_20\">10.1007/978-981-97-8426-4_20</a>}, booktitle={Recent Advances in Mathematics Textbook Research and Development}, publisher={Springer Nature}, author={Rezat, Sebastian}, editor={Qi, Chunxia and Fan, Lianghuo and Liu, Jian and Liu, Qimeng and Dong, Lianchun}, year={2025}, pages={133–136} }","mla":"Rezat, Sebastian. “Fostering University Students’ Reading and Understanding of Mathematical Text in a Flipped Classroom Approach with a Digital Marking Tool.” <i>Recent Advances in Mathematics Textbook Research and Development</i>, edited by Chunxia Qi et al., Springer Nature, 2025, pp. 133–136, doi:<a href=\"https://doi.org/10.1007/978-981-97-8426-4_20\">10.1007/978-981-97-8426-4_20</a>.","short":"S. Rezat, in: C. Qi, L. Fan, J. Liu, Q. Liu, L. Dong (Eds.), Recent Advances in Mathematics Textbook Research and Development, Springer Nature, Singapore, 2025, pp. 133–136.","chicago":"Rezat, Sebastian. “Fostering University Students’ Reading and Understanding of Mathematical Text in a Flipped Classroom Approach with a Digital Marking Tool.” In <i>Recent Advances in Mathematics Textbook Research and Development</i>, edited by Chunxia Qi, Lianghuo Fan, Jian Liu, Qimeng Liu, and Lianchun Dong, 133–136. Singapore: Springer Nature, 2025. <a href=\"https://doi.org/10.1007/978-981-97-8426-4_20\">https://doi.org/10.1007/978-981-97-8426-4_20</a>.","apa":"Rezat, S. (2025). Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool. In C. Qi, L. Fan, J. Liu, Q. Liu, &#38; L. Dong (Eds.), <i>Recent Advances in Mathematics Textbook Research and Development</i> (pp. 133–136). Springer Nature. <a href=\"https://doi.org/10.1007/978-981-97-8426-4_20\">https://doi.org/10.1007/978-981-97-8426-4_20</a>","ieee":"S. Rezat, “Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool,” in <i>Recent Advances in Mathematics Textbook Research and Development</i>, C. Qi, L. Fan, J. Liu, Q. Liu, and L. Dong, Eds. Singapore: Springer Nature, 2025, pp. 133–136."},"file_date_updated":"2024-11-12T16:27:26Z","language":[{"iso":"eng"}],"doi":"10.1007/978-981-97-8426-4_20","publication_identifier":{"isbn":["9789819784257","9789819784264"]},"author":[{"first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian"}],"year":"2025","title":"Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool","publication_status":"published","date_updated":"2024-11-12T16:37:16Z","date_created":"2024-11-12T16:24:39Z","file":[{"success":1,"content_type":"application/pdf","file_id":"57023","date_updated":"2024-11-12T16:27:26Z","relation":"main_file","file_size":161830,"access_level":"closed","file_name":"978-981-97-8426-4_20.pdf","date_created":"2024-11-12T16:27:26Z","creator":"srezat"}],"department":[{"_id":"360"}],"type":"book_chapter","publication":"Recent Advances in Mathematics Textbook Research and Development","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Even in the digital age, learning mathematics at an academic level still requires much interaction with mathematical texts. Understanding and developing disciplinary literacy skills at all levels is an increasing matter of interest.</jats:p>"}]},{"status":"public","title":"Young students’ engagement with data to create decision trees","year":"2025","publication_identifier":{"issn":["1863-9690","1863-9704"]},"author":[{"id":"30619","first_name":"Susanne","last_name":"Podworny","orcid":"0000-0002-6313-5987","full_name":"Podworny, Susanne"},{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler","id":"16274"},{"full_name":"Fleischer, Yannik","first_name":"Yannik","last_name":"Fleischer","orcid":"https://orcid.org/0000-0003-0318-0329","id":"42660"}],"publication_status":"published","date_updated":"2025-01-24T07:57:00Z","main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11858-024-01649-w","open_access":"1"}],"publisher":"Springer Science and Business Media LLC","_id":"58353","language":[{"iso":"eng"}],"user_id":"37888","doi":"10.1007/s11858-024-01649-w","publication":"ZDM – Mathematics Education","citation":{"ieee":"S. Podworny, R. Biehler, and Y. Fleischer, “Young students’ engagement with data to create decision trees,” <i>ZDM – Mathematics Education</i>, 2025, doi: <a href=\"https://doi.org/10.1007/s11858-024-01649-w\">10.1007/s11858-024-01649-w</a>.","mla":"Podworny, Susanne, et al. “Young Students’ Engagement with Data to Create Decision Trees.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2025, doi:<a href=\"https://doi.org/10.1007/s11858-024-01649-w\">10.1007/s11858-024-01649-w</a>.","apa":"Podworny, S., Biehler, R., &#38; Fleischer, Y. (2025). Young students’ engagement with data to create decision trees. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-024-01649-w\">https://doi.org/10.1007/s11858-024-01649-w</a>","bibtex":"@article{Podworny_Biehler_Fleischer_2025, title={Young students’ engagement with data to create decision trees}, DOI={<a href=\"https://doi.org/10.1007/s11858-024-01649-w\">10.1007/s11858-024-01649-w</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Podworny, Susanne and Biehler, Rolf and Fleischer, Yannik}, year={2025} }","chicago":"Podworny, Susanne, Rolf Biehler, and Yannik Fleischer. “Young Students’ Engagement with Data to Create Decision Trees.” <i>ZDM – Mathematics Education</i>, 2025. <a href=\"https://doi.org/10.1007/s11858-024-01649-w\">https://doi.org/10.1007/s11858-024-01649-w</a>.","ama":"Podworny S, Biehler R, Fleischer Y. Young students’ engagement with data to create decision trees. <i>ZDM – Mathematics Education</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1007/s11858-024-01649-w\">10.1007/s11858-024-01649-w</a>","short":"S. Podworny, R. Biehler, Y. Fleischer, ZDM – Mathematics Education (2025)."},"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n          <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>"}],"date_created":"2025-01-24T07:55:53Z","type":"journal_article","department":[{"_id":"363"}],"oa":"1"},{"_id":"59414","language":[{"iso":"ger"}],"doi":" https://doi.org/10.1007/s42278-025-00223-x ","user_id":"44184","author":[{"full_name":"Häsel-Weide, Uta","last_name":"Häsel-Weide","first_name":"Uta","orcid":"0000-0001-6278-4240","id":"60267"},{"first_name":"M.","last_name":"Nührenbörger","full_name":"Nührenbörger, M."}],"year":"2025","status":"public","title":"Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule","date_updated":"2025-04-07T10:49:18Z","date_created":"2025-04-07T10:48:48Z","department":[{"_id":"543"}],"type":"journal_article","citation":{"apa":"Häsel-Weide, U., &#38; Nührenbörger, M. (2025). Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule. <i>Zeitschrift für Grundschulforschung</i>. <a href=\"https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x \">https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x </a>","ieee":"U. Häsel-Weide and M. Nührenbörger, “Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule,” <i>Zeitschrift für Grundschulforschung</i>, 2025, doi: <a href=\"https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x \"> https://doi.org/10.1007/s42278-025-00223-x </a>.","short":"U. Häsel-Weide, M. Nührenbörger, Zeitschrift für Grundschulforschung (2025).","chicago":"Häsel-Weide, Uta, and M. Nührenbörger. “Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule.” <i>Zeitschrift für Grundschulforschung</i>, 2025. <a href=\"https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x \">https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x </a>.","mla":"Häsel-Weide, Uta, and M. Nührenbörger. “Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule.” <i>Zeitschrift für Grundschulforschung</i>, 2025, doi:<a href=\"https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x \"> https://doi.org/10.1007/s42278-025-00223-x </a>.","ama":"Häsel-Weide U, Nührenbörger M. Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule. <i>Zeitschrift für Grundschulforschung</i>. Published online 2025. doi:<a href=\"https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x \"> https://doi.org/10.1007/s42278-025-00223-x </a>","bibtex":"@article{Häsel-Weide_Nührenbörger_2025, title={Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule}, DOI={<a href=\"https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x \"> https://doi.org/10.1007/s42278-025-00223-x </a>}, journal={Zeitschrift für Grundschulforschung}, author={Häsel-Weide, Uta and Nührenbörger, M.}, year={2025} }"},"publication":"Zeitschrift für Grundschulforschung"},{"date_created":"2025-04-22T07:59:07Z","department":[{"_id":"363"}],"type":"journal_article","publication":"ZDM – Mathematics Education","issue":"1","abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n          <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>","lang":"eng"}],"language":[{"iso":"eng"}],"main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11858-025-01663-6"}],"doi":"10.1007/s11858-025-01663-6","author":[{"full_name":"Fleischer, Yannik","last_name":"Fleischer","orcid":"https://orcid.org/0000-0003-0318-0329","first_name":"Yannik","id":"42660"},{"last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf","id":"16274"}],"publication_identifier":{"issn":["1863-9690","1863-9704"]},"title":"Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning","year":"2025","intvolume":"        57","publication_status":"published","date_updated":"2025-04-22T08:00:59Z","citation":{"ama":"Fleischer Y, Biehler R. Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning. <i>ZDM – Mathematics Education</i>. 2025;57(1). doi:<a href=\"https://doi.org/10.1007/s11858-025-01663-6\">10.1007/s11858-025-01663-6</a>","bibtex":"@article{Fleischer_Biehler_2025, title={Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning}, volume={57}, DOI={<a href=\"https://doi.org/10.1007/s11858-025-01663-6\">10.1007/s11858-025-01663-6</a>}, number={1}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Fleischer, Yannik and Biehler, Rolf}, year={2025} }","mla":"Fleischer, Yannik, and Rolf Biehler. “Exploring Students’ Constructions of Data-Based Decision Trees after an Introductory Teaching Unit on Machine Learning.” <i>ZDM – Mathematics Education</i>, vol. 57, no. 1, Springer Science and Business Media LLC, 2025, doi:<a href=\"https://doi.org/10.1007/s11858-025-01663-6\">10.1007/s11858-025-01663-6</a>.","chicago":"Fleischer, Yannik, and Rolf Biehler. “Exploring Students’ Constructions of Data-Based Decision Trees after an Introductory Teaching Unit on Machine Learning.” <i>ZDM – Mathematics Education</i> 57, no. 1 (2025). <a href=\"https://doi.org/10.1007/s11858-025-01663-6\">https://doi.org/10.1007/s11858-025-01663-6</a>.","short":"Y. Fleischer, R. Biehler, ZDM – Mathematics Education 57 (2025).","apa":"Fleischer, Y., &#38; Biehler, R. (2025). Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning. <i>ZDM – Mathematics Education</i>, <i>57</i>(1). <a href=\"https://doi.org/10.1007/s11858-025-01663-6\">https://doi.org/10.1007/s11858-025-01663-6</a>","ieee":"Y. Fleischer and R. Biehler, “Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning,” <i>ZDM – Mathematics Education</i>, vol. 57, no. 1, 2025, doi: <a href=\"https://doi.org/10.1007/s11858-025-01663-6\">10.1007/s11858-025-01663-6</a>."},"publisher":"Springer Science and Business Media LLC","_id":"59622","volume":57,"user_id":"37888","status":"public"}]