[{"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.","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.","short":"U. Häsel-Weide, M. Nührenbörger, Grundschule aktuell (2026) 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} }","ama":"Häsel-Weide U, Nührenbörger M. Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule. <i>Grundschule aktuell</i>. 2026;(173):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.","chicago":"Häsel-Weide, Uta, and Marcus Nührenbörger. “Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule.” <i>Grundschule aktuell</i>, no. 173 (2026): 3–6."},"page":"3-6","year":"2026","issue":"173","title":"Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule.","date_created":"2026-02-16T12:13:02Z","author":[{"id":"60267","full_name":"Häsel-Weide, Uta","last_name":"Häsel-Weide","orcid":"0000-0001-6278-4240","first_name":"Uta"},{"first_name":"Marcus","full_name":"Nührenbörger, Marcus","last_name":"Nührenbörger"}],"date_updated":"2026-02-16T12:16:39Z","status":"public","type":"journal_article","publication":"Grundschule aktuell","language":[{"iso":"ger"}],"user_id":"44184","department":[{"_id":"543"}],"_id":"64174"},{"related_material":{"link":[{"url":"https://hal.science/hal-05463964v1","relation":"confirmation"}]},"citation":{"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} }","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.","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.","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."},"corporate_editor":["Charles University, Faculty of Education and ERME"],"page":"122-129","place":"Prag","year":"2026","date_created":"2026-02-18T10:41:23Z","author":[{"first_name":"Vivien","last_name":"Wiebe","full_name":"Wiebe, Vivien"},{"id":"60267","full_name":"Häsel-Weide, Uta","orcid":"0000-0001-6278-4240","last_name":"Häsel-Weide","first_name":"Uta"}],"date_updated":"2026-02-18T11:00:16Z","conference":{"location":"Prag","name":"Nineteenth ERME Topic Conference"},"title":" Initiating and establishing mathematical practices of determining and transforming numbers as a foundational skill in fostering mathematics teaching","type":"conference","publication":"Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice","status":"public","editor":[{"first_name":"R.","last_name":"Mosvold","full_name":"Mosvold, R."},{"first_name":"J.","last_name":"Fauskanger","full_name":"Fauskanger, J."},{"last_name":"Ferretti","full_name":"Ferretti, F.","first_name":"F."},{"first_name":"N.","full_name":"Vondrová, N.","last_name":"Vondrová"}],"user_id":"44184","department":[{"_id":"543"}],"_id":"64211","language":[{"iso":"eng"}]},{"issue":"173","page":"10-11","citation":{"mla":"Deutschen, Katrin, et al. “Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen.” <i>Grundschule aktuell</i>, no. 173, 2026, pp. 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} }","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.","ama":"Deutschen K, Neufeld I, Häsel-Weide U. Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen. <i>Grundschule aktuell</i>. 2026;(173):10-11.","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.","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."},"year":"2026","date_created":"2026-02-16T12:16:29Z","author":[{"first_name":"Katrin","id":"64894","full_name":"Deutschen, Katrin","last_name":"Deutschen"},{"first_name":"Inga","last_name":"Neufeld","id":"61635","full_name":"Neufeld, Inga"},{"first_name":"Uta","last_name":"Häsel-Weide","orcid":"0000-0001-6278-4240","id":"60267","full_name":"Häsel-Weide, Uta"}],"date_updated":"2026-03-17T10:48:56Z","title":"Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen.","publication":"Grundschule aktuell","type":"journal_article","status":"public","department":[{"_id":"543"}],"user_id":"44184","_id":"64176","language":[{"iso":"ger"}]},{"_id":"65026","department":[{"_id":"543"}],"user_id":"44184","language":[{"iso":"eng"}],"publication":"Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven","type":"book_chapter","editor":[{"last_name":"Vogelsang","full_name":"Vogelsang, C.","first_name":"C."},{"full_name":"Grotegurt, L.","last_name":"Grotegurt","first_name":"L."},{"full_name":"Bruns, J.","last_name":"Bruns","first_name":"J."},{"first_name":"J.","last_name":"Riese","full_name":"Riese, J."},{"full_name":"Fechner, S.","last_name":"Fechner","first_name":"S."}],"status":"public","date_updated":"2026-03-17T11:03:11Z","date_created":"2026-03-17T10:57:17Z","author":[{"first_name":"Inga","id":"61635","full_name":"Neufeld, Inga","last_name":"Neufeld"},{"first_name":"Uta","last_name":"Häsel-Weide","orcid":"0000-0001-6278-4240","full_name":"Häsel-Weide, Uta","id":"60267"}],"title":" Lernbegleitung in der mathematischen Förderung. Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer Basiskompetenzen","doi":"10.31244/9783818851057 ","year":"2026","page":"119-134","citation":{"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>.","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.","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} }","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.","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>.","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>","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>"}},{"ddc":["370"],"language":[{"iso":"eng"}],"file_date_updated":"2026-04-20T16:18:30Z","alternative_title":["Editorial"],"_id":"64797","department":[{"_id":"979"}],"user_id":"83381","editor":[{"full_name":"Birk, Lisa","last_name":"Birk","first_name":"Lisa"},{"full_name":"Loth, Gerrit","last_name":"Loth","first_name":"Gerrit"},{"full_name":"Jotzo, Luca","id":"88811","last_name":"Jotzo","orcid":"0009-0003-1440-6466","first_name":"Luca"},{"id":"83381","full_name":"Binder, Karin","last_name":"Binder","first_name":"Karin"},{"full_name":"Frischemeier, Daniel","last_name":"Frischemeier","first_name":"Daniel"}],"status":"public","file":[{"date_created":"2026-04-20T16:18:30Z","creator":"binder","date_updated":"2026-04-20T16:18:30Z","file_id":"65467","access_level":"closed","file_name":"Birk, Loth, Jotzo, Binder, Frischemeier 2025 IASE Satellite Editorial.pdf","file_size":1447145,"content_type":"application/pdf","relation":"main_file","success":1}],"type":"conference_editor","title":"14th IASE Satellite Conference \"Statistics and Data Science Education in STEAM\"","doi":"10.52041/iase25.158","conference":{"start_date":"2025-09-30","name":"14th IASE Satellite Conference \"Statistics and Data Science Education in STEAM\"","location":"Münster","end_date":"2025-10-02"},"date_updated":"2026-04-20T16:19:18Z","publisher":"International Association for Statistics Education","date_created":"2026-03-01T13:18:24Z","year":"2026","citation":{"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.","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>.","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>","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} }","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.","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>.","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>"},"has_accepted_license":"1","publication_status":"published"},{"article_number":"5","file_date_updated":"2026-04-29T08:28:25Z","_id":"65512","department":[{"_id":"983"}],"user_id":"83381","status":"public","type":"journal_article","doi":"10.1007/s13138-026-00267-1","date_updated":"2026-04-29T08:29:01Z","volume":47,"author":[{"first_name":"Michael","last_name":"Rößner","id":"87801","full_name":"Rößner, Michael"},{"last_name":"Binder","full_name":"Binder, Karin","id":"83381","first_name":"Karin"},{"last_name":"Albrecht","full_name":"Albrecht, Julian","first_name":"Julian"}],"intvolume":"        47","citation":{"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>.","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>.","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>","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).","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} }"},"has_accepted_license":"1","publication_identifier":{"issn":["0173-5322","1869-2699"]},"publication_status":"published","ddc":["370"],"language":[{"iso":"ger"}],"abstract":[{"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>","lang":"eng"}],"file":[{"relation":"main_file","success":1,"content_type":"application/pdf","file_id":"65514","file_name":"Rößner Binder Albrecht 2026 Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen.pdf","access_level":"closed","file_size":2993685,"creator":"binder","date_created":"2026-04-29T08:28:25Z","date_updated":"2026-04-29T08:28:25Z"}],"publication":"Journal für Mathematik-Didaktik","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","publisher":"Springer Science and Business Media LLC","date_created":"2026-04-29T08:25:18Z","year":"2026","issue":"1"},{"title":"Symposium—Towards innovative practices in mathematics education: Teachers’ and students’ choice and use of digital resources","date_created":"2024-11-12T16:15:48Z","publisher":"Springer Nature","year":"2025","language":[{"iso":"eng"}],"ddc":["510","370"],"file":[{"success":1,"relation":"main_file","content_type":"application/pdf","file_size":148089,"access_level":"closed","file_id":"57021","file_name":"978-981-97-8426-4_17.pdf","date_updated":"2024-11-12T16:18:30Z","creator":"srezat","date_created":"2024-11-12T16:18:30Z"}],"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"}],"publication":"Recent Advances in Mathematics Textbook Research and Development","doi":"10.1007/978-981-97-8426-4_17","author":[{"first_name":"Birgit","last_name":"Pepin","full_name":"Pepin, Birgit"},{"first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian"}],"date_updated":"2024-11-12T16:37:29Z","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>.","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>","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>","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.","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>."},"page":"123–126","place":"Singapore","publication_status":"published","has_accepted_license":"1","publication_identifier":{"isbn":["9789819784257","9789819784264"]},"file_date_updated":"2024-11-12T16:18:30Z","user_id":"31132","department":[{"_id":"360"}],"_id":"57020","status":"public","editor":[{"first_name":"Chunxia","full_name":"Qi, Chunxia","last_name":"Qi"},{"last_name":"Fan","full_name":"Fan, Lianghuo","first_name":"Lianghuo"},{"first_name":"Jian","full_name":"Liu, Jian","last_name":"Liu"},{"full_name":"Liu, Qimeng","last_name":"Liu","first_name":"Qimeng"},{"last_name":"Dong","full_name":"Dong, Lianchun","first_name":"Lianchun"}],"type":"book_chapter"},{"title":"Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool","publisher":"Springer Nature","date_created":"2024-11-12T16:24:39Z","year":"2025","ddc":["370","510"],"language":[{"iso":"eng"}],"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>"}],"file":[{"content_type":"application/pdf","success":1,"relation":"main_file","date_updated":"2024-11-12T16:27:26Z","creator":"srezat","date_created":"2024-11-12T16:27:26Z","file_size":161830,"access_level":"closed","file_id":"57023","file_name":"978-981-97-8426-4_20.pdf"}],"publication":"Recent Advances in Mathematics Textbook Research and Development","doi":"10.1007/978-981-97-8426-4_20","date_updated":"2024-11-12T16:37:16Z","author":[{"first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian"}],"place":"Singapore","citation":{"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>.","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} }","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.","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>","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>","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.","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>."},"page":"133–136","publication_status":"published","has_accepted_license":"1","publication_identifier":{"isbn":["9789819784257","9789819784264"]},"file_date_updated":"2024-11-12T16:27:26Z","_id":"57022","user_id":"31132","department":[{"_id":"360"}],"editor":[{"last_name":"Qi","full_name":"Qi, Chunxia","first_name":"Chunxia"},{"first_name":"Lianghuo","full_name":"Fan, Lianghuo","last_name":"Fan"},{"full_name":"Liu, Jian","last_name":"Liu","first_name":"Jian"},{"first_name":"Qimeng","full_name":"Liu, Qimeng","last_name":"Liu"},{"first_name":"Lianchun","full_name":"Dong, Lianchun","last_name":"Dong"}],"status":"public","type":"book_chapter"},{"author":[{"first_name":"Susanne","orcid":"0000-0002-6313-5987","last_name":"Podworny","full_name":"Podworny, Susanne","id":"30619"},{"last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274","first_name":"Rolf"},{"full_name":"Fleischer, Yannik","id":"42660","orcid":"https://orcid.org/0000-0003-0318-0329","last_name":"Fleischer","first_name":"Yannik"}],"date_created":"2025-01-24T07:55:53Z","oa":"1","publisher":"Springer Science and Business Media LLC","date_updated":"2025-01-24T07:57:00Z","main_file_link":[{"open_access":"1","url":"https://link.springer.com/article/10.1007/s11858-024-01649-w"}],"doi":"10.1007/s11858-024-01649-w","title":"Young students’ engagement with data to create decision trees","publication_status":"published","publication_identifier":{"issn":["1863-9690","1863-9704"]},"citation":{"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} }","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>.","short":"S. Podworny, R. Biehler, Y. Fleischer, ZDM – Mathematics Education (2025).","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>","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>","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>.","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>."},"year":"2025","user_id":"37888","department":[{"_id":"363"}],"_id":"58353","language":[{"iso":"eng"}],"type":"journal_article","publication":"ZDM – Mathematics Education","status":"public","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>"}]},{"_id":"59414","department":[{"_id":"543"}],"user_id":"44184","language":[{"iso":"ger"}],"publication":"Zeitschrift für Grundschulforschung","type":"journal_article","status":"public","date_updated":"2025-04-07T10:49:18Z","author":[{"last_name":"Häsel-Weide","orcid":"0000-0001-6278-4240","id":"60267","full_name":"Häsel-Weide, Uta","first_name":"Uta"},{"first_name":"M.","full_name":"Nührenbörger, M.","last_name":"Nührenbörger"}],"date_created":"2025-04-07T10:48:48Z","title":"Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule","doi":" https://doi.org/10.1007/s42278-025-00223-x ","year":"2025","citation":{"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>","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>.","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).","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} }","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>.","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>"}},{"publication":"ZDM – Mathematics Education","type":"journal_article","status":"public","abstract":[{"lang":"eng","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>"}],"department":[{"_id":"363"}],"user_id":"37888","_id":"59622","language":[{"iso":"eng"}],"issue":"1","publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","intvolume":"        57","citation":{"short":"Y. Fleischer, R. Biehler, ZDM – Mathematics Education 57 (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>.","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} }","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>","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>.","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>.","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>"},"year":"2025","volume":57,"author":[{"last_name":"Fleischer","orcid":"https://orcid.org/0000-0003-0318-0329","id":"42660","full_name":"Fleischer, Yannik","first_name":"Yannik"},{"first_name":"Rolf","full_name":"Biehler, Rolf","id":"16274","last_name":"Biehler"}],"date_created":"2025-04-22T07:59:07Z","date_updated":"2025-04-22T08:00:59Z","publisher":"Springer Science and Business Media LLC","doi":"10.1007/s11858-025-01663-6","main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11858-025-01663-6"}],"title":"Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning"},{"year":"2025","citation":{"short":"J. Schönherr, S. Schukajlow, R. Pekrun, ZDM – Mathematics Education (2025).","mla":"Schönherr, Johanna, et al. “Emotions in Mathematics Learning: A Systematic Review and Meta-Analysis.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2025, doi:<a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>.","bibtex":"@article{Schönherr_Schukajlow_Pekrun_2025, title={Emotions in mathematics learning: a systematic review and meta-analysis}, DOI={<a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Schönherr, Johanna and Schukajlow, Stanislaw and Pekrun, Reinhard}, year={2025} }","apa":"Schönherr, J., Schukajlow, S., &#38; Pekrun, R. (2025). Emotions in mathematics learning: a systematic review and meta-analysis. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-025-01651-w\">https://doi.org/10.1007/s11858-025-01651-w</a>","chicago":"Schönherr, Johanna, Stanislaw Schukajlow, and Reinhard Pekrun. “Emotions in Mathematics Learning: A Systematic Review and Meta-Analysis.” <i>ZDM – Mathematics Education</i>, 2025. <a href=\"https://doi.org/10.1007/s11858-025-01651-w\">https://doi.org/10.1007/s11858-025-01651-w</a>.","ieee":"J. Schönherr, S. Schukajlow, and R. Pekrun, “Emotions in mathematics learning: a systematic review and meta-analysis,” <i>ZDM – Mathematics Education</i>, 2025, doi: <a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>.","ama":"Schönherr J, Schukajlow S, Pekrun R. Emotions in mathematics learning: a systematic review and meta-analysis. <i>ZDM – Mathematics Education</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>"},"publication_status":"published","publication_identifier":{"issn":["1863-9690","1863-9704"]},"title":"Emotions in mathematics learning: a systematic review and meta-analysis","doi":"10.1007/s11858-025-01651-w","date_updated":"2025-05-27T12:16:26Z","publisher":"Springer Science and Business Media LLC","date_created":"2025-02-05T08:19:34Z","author":[{"full_name":"Schönherr, Johanna","id":"99409","last_name":"Schönherr","first_name":"Johanna"},{"first_name":"Stanislaw","last_name":"Schukajlow","full_name":"Schukajlow, Stanislaw"},{"first_name":"Reinhard","full_name":"Pekrun, Reinhard","last_name":"Pekrun"}],"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n          <jats:p>Academic emotions play a crucial role in mathematics learning, significantly influencing motivation, academic achievement, and career aspirations in mathematics. With the notable increase in research on emotions in recent years, our review uses Pekrun’s control-value theory with two primary objectives: to systematically describe the characteristics of emotions in recent research through a systematic review, and to synthesize evidence on the relationships between specific emotions, control-value antecedents, and mathematics achievement via a meta-analysis. The systematic review of 112 studies revealed that more than 100 specific emotions have been addressed in recent research, which we analyzed based on key emotion characteristics: valence and activation, type of object, temporal stability, and social context. The findings from the systematic review provide an overview of mathematics-specific objects that emotions have referred to in the most recent research. The subsequent meta-analysis demonstrated that mathematics achievement (e.g., test scores and grades) was positively related to enjoyment, hope, and pride (<jats:inline-formula>\r\n              <jats:alternatives>\r\n                <jats:tex-math>$$\\overline{r}$$</jats:tex-math>\r\n                <mml:math xmlns:mml=\"http://www.w3.org/1998/Math/MathML\">\r\n                  <mml:mover>\r\n                    <mml:mi>r</mml:mi>\r\n                    <mml:mo>¯</mml:mo>\r\n                  </mml:mover>\r\n                </mml:math>\r\n              </jats:alternatives>\r\n            </jats:inline-formula> = .247, .224, and .344, respectively) but negatively related to anger, boredom, frustration, hopelessness, and shame (<jats:inline-formula>\r\n              <jats:alternatives>\r\n                <jats:tex-math>$$\\overline{r}$$</jats:tex-math>\r\n                <mml:math xmlns:mml=\"http://www.w3.org/1998/Math/MathML\">\r\n                  <mml:mover>\r\n                    <mml:mi>r</mml:mi>\r\n                    <mml:mo>¯</mml:mo>\r\n                  </mml:mover>\r\n                </mml:math>\r\n              </jats:alternatives>\r\n            </jats:inline-formula>= − .322, − .187, − .207, − .378, and − .291, respectively). Theoretical and practical implications of these results are discussed.</jats:p>"}],"status":"public","type":"journal_article","publication":"ZDM – Mathematics Education","language":[{"iso":"eng"}],"_id":"58516","user_id":"99409","department":[{"_id":"913"}]},{"doi":"10.1016/j.cedpsych.2025.102369","title":"Maximizing the benefits of student-generated drawing for real-world problem solving","date_created":"2025-04-28T14:44:15Z","author":[{"last_name":"Schönherr","id":"99409","full_name":"Schönherr, Johanna","first_name":"Johanna"},{"first_name":"Richard E.","last_name":"Mayer","full_name":"Mayer, Richard E."}],"volume":81,"publisher":"Elsevier BV","date_updated":"2025-05-27T12:15:42Z","citation":{"chicago":"Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated Drawing for Real-World Problem Solving.” <i>Contemporary Educational Psychology</i> 81 (2025). <a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">https://doi.org/10.1016/j.cedpsych.2025.102369</a>.","ieee":"J. Schönherr and R. E. Mayer, “Maximizing the benefits of student-generated drawing for real-world problem solving,” <i>Contemporary Educational Psychology</i>, vol. 81, Art. no. 102369, 2025, doi: <a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">10.1016/j.cedpsych.2025.102369</a>.","ama":"Schönherr J, Mayer RE. Maximizing the benefits of student-generated drawing for real-world problem solving. <i>Contemporary Educational Psychology</i>. 2025;81. doi:<a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">10.1016/j.cedpsych.2025.102369</a>","short":"J. Schönherr, R.E. Mayer, Contemporary Educational Psychology 81 (2025).","mla":"Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated Drawing for Real-World Problem Solving.” <i>Contemporary Educational Psychology</i>, vol. 81, 102369, Elsevier BV, 2025, doi:<a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">10.1016/j.cedpsych.2025.102369</a>.","bibtex":"@article{Schönherr_Mayer_2025, title={Maximizing the benefits of student-generated drawing for real-world problem solving}, volume={81}, DOI={<a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">10.1016/j.cedpsych.2025.102369</a>}, number={102369}, journal={Contemporary Educational Psychology}, publisher={Elsevier BV}, author={Schönherr, Johanna and Mayer, Richard E.}, year={2025} }","apa":"Schönherr, J., &#38; Mayer, R. E. (2025). Maximizing the benefits of student-generated drawing for real-world problem solving. <i>Contemporary Educational Psychology</i>, <i>81</i>, Article 102369. <a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">https://doi.org/10.1016/j.cedpsych.2025.102369</a>"},"intvolume":"        81","year":"2025","publication_status":"published","publication_identifier":{"issn":["0361-476X"]},"language":[{"iso":"eng"}],"article_number":"102369","user_id":"99409","department":[{"_id":"913"}],"_id":"59703","status":"public","type":"journal_article","publication":"Contemporary Educational Psychology"},{"user_id":"72183","department":[{"_id":"611"}],"_id":"60102","alternative_title":["Validierung eines Screenings in der Schweiz und in Deutschland"],"language":[{"iso":"ger"}],"type":"journal_article","publication":"Frühe Bildung","status":"public","abstract":[{"text":"<jats:p> Zusammenfassung: Studien haben gezeigt, dass frühe numerische Kompetenzen einen Einfluss auf die spätere mathematische Entwicklung haben. Vor diesem Hintergrund ist es wichtig, die numerischen Kompetenzen bereits im Kindergartenalter zu erfassen, um Kinder, denen wichtige Kompetenzen für die mathematische Entwicklung fehlen, und für die das Risiko der Entwicklung von Rechenschwierigkeiten besteht, frühzeitig und praxistauglich zu identifizieren. In der Studie wird ein Screening zur Erfassung der numerischen Kompetenzen im Kindergartenalter präsentiert, bei dem ausgewählte Aufgaben in einem Gruppensetting durchgeführt werden können. An der Validierung nahmen Kinder im Alter von vier bis sechs Jahren aus der Schweiz ( n = 431) und aus Deutschland ( n = 325) teil. Die Ergebnisse zeigen, dass mit dem Screening in verschiedenen Gruppen (Schweiz, Deutschland) mit wenigen Ausnahmen dieselben Eigenschaften gemessen werden. Die prognostische Validität für den Zeitpunkt kurz vor Schuleintritt ist zufriedenstellend. Der Testwert auf Basis des Gruppensettings lässt sich valide interpretieren, da sich keine Unterschiede zwischen Kindern, die die Aufgaben einzeln gelöst haben und Kindern, die die Aufgaben in Gruppen bearbeitet haben, gezeigt haben. Zusammenfassend lässt sich sagen, dass das Screening durch die Kombination von Einzel- und Kleingruppentests die Erfassung numerischer Fähigkeiten im Kindergarten in kurzer Zeit zuverlässig und valide ermöglicht. </jats:p>","lang":"eng"}],"date_created":"2025-06-02T14:11:40Z","author":[{"last_name":"Gloor","full_name":"Gloor, Noemi","first_name":"Noemi"},{"first_name":"Karin","last_name":"Kucian","full_name":"Kucian, Karin"},{"last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183","first_name":"Julia"},{"first_name":"Hedwig","last_name":"Gasteiger","full_name":"Gasteiger, Hedwig"},{"first_name":"Elisabeth","full_name":"Moser Opitz, Elisabeth","last_name":"Moser Opitz"}],"publisher":"Hogrefe Publishing Group","date_updated":"2025-06-02T14:12:03Z","doi":"10.1026/2191-9186/a000699","title":"Erfassung der numerischen Kompetenzen im                     Kindergartenalter","publication_status":"published","publication_identifier":{"issn":["2191-9186","2191-9194"]},"citation":{"apa":"Gloor, N., Kucian, K., Bruns, J., Gasteiger, H., &#38; Moser Opitz, E. (2025). Erfassung der numerischen Kompetenzen im                     Kindergartenalter. <i>Frühe Bildung</i>. <a href=\"https://doi.org/10.1026/2191-9186/a000699\">https://doi.org/10.1026/2191-9186/a000699</a>","short":"N. Gloor, K. Kucian, J. Bruns, H. Gasteiger, E. Moser Opitz, Frühe Bildung (2025).","mla":"Gloor, Noemi, et al. “Erfassung der numerischen Kompetenzen im                     Kindergartenalter.” <i>Frühe Bildung</i>, Hogrefe Publishing Group, 2025, doi:<a href=\"https://doi.org/10.1026/2191-9186/a000699\">10.1026/2191-9186/a000699</a>.","bibtex":"@article{Gloor_Kucian_Bruns_Gasteiger_Moser Opitz_2025, title={Erfassung der numerischen Kompetenzen im                     Kindergartenalter}, DOI={<a href=\"https://doi.org/10.1026/2191-9186/a000699\">10.1026/2191-9186/a000699</a>}, journal={Frühe Bildung}, publisher={Hogrefe Publishing Group}, author={Gloor, Noemi and Kucian, Karin and Bruns, Julia and Gasteiger, Hedwig and Moser Opitz, Elisabeth}, year={2025} }","ama":"Gloor N, Kucian K, Bruns J, Gasteiger H, Moser Opitz E. Erfassung der numerischen Kompetenzen im                     Kindergartenalter. <i>Frühe Bildung</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1026/2191-9186/a000699\">10.1026/2191-9186/a000699</a>","ieee":"N. Gloor, K. Kucian, J. Bruns, H. Gasteiger, and E. Moser Opitz, “Erfassung der numerischen Kompetenzen im                     Kindergartenalter,” <i>Frühe Bildung</i>, 2025, doi: <a href=\"https://doi.org/10.1026/2191-9186/a000699\">10.1026/2191-9186/a000699</a>.","chicago":"Gloor, Noemi, Karin Kucian, Julia Bruns, Hedwig Gasteiger, and Elisabeth Moser Opitz. “Erfassung der numerischen Kompetenzen im                     Kindergartenalter.” <i>Frühe Bildung</i>, 2025. <a href=\"https://doi.org/10.1026/2191-9186/a000699\">https://doi.org/10.1026/2191-9186/a000699</a>."},"year":"2025"},{"author":[{"id":"93843","full_name":"Garnelo Abellanas, Irene","last_name":"Garnelo Abellanas","first_name":"Irene"}],"date_created":"2026-01-15T10:23:32Z","date_updated":"2026-01-15T10:23:49Z","title":"Towards design principles for learning environments based on theorem provers","citation":{"ama":"Garnelo Abellanas I. Towards design principles for learning environments based on theorem provers. In: <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>. ; 2025.","chicago":"Garnelo Abellanas, Irene. “Towards Design Principles for Learning Environments Based on Theorem Provers.” In <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, 2025.","ieee":"I. Garnelo Abellanas, “Towards design principles for learning environments based on theorem provers,” 2025.","short":"I. Garnelo Abellanas, in: Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), 2025.","bibtex":"@inproceedings{Garnelo Abellanas_2025, title={Towards design principles for learning environments based on theorem provers}, booktitle={Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)}, author={Garnelo Abellanas, Irene}, year={2025} }","mla":"Garnelo Abellanas, Irene. “Towards Design Principles for Learning Environments Based on Theorem Provers.” <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, 2025.","apa":"Garnelo Abellanas, I. (2025). Towards design principles for learning environments based on theorem provers. <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>."},"year":"2025","department":[{"_id":"979"}],"user_id":"93843","_id":"63622","language":[{"iso":"eng"}],"publication":"Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)","type":"conference","status":"public"},{"language":[{"iso":"eng"}],"title":"Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern","author":[{"full_name":"Garnelo Abellanas, Irene","id":"93843","last_name":"Garnelo Abellanas","first_name":"Irene"}],"user_id":"93843","date_created":"2026-01-15T10:31:16Z","department":[{"_id":"979"}],"date_updated":"2026-01-15T10:31:29Z","_id":"63629","citation":{"apa":"Garnelo Abellanas, I. (2025). Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern. <i>Beiträge Zum Mathematikunterricht 2025</i>.","bibtex":"@inproceedings{Garnelo Abellanas_2025, title={Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern}, booktitle={Beiträge zum Mathematikunterricht 2025}, author={Garnelo Abellanas, Irene}, year={2025} }","short":"I. Garnelo Abellanas, in: Beiträge Zum Mathematikunterricht 2025, 2025.","mla":"Garnelo Abellanas, Irene. “Ein Designprinzip Für Lernumgebungen Zu Inter-Aktiven Theorembeweisern.” <i>Beiträge Zum Mathematikunterricht 2025</i>, 2025.","ama":"Garnelo Abellanas I. Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern. In: <i>Beiträge Zum Mathematikunterricht 2025</i>. ; 2025.","chicago":"Garnelo Abellanas, Irene. “Ein Designprinzip Für Lernumgebungen Zu Inter-Aktiven Theorembeweisern.” In <i>Beiträge Zum Mathematikunterricht 2025</i>, 2025.","ieee":"I. Garnelo Abellanas, “Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern,” 2025."},"status":"public","year":"2025","type":"conference","publication":"Beiträge zum Mathematikunterricht 2025"},{"status":"public","editor":[{"first_name":"Lisa","full_name":"Schick, Lisa","last_name":"Schick"},{"first_name":"Melanie","last_name":"Platz","full_name":"Platz, Melanie"},{"last_name":"Lambert","full_name":"Lambert, Anselm","first_name":"Anselm"}],"publication":"Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik","type":"conference","language":[{"iso":"eng"}],"department":[{"_id":"98"}],"user_id":"63369","_id":"63697","citation":{"bibtex":"@inproceedings{Stallmeister_Rezat_2025, title={Die Bedeutung des Mathematikschulbuchs in Zeiten der Ressourcenvielfalt}, DOI={<a href=\"https://doi.org/10.17877/DE290R-26373\">10.17877/DE290R-26373</a>}, booktitle={Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik}, publisher={WTM-Verlag}, author={Stallmeister, Lea and Rezat, Sebastian}, editor={Schick, Lisa and Platz, Melanie and Lambert, Anselm}, year={2025} }","short":"L. Stallmeister, S. Rezat, in: L. Schick, M. Platz, A. Lambert (Eds.), Beiträge Zum Mathematikunterricht 2025. 58. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik, WTM-Verlag, 2025.","mla":"Stallmeister, Lea, and Sebastian Rezat. “Die Bedeutung Des Mathematikschulbuchs in Zeiten Der Ressourcenvielfalt.” <i>Beiträge Zum Mathematikunterricht 2025. 58. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by Lisa Schick et al., WTM-Verlag, 2025, doi:<a href=\"https://doi.org/10.17877/DE290R-26373\">10.17877/DE290R-26373</a>.","apa":"Stallmeister, L., &#38; Rezat, S. (2025). Die Bedeutung des Mathematikschulbuchs in Zeiten der Ressourcenvielfalt. In L. Schick, M. Platz, &#38; A. Lambert (Eds.), <i>Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>. WTM-Verlag. <a href=\"https://doi.org/10.17877/DE290R-26373\">https://doi.org/10.17877/DE290R-26373</a>","ieee":"L. Stallmeister and S. Rezat, “Die Bedeutung des Mathematikschulbuchs in Zeiten der Ressourcenvielfalt,” in <i>Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, Universität des Saarlandes, Saarbrücken, 2025, doi: <a href=\"https://doi.org/10.17877/DE290R-26373\">10.17877/DE290R-26373</a>.","chicago":"Stallmeister, Lea, and Sebastian Rezat. “Die Bedeutung Des Mathematikschulbuchs in Zeiten Der Ressourcenvielfalt.” In <i>Beiträge Zum Mathematikunterricht 2025. 58. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by Lisa Schick, Melanie Platz, and Anselm Lambert. WTM-Verlag, 2025. <a href=\"https://doi.org/10.17877/DE290R-26373\">https://doi.org/10.17877/DE290R-26373</a>.","ama":"Stallmeister L, Rezat S. Die Bedeutung des Mathematikschulbuchs in Zeiten der Ressourcenvielfalt. In: Schick L, Platz M, Lambert A, eds. <i>Beiträge Zum Mathematikunterricht 2025. 58. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>. WTM-Verlag; 2025. doi:<a href=\"https://doi.org/10.17877/DE290R-26373\">10.17877/DE290R-26373</a>"},"year":"2025","conference":{"name":"58. Jahrestagung der Gesellschaft für Didaktik der Mathematik","location":"Universität des Saarlandes, Saarbrücken"},"doi":"10.17877/DE290R-26373","main_file_link":[{"open_access":"1","url":"http://dx.doi.org/10.17877/DE290R-26373"}],"title":"Die Bedeutung des Mathematikschulbuchs in Zeiten der Ressourcenvielfalt","date_created":"2026-01-22T08:30:16Z","author":[{"last_name":"Stallmeister","id":"63369","full_name":"Stallmeister, Lea","first_name":"Lea"},{"id":"31132","full_name":"Rezat, Sebastian","last_name":"Rezat","first_name":"Sebastian"}],"date_updated":"2026-01-22T08:36:01Z","publisher":"WTM-Verlag","oa":"1"},{"type":"conference","publication":"Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)","status":"public","editor":[{"first_name":"M.","last_name":"Bosch","full_name":"Bosch, M."},{"last_name":"Bolondi","full_name":"Bolondi, G.","first_name":"G."},{"first_name":"S.","last_name":"Carreira","full_name":"Carreira, S."},{"first_name":"C.","full_name":"Spagnolo, C.","last_name":"Spagnolo"},{"first_name":"M.","full_name":"Gaidoschik, M.","last_name":"Gaidoschik"}],"user_id":"44184","department":[{"_id":"543"}],"_id":"62062","language":[{"iso":"eng"}],"related_material":{"link":[{"relation":"confirmation","url":"https://hal.science/hal-05293284 "}]},"citation":{"chicago":"Neufeld, Inga, and Uta Häsel-Weide. “Learning Support Practices in the Fostering of Basic Arithmetic Skills.” In <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, edited by M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, M. Gaidoschik, and Free University of Bozen-Bolzano an ERME, 2025.","ieee":"I. Neufeld and U. Häsel-Weide, “Learning support practices in the fostering of basic arithmetic skills,” in <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, Bozen, Italy, 2025.","ama":"Neufeld I, Häsel-Weide U. Learning support practices in the fostering of basic arithmetic skills. In: Bosch M, Bolondi G, Carreira S, Spagnolo C, Gaidoschik M, Free University of Bozen-Bolzano an ERME, eds. <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>. ; 2025.","short":"I. Neufeld, U. Häsel-Weide, in: M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, M. Gaidoschik, Free University of Bozen-Bolzano an ERME (Eds.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), 2025.","bibtex":"@inproceedings{Neufeld_Häsel-Weide_2025, title={Learning support practices in the fostering of basic arithmetic skills}, booktitle={Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)}, author={Neufeld, Inga and Häsel-Weide, Uta}, editor={Bosch, M. and Bolondi, G. and Carreira, S. and Spagnolo, C. and Gaidoschik, M. and Free University of Bozen-Bolzano an ERME}, year={2025} }","mla":"Neufeld, Inga, and Uta Häsel-Weide. “Learning Support Practices in the Fostering of Basic Arithmetic Skills.” <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, edited by M. Bosch et al., 2025.","apa":"Neufeld, I., &#38; Häsel-Weide, U. (2025). Learning support practices in the fostering of basic arithmetic skills. In M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, M. Gaidoschik, &#38; Free University of Bozen-Bolzano an ERME (Eds.), <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>."},"corporate_editor":["Free University of Bozen-Bolzano an ERME"],"year":"2025","author":[{"first_name":"Inga","id":"61635","full_name":"Neufeld, Inga","last_name":"Neufeld"},{"last_name":"Häsel-Weide","orcid":"0000-0001-6278-4240","full_name":"Häsel-Weide, Uta","id":"60267","first_name":"Uta"}],"date_created":"2025-11-04T09:00:29Z","date_updated":"2026-01-22T10:20:49Z","conference":{"name":"Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)","location":"Bozen, Italy"},"title":"Learning support practices in the fostering of basic arithmetic skills"},{"title":"Practices in math discourses in inclusive primary school","conference":{"name":"Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)","location":"Bozen, Italy"},"date_updated":"2026-01-22T10:20:55Z","date_created":"2025-11-04T09:03:20Z","author":[{"id":"60267","full_name":"Häsel-Weide, Uta","orcid":"0000-0001-6278-4240","last_name":"Häsel-Weide","first_name":"Uta"},{"first_name":"Marcus","full_name":"Nührenbörger, Marcus","last_name":"Nührenbörger"}],"year":"2025","citation":{"apa":"Häsel-Weide, U., &#38; Nührenbörger, M. (2025). Practices in math discourses in inclusive primary school. In M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, M. Gaidoschik, &#38; Free University of Bozen-Bolzano an ERME (Eds.), <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>.","mla":"Häsel-Weide, Uta, and Marcus Nührenbörger. “Practices in Math Discourses in Inclusive Primary School.” <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, edited by M. 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Cleef (Eds.), <i>25 Jahre Berufskolleg - Wegspuren und Zukunftspfade</i> (pp. 175–188). wbv.","mla":"Bruns, Julia, et al. “Frühe Mathematische Bildung Als Ausbildungsinhalt Der Erzieherinnen- Und Erzieher-Ausbildung Stärken.” <i>25 Jahre Berufskolleg - Wegspuren Und Zukunftspfade</i>, edited by Stephanie Pudenz et al., wbv, 2025, pp. 175–88.","short":"J. Bruns, H. Gasteiger, B. Lastering, T. Schopferer, D. Zech, in: S. Pudenz, O. Schoell, M. 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