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Kónya, &#38; Alfréd Rényi Institute of Mathematics and ERME (Eds.), <i>Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)</i> (pp. 3203–3210).","bibtex":"@inproceedings{Graf_Häsel-Weide_Höveler_Nührenbörger_2023, title={Insights into out-of-field teachers’ self-reports: Fostering the understanding of addition and subtraction as a basis for children to overcome difficulties in mathematics}, booktitle={Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)}, author={Graf, Lara Marie and Häsel-Weide, Uta and Höveler, K. and Nührenbörger, M.}, editor={Drijvers, P. and Csapodi, C. and Palmér, H. and Gosztonyi, K. and Kónya, E. and Alfréd Rényi Institute of Mathematics and ERME}, year={2023}, pages={3203–3210} }","ama":"Graf LM, Häsel-Weide U, Höveler K, Nührenbörger M. 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Beiträge Zum Gleichnamigen Online-Symposium Am 12 November 2021 Aus Bochum</i>, edited by Jörg Härterich, Michael Kallweit, Katrin Rolka, and Thomas Skill, 91–106. Münster: WTM, 2023.","mla":"Kempen, Leander, and Michael Liebendörfer. “Zu Digital - Zu Viel - Zu Schwer? Qualitative Einsichten in Das Erleben Und Handeln von Erstsemester-Studierenden Der Mathematik Während Der Corona-Pandemie.” <i>Hanse-Kolloquium Zur Hochschuldidaktik Der Mathematik 2021. Beiträge Zum Gleichnamigen Online-Symposium Am 12 November 2021 Aus Bochum</i>, edited by Jörg Härterich et al., WTM, 2023, pp. 91–106.","ama":"Kempen L, Liebendörfer M. Zu digital - zu viel - zu schwer? Qualitative Einsichten in das Erleben und Handeln von Erstsemester-Studierenden der Mathematik während der Corona-Pandemie. In: Härterich J, Kallweit M, Rolka K, Skill T, eds. <i>Hanse-Kolloquium Zur Hochschuldidaktik Der Mathematik 2021. Beiträge Zum Gleichnamigen Online-Symposium Am 12 November 2021 Aus Bochum</i>. 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Beiträge zum gleichnamigen Online-Symposium am 12 November 2021 aus Bochum","publisher":"WTM","_id":"52809","page":"91–106","editor":[{"full_name":"Härterich, Jörg","first_name":"Jörg","last_name":"Härterich"},{"first_name":"Michael","last_name":"Kallweit","full_name":"Kallweit, Michael"},{"first_name":"Katrin","last_name":"Rolka","full_name":"Rolka, Katrin"},{"first_name":"Thomas","last_name":"Skill","full_name":"Skill, Thomas"}],"user_id":"30933","publication_identifier":{"isbn":["978-3-95987-264-5"]},"author":[{"last_name":"Kempen","first_name":"Leander","full_name":"Kempen, Leander"},{"full_name":"Liebendörfer, Michael","last_name":"Liebendörfer","first_name":"Michael"}],"title":"Zu digital - zu viel - zu schwer? Qualitative Einsichten in das Erleben und Handeln von Erstsemester-Studierenden der Mathematik während der Corona-Pandemie","status":"public","year":"2023","date_updated":"2024-03-25T10:09:51Z"},{"publication":"Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik","citation":{"chicago":"Schlüter, Sarah, and Michael Liebendörfer. “Bearbeitungsmuster von Studierenden Im Umgang Mit Formalen Definitionen Im Kontext Konstanter Folgen.” In <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by IDMI-Primar Goethe-Universität Frankfur, 2:1177–1180. Münster: WTM, 2023. <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>.","short":"S. Schlüter, M. Liebendörfer, in: I.-P. Goethe-Universität Frankfur (Ed.), Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik, WTM, Münster, 2023, pp. 1177–1180.","apa":"Schlüter, S., &#38; Liebendörfer, M. (2023). Bearbeitungsmuster von Studierenden im Umgang mit formalen Definitionen im Kontext konstanter Folgen. In I.-P. Goethe-Universität Frankfur (Ed.), <i>Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i> (Vol. 2, pp. 1177–1180). WTM. <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>","ieee":"S. Schlüter and M. Liebendörfer, “Bearbeitungsmuster von Studierenden im Umgang mit formalen Definitionen im Kontext konstanter Folgen,” in <i>Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, vol. 2, I.-P. Goethe-Universität Frankfur, Ed. Münster: WTM, 2023, pp. 1177–1180.","ama":"Schlüter S, Liebendörfer M. Bearbeitungsmuster von Studierenden im Umgang mit formalen Definitionen im Kontext konstanter Folgen. In: Goethe-Universität Frankfur I-P, ed. <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>. Vol 2. WTM; 2023:1177–1180. doi:<a href=\"https://doi.org/10.37626/GA9783959872089.0\">10.37626/GA9783959872089.0</a>","bibtex":"@inbook{Schlüter_Liebendörfer_2023, place={Münster}, title={Bearbeitungsmuster von Studierenden im Umgang mit formalen Definitionen im Kontext konstanter Folgen}, volume={2}, DOI={<a href=\"https://doi.org/10.37626/GA9783959872089.0\">10.37626/GA9783959872089.0</a>}, booktitle={Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}, publisher={WTM}, author={Schlüter, Sarah and Liebendörfer, Michael}, editor={Goethe-Universität Frankfur, IDMI-Primar}, year={2023}, pages={1177–1180} }","mla":"Schlüter, Sarah, and Michael Liebendörfer. “Bearbeitungsmuster von Studierenden Im Umgang Mit Formalen Definitionen Im Kontext Konstanter Folgen.” <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by IDMI-Primar Goethe-Universität Frankfur, vol. 2, WTM, 2023, pp. 1177–1180, doi:<a href=\"https://doi.org/10.37626/GA9783959872089.0\">10.37626/GA9783959872089.0</a>."},"date_created":"2024-03-25T10:06:24Z","place":"Münster","type":"book_chapter","department":[{"_id":"10"},{"_id":"625"},{"_id":"34"},{"_id":"97"},{"_id":"98"}],"year":"2023","title":"Bearbeitungsmuster von Studierenden im Umgang mit formalen Definitionen im Kontext konstanter Folgen","status":"public","author":[{"last_name":"Schlüter","first_name":"Sarah","full_name":"Schlüter, Sarah"},{"last_name":"Liebendörfer","first_name":"Michael","full_name":"Liebendörfer, Michael"}],"publication_identifier":{"isbn":["978-3-95987-208-9"]},"date_updated":"2024-03-25T10:09:27Z","intvolume":"         2","page":"1177–1180","_id":"52813","publisher":"WTM","user_id":"30933","doi":"10.37626/GA9783959872089.0","volume":2,"editor":[{"full_name":"Goethe-Universität Frankfur, IDMI-Primar","first_name":"IDMI-Primar","last_name":"Goethe-Universität Frankfur"}]},{"publication":"Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik","citation":{"ieee":"S. Krämer and M. Liebendörfer, “Förderung prozeduraler Flexibilität durch Lernvideos mit interaktiven Aufgaben,” in <i>Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, vol. 2, I.-P. Goethe-Universität Frankfur, Ed. Münster: WTM, 2023, pp. 949–952.","apa":"Krämer, S., &#38; Liebendörfer, M. (2023). Förderung prozeduraler Flexibilität durch Lernvideos mit interaktiven Aufgaben. In I.-P. Goethe-Universität Frankfur (Ed.), <i>Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i> (Vol. 2, pp. 949–952). WTM. <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>","short":"S. Krämer, M. Liebendörfer, in: I.-P. Goethe-Universität Frankfur (Ed.), Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik, WTM, Münster, 2023, pp. 949–952.","chicago":"Krämer, Sandra, and Michael Liebendörfer. “Förderung Prozeduraler Flexibilität Durch Lernvideos Mit Interaktiven Aufgaben.” In <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by IDMI-Primar Goethe-Universität Frankfur, 2:949–952. Münster: WTM, 2023. <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>.","mla":"Krämer, Sandra, and Michael Liebendörfer. “Förderung Prozeduraler Flexibilität Durch Lernvideos Mit Interaktiven Aufgaben.” <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by IDMI-Primar Goethe-Universität Frankfur, vol. 2, WTM, 2023, pp. 949–952, doi:<a href=\"https://doi.org/10.37626/GA9783959872089.0\">10.37626/GA9783959872089.0</a>.","bibtex":"@inbook{Krämer_Liebendörfer_2023, place={Münster}, title={Förderung prozeduraler Flexibilität durch Lernvideos mit interaktiven Aufgaben}, volume={2}, DOI={<a href=\"https://doi.org/10.37626/GA9783959872089.0\">10.37626/GA9783959872089.0</a>}, booktitle={Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}, publisher={WTM}, author={Krämer, Sandra and Liebendörfer, Michael}, editor={Goethe-Universität Frankfur, IDMI-Primar}, year={2023}, pages={949–952} }","ama":"Krämer S, Liebendörfer M. Förderung prozeduraler Flexibilität durch Lernvideos mit interaktiven Aufgaben. In: Goethe-Universität Frankfur I-P, ed. <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>. Vol 2. WTM; 2023:949–952. doi:<a href=\"https://doi.org/10.37626/GA9783959872089.0\">10.37626/GA9783959872089.0</a>"},"place":"Münster","date_created":"2024-03-25T10:06:16Z","type":"book_chapter","department":[{"_id":"10"},{"_id":"625"},{"_id":"34"},{"_id":"97"},{"_id":"98"}],"title":"Förderung prozeduraler Flexibilität durch Lernvideos mit interaktiven Aufgaben","year":"2023","status":"public","publication_identifier":{"isbn":["978-3-95987-208-9"]},"author":[{"first_name":"Sandra","last_name":"Krämer","full_name":"Krämer, Sandra"},{"full_name":"Liebendörfer, Michael","last_name":"Liebendörfer","first_name":"Michael"}],"date_updated":"2024-03-25T10:09:35Z","intvolume":"         2","page":"949–952","_id":"52812","publisher":"WTM","doi":"10.37626/GA9783959872089.0","user_id":"30933","editor":[{"full_name":"Goethe-Universität Frankfur, IDMI-Primar","last_name":"Goethe-Universität Frankfur","first_name":"IDMI-Primar"}],"volume":2},{"date_updated":"2024-03-25T10:10:11Z","title":"Preservice teachers’ mathematics-related values and expectancy in the transition from school to university","status":"public","year":"2023","user_id":"30933","doi":"10.48489/QUADRANTE.31191","language":[{"iso":"en"}],"_id":"52807","abstract":[{"lang":"eng","text":"Many preservice mathematics teachers lose their motivation during their first year at university. This phenomenon has been repeatedly described in recent years but is not yet fully under­stood. Since motivation may relate to different objects such as mathematics or teaching, we aim to qualitatively reconstruct different facets of the central motivational constructs of Situated-Expectancy-Value theory (intrinsic value, attainment value, utility value, cost, and expectancy of success) for preservice mathematics teachers. The analysis of longitudinal group interviews of 14 pre­service higher-secondary mathematic teachers from a German university revealed different objects of motivation (e.g., teaching mathematics, scientific mathematics, procedural mathematics, or proof-based mathematics) in preservice teachers' values and expectancy of success. Furthermore, relations between those values and expectancy of success were identified that played a significant role in preservice teachers’ motivational development over their first semester (e.g., relations of attain­ment value for scientific mathematics and psychological cost). Theoretical and practical implications towards a teaching-specific conceptualization of expectancy of success and values and value interventions are being discussed."}],"citation":{"ieee":"“Preservice teachers’ mathematics-related values and expectancy in the transition from school to university,” 2023, doi: <a href=\"https://doi.org/10.48489/QUADRANTE.31191\">10.48489/QUADRANTE.31191</a>.","apa":"<i>Preservice teachers’ mathematics-related values and expectancy in the transition from school to university</i>. (2023). <a href=\"https://doi.org/10.48489/QUADRANTE.31191\">https://doi.org/10.48489/QUADRANTE.31191</a>","short":"(2023).","chicago":"“Preservice Teachers’ Mathematics-Related Values and Expectancy in the Transition from School to University,” 2023. <a href=\"https://doi.org/10.48489/QUADRANTE.31191\">https://doi.org/10.48489/QUADRANTE.31191</a>.","mla":"<i>Preservice Teachers’ Mathematics-Related Values and Expectancy in the Transition from School to University</i>. 2023, doi:<a href=\"https://doi.org/10.48489/QUADRANTE.31191\">10.48489/QUADRANTE.31191</a>.","bibtex":"@article{Preservice teachers’ mathematics-related values and expectancy in the transition from school to university_2023, DOI={<a href=\"https://doi.org/10.48489/QUADRANTE.31191\">10.48489/QUADRANTE.31191</a>}, year={2023} }","ama":"Preservice teachers’ mathematics-related values and expectancy in the transition from school to university. Published online 2023. doi:<a href=\"https://doi.org/10.48489/QUADRANTE.31191\">10.48489/QUADRANTE.31191</a>"},"type":"journal_article","department":[{"_id":"10"},{"_id":"625"},{"_id":"34"},{"_id":"97"},{"_id":"98"}],"date_created":"2024-03-25T10:02:25Z"},{"citation":{"ieee":"G. Werth, <i>Neue Wege im mathematischen Unterricht: Auf den Spuren Mathilde Vaertings</i>. Wiesbaden: Springer Fachmedien Wiesbaden, 2023.","apa":"Werth, G. (2023). <i>Neue Wege im mathematischen Unterricht: Auf den Spuren Mathilde Vaertings</i>. Springer Fachmedien Wiesbaden. <a href=\"https://doi.org/10.1007/978-3-658-42445-9\">https://doi.org/10.1007/978-3-658-42445-9</a>","short":"G. Werth, Neue Wege Im Mathematischen Unterricht: Auf Den Spuren Mathilde Vaertings, Springer Fachmedien Wiesbaden, Wiesbaden, 2023.","chicago":"Werth, Gerda. <i>Neue Wege Im Mathematischen Unterricht: Auf Den Spuren Mathilde Vaertings</i>. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. <a href=\"https://doi.org/10.1007/978-3-658-42445-9\">https://doi.org/10.1007/978-3-658-42445-9</a>.","mla":"Werth, Gerda. <i>Neue Wege Im Mathematischen Unterricht: Auf Den Spuren Mathilde Vaertings</i>. Springer Fachmedien Wiesbaden, 2023, doi:<a href=\"https://doi.org/10.1007/978-3-658-42445-9\">10.1007/978-3-658-42445-9</a>.","bibtex":"@book{Werth_2023, place={Wiesbaden}, title={Neue Wege im mathematischen Unterricht: Auf den Spuren Mathilde Vaertings}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-42445-9\">10.1007/978-3-658-42445-9</a>}, publisher={Springer Fachmedien Wiesbaden}, author={Werth, Gerda}, year={2023} }","ama":"Werth G. <i>Neue Wege Im Mathematischen Unterricht: Auf Den Spuren Mathilde Vaertings</i>. Springer Fachmedien Wiesbaden; 2023. doi:<a href=\"https://doi.org/10.1007/978-3-658-42445-9\">10.1007/978-3-658-42445-9</a>"},"date_created":"2024-01-31T13:08:37Z","place":"Wiesbaden","type":"book","department":[{"_id":"34"},{"_id":"10"},{"_id":"98"},{"_id":"360"}],"year":"2023","status":"public","title":"Neue Wege im mathematischen Unterricht: Auf den Spuren Mathilde Vaertings","publication_identifier":{"issn":["2661-8591","2661-8605"],"isbn":["9783658424442","9783658424459"]},"author":[{"id":"578","first_name":"Gerda","last_name":"Werth","full_name":"Werth, Gerda"}],"publication_status":"published","date_updated":"2024-04-09T11:07:16Z","_id":"51101","language":[{"iso":"eng"}],"publisher":"Springer Fachmedien Wiesbaden","user_id":"578","doi":"10.1007/978-3-658-42445-9"},{"citation":{"mla":"Werth, Gerda. “Standardkonstruktionen eigenständig entdecken. Mathilde Vaertings Idee der Selbstständigkeitsprobe.” <i>mathematik lehren</i>, vol. 241, Friedrich, 2023, pp. 15–19.","bibtex":"@article{Werth_2023, title={Standardkonstruktionen eigenständig entdecken. Mathilde Vaertings Idee der Selbstständigkeitsprobe}, volume={241}, journal={mathematik lehren}, publisher={Friedrich}, author={Werth, Gerda}, year={2023}, pages={15–19} }","ama":"Werth G. Standardkonstruktionen eigenständig entdecken. Mathilde Vaertings Idee der Selbstständigkeitsprobe. <i>mathematik lehren</i>. 2023;241:15-19.","ieee":"G. Werth, “Standardkonstruktionen eigenständig entdecken. Mathilde Vaertings Idee der Selbstständigkeitsprobe,” <i>mathematik lehren</i>, vol. 241, pp. 15–19, 2023.","apa":"Werth, G. (2023). Standardkonstruktionen eigenständig entdecken. Mathilde Vaertings Idee der Selbstständigkeitsprobe. <i>mathematik lehren</i>, <i>241</i>, 15–19.","short":"G. Werth, mathematik lehren 241 (2023) 15–19.","chicago":"Werth, Gerda. “Standardkonstruktionen eigenständig entdecken. Mathilde Vaertings Idee der Selbstständigkeitsprobe.” <i>mathematik lehren</i> 241 (2023): 15–19."},"publication":"mathematik lehren","date_created":"2024-01-31T13:15:50Z","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"360"}],"type":"journal_article","author":[{"first_name":"Gerda","last_name":"Werth","full_name":"Werth, Gerda","id":"578"}],"status":"public","title":"Standardkonstruktionen eigenständig entdecken. Mathilde Vaertings Idee der Selbstständigkeitsprobe","year":"2023","intvolume":"       241","date_updated":"2024-04-09T09:19:05Z","publication_status":"published","_id":"51103","language":[{"iso":"ger"}],"publisher":"Friedrich","page":"15-19","volume":241,"user_id":"578"},{"_id":"53565","language":[{"iso":"ger"}],"publisher":"University of Bamberg Press","user_id":"44184","author":[{"last_name":"Schwerin","first_name":"Imke","full_name":"Schwerin, Imke","id":"48912"}],"conference":{"name":"Herbsttagung des Arbeitskreises Grundschule der Gesellschaft für Didaktik der Mathematik (GDM)","location":"Bremen"},"title":"Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2","year":"2023","status":"public","publication_status":"published","date_updated":"2024-04-17T20:34:14Z","date_created":"2024-04-17T20:33:45Z","department":[{"_id":"543"}],"type":"book_chapter","citation":{"short":"I. Schwerin, in: Mathematikdidaktik Grundschule, University of Bamberg Press, 2023.","chicago":"Schwerin, Imke. “Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2.” In <i>Mathematikdidaktik Grundschule</i>. University of Bamberg Press, 2023.","apa":"Schwerin, I. (2023). Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2. In <i>Mathematikdidaktik Grundschule</i>. Herbsttagung des Arbeitskreises Grundschule der Gesellschaft für Didaktik der Mathematik (GDM), Bremen. University of Bamberg Press.","ieee":"I. Schwerin, “Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2,” in <i>Mathematikdidaktik Grundschule</i>, University of Bamberg Press, 2023.","ama":"Schwerin I. Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2. In: <i>Mathematikdidaktik Grundschule</i>. University of Bamberg Press; 2023.","bibtex":"@inbook{Schwerin_2023, title={Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2}, booktitle={Mathematikdidaktik Grundschule}, publisher={University of Bamberg Press}, author={Schwerin, Imke}, year={2023} }","mla":"Schwerin, Imke. “Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2.” <i>Mathematikdidaktik Grundschule</i>, University of Bamberg Press, 2023."},"publication":"Mathematikdidaktik Grundschule"},{"has_accepted_license":"1","status":"public","ddc":["370","510"],"user_id":"31132","_id":"53439","publisher":"WTM-Verlag","page":"1125–1128","citation":{"ieee":"S. Rezat, S. N. Malik, and M. Leifeld, “Mathematik – Lesen – Lernen: Ein Vorlesungskonzept zur Förderung mathematischer Lesekompetenz,” in <i>Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik  vom 29.08.2022 bis 02.09.2022 in Frankfurt am Main</i>, 2023, pp. 1125–1128, doi: <a href=\"https://doi.org/10.17877/DE290R-23392\">10.17877/DE290R-23392</a>.","apa":"Rezat, S., Malik, S. N., &#38; Leifeld, M. (2023). Mathematik – Lesen – Lernen: Ein Vorlesungskonzept zur Förderung mathematischer Lesekompetenz. <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik  Vom 29.08.2022 Bis 02.09.2022 in Frankfurt Am Main</i>, 1125–1128. <a href=\"https://doi.org/10.17877/DE290R-23392\">https://doi.org/10.17877/DE290R-23392</a>","short":"S. Rezat, S.N. Malik, M. Leifeld, in: Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik  Vom 29.08.2022 Bis 02.09.2022 in Frankfurt Am Main, WTM-Verlag, Münster, 2023, pp. 1125–1128.","chicago":"Rezat, Sebastian, Sara Naseem Malik, and Markus Leifeld. “Mathematik – Lesen – Lernen: Ein Vorlesungskonzept Zur Förderung Mathematischer Lesekompetenz.” In <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik  Vom 29.08.2022 Bis 02.09.2022 in Frankfurt Am Main</i>, 1125–1128. Münster: WTM-Verlag, 2023. <a href=\"https://doi.org/10.17877/DE290R-23392\">https://doi.org/10.17877/DE290R-23392</a>.","mla":"Rezat, Sebastian, et al. “Mathematik – Lesen – Lernen: Ein Vorlesungskonzept Zur Förderung Mathematischer Lesekompetenz.” <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik  Vom 29.08.2022 Bis 02.09.2022 in Frankfurt Am Main</i>, WTM-Verlag, 2023, pp. 1125–1128, doi:<a href=\"https://doi.org/10.17877/DE290R-23392\">10.17877/DE290R-23392</a>.","bibtex":"@inproceedings{Rezat_Malik_Leifeld_2023, place={Münster}, title={Mathematik – Lesen – Lernen: Ein Vorlesungskonzept zur Förderung mathematischer Lesekompetenz}, DOI={<a href=\"https://doi.org/10.17877/DE290R-23392\">10.17877/DE290R-23392</a>}, booktitle={Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik  vom 29.08.2022 bis 02.09.2022 in Frankfurt am Main}, publisher={WTM-Verlag}, author={Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}, year={2023}, pages={1125–1128} }","ama":"Rezat S, Malik SN, Leifeld M. Mathematik – Lesen – Lernen: Ein Vorlesungskonzept zur Förderung mathematischer Lesekompetenz. In: <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik  Vom 29.08.2022 Bis 02.09.2022 in Frankfurt Am Main</i>. WTM-Verlag; 2023:1125–1128. doi:<a href=\"https://doi.org/10.17877/DE290R-23392\">10.17877/DE290R-23392</a>"},"file_date_updated":"2024-04-12T07:03:22Z","place":"Münster","date_updated":"2024-04-18T08:08:35Z","author":[{"full_name":"Rezat, Sebastian","first_name":"Sebastian","last_name":"Rezat","id":"31132"},{"id":"38640","first_name":"Sara Naseem","last_name":"Malik","full_name":"Malik, Sara Naseem"},{"first_name":"Markus","last_name":"Leifeld","full_name":"Leifeld, Markus"}],"year":"2023","title":"Mathematik – Lesen – Lernen: Ein Vorlesungskonzept zur Förderung mathematischer Lesekompetenz","doi":"10.17877/DE290R-23392","language":[{"iso":"eng"}],"publication":"Beiträge zum Mathematikunterricht 2022. 56. 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Geometrie: Leitidee Raum und Form. In: <i>Handbuch Der Mathematikdidaktik</i>. Springer; 2023:201–242. doi:<a href=\"https://doi.org/10.1007/978-3-662-66604-3_7\">10.1007/978-3-662-66604-3_7</a>","bibtex":"@inbook{Hattermann_Rezat_Sträßer_2023, place={Berlin, Heidelberg}, title={Geometrie: Leitidee Raum und Form}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-66604-3_7\">10.1007/978-3-662-66604-3_7</a>}, booktitle={Handbuch der Mathematikdidaktik}, publisher={Springer}, author={Hattermann, Mathias and Rezat, Sebastian and Sträßer, Rudolf}, year={2023}, pages={201–242} }","mla":"Hattermann, Mathias, et al. “Geometrie: Leitidee Raum Und Form.” <i>Handbuch Der Mathematikdidaktik</i>, Springer, 2023, pp. 201–242, doi:<a href=\"https://doi.org/10.1007/978-3-662-66604-3_7\">10.1007/978-3-662-66604-3_7</a>.","chicago":"Hattermann, Mathias, Sebastian Rezat, and Rudolf Sträßer. “Geometrie: Leitidee Raum Und Form.” In <i>Handbuch Der Mathematikdidaktik</i>, 201–242. Berlin, Heidelberg: Springer, 2023. <a href=\"https://doi.org/10.1007/978-3-662-66604-3_7\">https://doi.org/10.1007/978-3-662-66604-3_7</a>.","short":"M. Hattermann, S. Rezat, R. Sträßer, in: Handbuch Der Mathematikdidaktik, Springer, Berlin, Heidelberg, 2023, pp. 201–242.","apa":"Hattermann, M., Rezat, S., &#38; Sträßer, R. (2023). Geometrie: Leitidee Raum und Form. In <i>Handbuch der Mathematikdidaktik</i> (pp. 201–242). Springer. <a href=\"https://doi.org/10.1007/978-3-662-66604-3_7\">https://doi.org/10.1007/978-3-662-66604-3_7</a>","ieee":"M. Hattermann, S. Rezat, and R. Sträßer, “Geometrie: Leitidee Raum und Form,” in <i>Handbuch der Mathematikdidaktik</i>, Berlin, Heidelberg: Springer, 2023, pp. 201–242."},"publication":"Handbuch der Mathematikdidaktik","place":"Berlin, Heidelberg","date_created":"2023-09-11T06:30:49Z","department":[{"_id":"360"}],"type":"book_chapter","author":[{"full_name":"Hattermann, Mathias","last_name":"Hattermann","first_name":"Mathias"},{"id":"31132","full_name":"Rezat, Sebastian","last_name":"Rezat","first_name":"Sebastian"},{"full_name":"Sträßer, Rudolf","first_name":"Rudolf","last_name":"Sträßer"}],"publication_identifier":{"isbn":["9783662666036","9783662666043"]},"status":"public","title":"Geometrie: Leitidee Raum und Form","year":"2023","date_updated":"2024-04-18T08:19:52Z","publication_status":"published","language":[{"iso":"eng"}],"_id":"46956","publisher":"Springer","page":"201–242","doi":"10.1007/978-3-662-66604-3_7","user_id":"31132"},{"doi":"10.1007/s11858-023-01505-3","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://link.springer.com/article/10.1007/s11858-023-01505-3"}],"article_type":"original","date_updated":"2024-04-18T09:01:29Z","publication_status":"published","author":[{"full_name":"Hoffmann, Max","last_name":"Hoffmann","first_name":"Max","orcid":"0000-0002-6964-7123","id":"32202"},{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler","id":"16274"}],"publication_identifier":{"issn":["1863-9690","1863-9704"]},"year":"2023","title":"Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course","department":[{"_id":"643"}],"type":"journal_article","keyword":["General Mathematics","Education"],"date_created":"2023-06-27T11:45:25Z","file":[{"date_created":"2023-07-13T09:40:02Z","creator":"maxh","file_id":"46041","content_type":"application/pdf","success":1,"file_name":"s11858-023-01505-3.pdf","file_size":1460246,"access_level":"closed","relation":"main_file","date_updated":"2023-07-13T09:40:02Z"}],"abstract":[{"text":"Intending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “interface ePortfolio” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of profession orientation. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers.","lang":"eng"}],"publication":"ZDM – Mathematics Education","ddc":["510","370"],"user_id":"37888","publisher":"Springer","_id":"45786","has_accepted_license":"1","status":"public","oa":"1","quality_controlled":"1","citation":{"bibtex":"@article{Hoffmann_Biehler_2023, title={Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course}, DOI={<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>}, journal={ZDM – Mathematics Education}, publisher={Springer}, author={Hoffmann, Max and Biehler, Rolf}, year={2023} }","ama":"Hoffmann M, Biehler R. Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. <i>ZDM – Mathematics Education</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>","mla":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” <i>ZDM – Mathematics Education</i>, Springer, 2023, doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>.","chicago":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” <i>ZDM – Mathematics Education</i>, 2023. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>.","short":"M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2023).","ieee":"M. Hoffmann and R. Biehler, “Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course,” <i>ZDM – Mathematics Education</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>.","apa":"Hoffmann, M., &#38; Biehler, R. (2023). Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>"},"file_date_updated":"2023-07-13T09:40:02Z"}]