[{"status":"public","year":"2023","title":"Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern","author":[{"id":"58565","last_name":"Schmidt","first_name":"Rebekka","full_name":"Schmidt, Rebekka"},{"id":"67302","full_name":"Tenberge, Claudia","first_name":"Claudia","last_name":"Tenberge"},{"last_name":"Häsel-Weide","first_name":"Uta","full_name":"Häsel-Weide, Uta","id":"60267"}],"date_updated":"2023-08-30T09:55:46Z","page":"297-318","language":[{"iso":"ger"}],"_id":"46758","publisher":"Visual Ink Publishing","user_id":"44184","editor":[{"full_name":"Vöing, N.","first_name":"N.","last_name":"Vöing"},{"full_name":"Schmidt, R.","last_name":"Schmidt","first_name":"R."},{"full_name":"Neiske, I.","last_name":"Neiske","first_name":"I."}],"publication":"Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre","citation":{"short":"R. Schmidt, C. Tenberge, U. Häsel-Weide, in: N. Vöing, R. Schmidt, I. Neiske (Eds.), Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre, Visual Ink Publishing, 2023, pp. 297–318.","chicago":"Schmidt, Rebekka, Claudia Tenberge, and Uta Häsel-Weide. “Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern.” In <i>Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre</i>, edited by N. Vöing, R. Schmidt, and I. Neiske, 297–318. Visual Ink Publishing, 2023.","ieee":"R. Schmidt, C. Tenberge, and U. Häsel-Weide, “Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern,” in <i>Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre</i>, N. Vöing, R. Schmidt, and I. Neiske, Eds. Visual Ink Publishing, 2023, pp. 297–318.","apa":"Schmidt, R., Tenberge, C., &#38; Häsel-Weide, U. (2023). Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern. In N. Vöing, R. Schmidt, &#38; I. Neiske (Eds.), <i>Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre</i> (pp. 297–318). Visual Ink Publishing.","bibtex":"@inbook{Schmidt_Tenberge_Häsel-Weide_2023, title={Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern}, booktitle={Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre}, publisher={Visual Ink Publishing}, author={Schmidt, Rebekka and Tenberge, Claudia and Häsel-Weide, Uta}, editor={Vöing, N. and Schmidt, R. and Neiske, I.}, year={2023}, pages={297–318} }","ama":"Schmidt R, Tenberge C, Häsel-Weide U. Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern. In: Vöing N, Schmidt R, Neiske I, eds. <i>Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre</i>. Visual Ink Publishing; 2023:297-318.","mla":"Schmidt, Rebekka, et al. “Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern.” <i>Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre</i>, edited by N. Vöing et al., Visual Ink Publishing, 2023, pp. 297–318."},"date_created":"2023-08-30T09:54:47Z","type":"book_chapter","department":[{"_id":"543"}]},{"doi":"10.1007/s11858-023-01505-3","main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11858-023-01505-3"}],"language":[{"iso":"eng"}],"date_updated":"2024-09-25T08:26:34Z","publication_status":"published","intvolume":"        55","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","year":"2023","publication_identifier":{"issn":["1863-9690","1863-9704"]},"author":[{"full_name":"Hoffmann, Max","first_name":"Max","last_name":"Hoffmann","orcid":"0000-0002-6964-7123","id":"32202"},{"full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf","id":"16274"}],"type":"journal_article","department":[{"_id":"363"}],"date_created":"2024-09-23T07:51:34Z","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Intending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “<jats:italic>interface ePortfolio</jats:italic>” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of <jats:italic>profession orientation</jats:italic>. 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.</jats:p>"}],"issue":"4","publication":"ZDM – Mathematics Education","user_id":"37888","volume":55,"page":"737-751","_id":"56200","publisher":"Springer Science and Business Media LLC","status":"public","citation":{"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>, vol. 55, no. 4, pp. 737–751, 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>, <i>55</i>(4), 737–751. <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 55 (2023) 737–751.","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> 55, no. 4 (2023): 737–51. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/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>, vol. 55, no. 4, Springer Science and Business Media LLC, 2023, pp. 737–51, doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>.","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}, volume={55}, DOI={<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>}, number={4}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Hoffmann, Max and Biehler, Rolf}, year={2023}, pages={737–751} }","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>. 2023;55(4):737-751. doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>"}},{"quality_controlled":"1","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Teachers’ in-depth diagnostic thinking has been shown to be crucial for student-centered teaching as they need to perceive and interpret students’ understanding for well-informed decision-making on adaptive teaching practices. The paper presents a content-related approach to analyzing diagnostic thinking processes with respect to the mathematical knowledge elements that prospective teachers identify as students’ resources and obstacles. Prospective teachers’ challenge is that some relevant knowledge elements first have to be unpacked, because compact concepts (such as the place value concept) or procedures (such as for multi-digit multiplication) comprise several smaller knowledge elements (such as the positional property) that have to be made explicit for students to foster their learning processes adequately. Our study examines what knowledge elements prospective teachers perceive and interpret in a transcript vignettes on multi-digit multiplication (of decimal and natural numbers) and its underlying basic arithmetic concepts (place value understanding and meaning of multiplication) in written diagnostic judgments on students’ resources and obstacles (<jats:italic>N</jats:italic> = 196). A comparative design within the vignette is used to investigate how far the process of perceiving can be supported by thematic cues. The analysis reveals that those knowledge elements cued in the vignette by being already unpacked and explicitly addressed are perceived and interpreted more often (but with lower correctness) than those that are uncued and therefore have to be unpacked by the prospective teachers themselves. This confirms the need to prepare prospective teachers for unpacking mathematical concepts themselves.</jats:p>"}],"publication":"Journal für Mathematik-Didaktik","citation":{"ieee":"J. Dröse and S. Prediger, “Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements,” <i>Journal für Mathematik-Didaktik</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s13138-022-00214-w\">10.1007/s13138-022-00214-w</a>.","apa":"Dröse, J., &#38; Prediger, S. (2023). Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements. <i>Journal Für Mathematik-Didaktik</i>. <a href=\"https://doi.org/10.1007/s13138-022-00214-w\">https://doi.org/10.1007/s13138-022-00214-w</a>","mla":"Dröse, Jennifer, and Susanne Prediger. “Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements.” <i>Journal Für Mathematik-Didaktik</i>, Springer Science and Business Media LLC, 2023, doi:<a href=\"https://doi.org/10.1007/s13138-022-00214-w\">10.1007/s13138-022-00214-w</a>.","bibtex":"@article{Dröse_Prediger_2023, title={Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements}, DOI={<a href=\"https://doi.org/10.1007/s13138-022-00214-w\">10.1007/s13138-022-00214-w</a>}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Dröse, Jennifer and Prediger, Susanne}, year={2023} }","chicago":"Dröse, Jennifer, and Susanne Prediger. “Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements.” <i>Journal Für Mathematik-Didaktik</i>, 2023. <a href=\"https://doi.org/10.1007/s13138-022-00214-w\">https://doi.org/10.1007/s13138-022-00214-w</a>.","ama":"Dröse J, Prediger S. Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements. <i>Journal für Mathematik-Didaktik</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s13138-022-00214-w\">10.1007/s13138-022-00214-w</a>","short":"J. Dröse, S. Prediger, Journal Für Mathematik-Didaktik (2023)."},"type":"journal_article","keyword":["Education","General Mathematics"],"department":[{"_id":"98"}],"date_created":"2023-01-27T18:47:24Z","date_updated":"2025-01-15T08:36:09Z","publication_status":"published","year":"2023","status":"public","title":"Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements","author":[{"full_name":"Dröse, Jennifer","first_name":"Jennifer","last_name":"Dröse"},{"last_name":"Prediger","first_name":"Susanne","full_name":"Prediger, Susanne"}],"publication_identifier":{"issn":["0173-5322","1869-2699"]},"doi":"10.1007/s13138-022-00214-w","user_id":"85820","_id":"40607","publisher":"Springer Science and Business Media LLC","language":[{"iso":"eng"}]},{"_id":"45374","language":[{"iso":"eng"}],"doi":"https://doi.org/10.1007/s10857-022-09538-3","user_id":"85820","year":"2023","status":"public","title":"Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth","author":[{"full_name":"Prediger, S.","first_name":"S.","last_name":"Prediger"},{"full_name":"Dröse, Jennifer","last_name":"Dröse","first_name":"Jennifer","id":"85820"},{"first_name":"R.","last_name":"Stahnke","full_name":"Stahnke, R."},{"first_name":"C.","last_name":"Ademmer","full_name":"Ademmer, C."}],"date_updated":"2025-01-15T08:34:36Z","date_created":"2023-05-31T06:27:51Z","type":"journal_article","department":[{"_id":"98"}],"publication":"Journal of Mathematics Teacher Education","citation":{"short":"S. Prediger, J. Dröse, R. Stahnke, C. Ademmer, Journal of Mathematics Teacher Education (2023).","chicago":"Prediger, S., Jennifer Dröse, R. Stahnke, and C. Ademmer. “Teacher Expertise for Fostering At-Risk Students’ Understanding of Basic Concepts: Conceptual Model and Evidence for Growth.” <i>Journal of Mathematics Teacher Education</i>, 2023. <a href=\"https://doi.org/10.1007/s10857-022-09538-3\">https://doi.org/10.1007/s10857-022-09538-3</a>.","ieee":"S. Prediger, J. Dröse, R. Stahnke, and C. Ademmer, “Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth,” <i>Journal of Mathematics Teacher Education</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s10857-022-09538-3\">https://doi.org/10.1007/s10857-022-09538-3</a>.","apa":"Prediger, S., Dröse, J., Stahnke, R., &#38; Ademmer, C. (2023). Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth. <i>Journal of Mathematics Teacher Education</i>. <a href=\"https://doi.org/10.1007/s10857-022-09538-3\">https://doi.org/10.1007/s10857-022-09538-3</a>","bibtex":"@article{Prediger_Dröse_Stahnke_Ademmer_2023, title={Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth}, DOI={<a href=\"https://doi.org/10.1007/s10857-022-09538-3\">https://doi.org/10.1007/s10857-022-09538-3</a>}, journal={Journal of Mathematics Teacher Education}, author={Prediger, S. and Dröse, Jennifer and Stahnke, R. and Ademmer, C.}, year={2023} }","ama":"Prediger S, Dröse J, Stahnke R, Ademmer C. Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth. <i>Journal of Mathematics Teacher Education</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s10857-022-09538-3\">https://doi.org/10.1007/s10857-022-09538-3</a>","mla":"Prediger, S., et al. “Teacher Expertise for Fostering At-Risk Students’ Understanding of Basic Concepts: Conceptual Model and Evidence for Growth.” <i>Journal of Mathematics Teacher Education</i>, 2023, doi:<a href=\"https://doi.org/10.1007/s10857-022-09538-3\">https://doi.org/10.1007/s10857-022-09538-3</a>."},"quality_controlled":"1"},{"article_number":"104270","language":[{"iso":"eng"}],"doi":"10.1016/j.tate.2023.104270","year":"2023","title":"Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?","author":[{"id":"72183","full_name":"Bruns, Julia","last_name":"Bruns","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864"},{"first_name":"Maike","last_name":"Hagena","full_name":"Hagena, Maike"},{"first_name":"Hedwig","last_name":"Gasteiger","full_name":"Gasteiger, Hedwig"}],"publication_identifier":{"issn":["0742-051X"]},"date_updated":"2025-06-02T12:59:11Z","publication_status":"published","intvolume":"       132","date_created":"2023-07-26T08:55:26Z","keyword":["Education"],"type":"journal_article","department":[{"_id":"611"}],"publication":"Teaching and Teacher Education","_id":"46155","publisher":"Elsevier BV","user_id":"72183","volume":132,"status":"public","citation":{"ama":"Bruns J, Hagena M, Gasteiger H. Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? <i>Teaching and Teacher Education</i>. 2023;132. doi:<a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>","bibtex":"@article{Bruns_Hagena_Gasteiger_2023, title={Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?}, volume={132}, DOI={<a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>}, number={104270}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Bruns, Julia and Hagena, Maike and Gasteiger, Hedwig}, year={2023} }","mla":"Bruns, Julia, et al. “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?” <i>Teaching and Teacher Education</i>, vol. 132, 104270, Elsevier BV, 2023, doi:<a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>.","chicago":"Bruns, Julia, Maike Hagena, and Hedwig Gasteiger. “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?” <i>Teaching and Teacher Education</i> 132 (2023). <a href=\"https://doi.org/10.1016/j.tate.2023.104270\">https://doi.org/10.1016/j.tate.2023.104270</a>.","short":"J. Bruns, M. Hagena, H. Gasteiger, Teaching and Teacher Education 132 (2023).","apa":"Bruns, J., Hagena, M., &#38; Gasteiger, H. (2023). Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? <i>Teaching and Teacher Education</i>, <i>132</i>, Article 104270. <a href=\"https://doi.org/10.1016/j.tate.2023.104270\">https://doi.org/10.1016/j.tate.2023.104270</a>","ieee":"J. Bruns, M. Hagena, and H. Gasteiger, “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?,” <i>Teaching and Teacher Education</i>, vol. 132, Art. no. 104270, 2023, doi: <a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>."}},{"date_created":"2025-05-19T07:19:01Z","type":"conference","department":[{"_id":"983"}],"publication":"Thirteenth Congress of the European Society for Research in Mathematics (CERME13)","citation":{"ama":"Garnelo Abellanas I, Liebendörfer M. Introducing mathematics undergraduate students to the theorem prover lean. In: <i>Thirteenth Congress of the European Society for Research in Mathematics (CERME13)</i>. ; 2023.","bibtex":"@inproceedings{Garnelo Abellanas_Liebendörfer_2023, title={Introducing mathematics undergraduate students to the theorem prover lean}, booktitle={Thirteenth Congress of the European Society for Research in Mathematics (CERME13)}, author={Garnelo Abellanas, Irene and Liebendörfer, Michael}, year={2023} }","mla":"Garnelo Abellanas, Irene, and Michael Liebendörfer. “Introducing Mathematics Undergraduate Students to the Theorem Prover Lean.” <i>Thirteenth Congress of the European Society for Research in Mathematics (CERME13)</i>, 2023.","chicago":"Garnelo Abellanas, Irene, and Michael Liebendörfer. “Introducing Mathematics Undergraduate Students to the Theorem Prover Lean.” In <i>Thirteenth Congress of the European Society for Research in Mathematics (CERME13)</i>, 2023.","short":"I. Garnelo Abellanas, M. Liebendörfer, in: Thirteenth Congress of the European Society for Research in Mathematics (CERME13), 2023.","apa":"Garnelo Abellanas, I., &#38; Liebendörfer, M. (2023). Introducing mathematics undergraduate students to the theorem prover lean. <i>Thirteenth Congress of the European Society for Research in Mathematics (CERME13)</i>. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Budapest.","ieee":"I. Garnelo Abellanas and M. Liebendörfer, “Introducing mathematics undergraduate students to the theorem prover lean,” presented at the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Budapest, 2023."},"related_material":{"link":[{"url":"https://hal.science/hal-04406679v1/file/TWG_14-Garnelo-218.pdf","relation":"confirmation"}]},"_id":"59984","language":[{"iso":"eng"}],"user_id":"93843","year":"2023","title":"Introducing mathematics undergraduate students to the theorem prover lean","status":"public","author":[{"id":"93843","first_name":"Irene","last_name":"Garnelo Abellanas","full_name":"Garnelo Abellanas, Irene"},{"full_name":"Liebendörfer, Michael","last_name":"Liebendörfer","first_name":"Michael"}],"conference":{"name":"Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)","location":"Budapest"},"date_updated":"2026-01-15T10:36:11Z"},{"publisher":"WTM-Verlag","_id":"58097","language":[{"iso":"ger"}],"user_id":"37888","ddc":["510"],"year":"2023","status":"public","title":"Einblicke in ein Referenzmodell zur Analyse der Einführung von Vektoren in Schulbüchern","author":[{"full_name":"Mai, Tobias","first_name":"Tobias","last_name":"Mai"},{"id":"16274","full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler"}],"corporate_editor":["IDMI-Primar Goethe-Universität Frankfurt"],"date_updated":"2025-01-08T08:17:40Z","has_accepted_license":"1","file":[{"date_created":"2025-01-08T08:17:16Z","creator":"krueter","file_id":"58098","success":1,"content_type":"application/pdf","relation":"main_file","date_updated":"2025-01-08T08:17:16Z","file_name":"Mai aus Beitraege_2022___ISBN9783959872089-3.pdf","access_level":"closed","file_size":546218}],"date_created":"2025-01-08T08:17:35Z","place":"Münster","type":"book_chapter","department":[{"_id":"363"}],"file_date_updated":"2025-01-08T08:17:16Z","publication":"Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik","citation":{"bibtex":"@inbook{Mai_Biehler_2023, place={Münster}, title={Einblicke in ein Referenzmodell zur Analyse der Einführung von Vektoren in Schulbüchern}, booktitle={Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}, publisher={WTM-Verlag}, author={Mai, Tobias and Biehler, Rolf}, editor={IDMI-Primar Goethe-Universität Frankfurt}, year={2023} }","chicago":"Mai, Tobias, and Rolf Biehler. “Einblicke in ein Referenzmodell zur Analyse der Einführung von Vektoren in Schulbüchern.” In <i>Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, edited by IDMI-Primar Goethe-Universität Frankfurt. Münster: WTM-Verlag, 2023.","ama":"Mai T, Biehler R. Einblicke in ein Referenzmodell zur Analyse der Einführung von Vektoren in Schulbüchern. 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Schmidt-Thieme (Eds.),  Bedarfsgerechte fachmathematische Lehramtsausbildung. Analyse, Zielsetzungen und Konzepte unter heterogenen Voraussetzungen , Springer Spektrum, Wiesbaden, 2022, pp. 351–368.","chicago":"Hoffmann, Max, and Rolf Biehler. “Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik - Aufgabenbeispiele und Ergebnisse einer Evaluationsstudie.” In <i> Bedarfsgerechte fachmathematische Lehramtsausbildung. Analyse, Zielsetzungen und Konzepte unter heterogenen Voraussetzungen </i>, edited by Stefan Halverscheid, Ina Kersten, and Barbara Schmidt-Thieme, 351–68. Wiesbaden: Springer Spektrum, 2022."},"publication":" Bedarfsgerechte fachmathematische Lehramtsausbildung. Analyse, Zielsetzungen und Konzepte unter heterogenen Voraussetzungen ","quality_controlled":"1"},{"place":"Berlin, Heidelberg","quality_controlled":"1","citation":{"short":"R. Biehler, M. Hoffmann, in: V. Isaev, A. Eichler, F. Loose (Eds.),  Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik, Springer, Berlin, Heidelberg, 2022, pp. 49–72.","chicago":"Biehler, Rolf, and Max Hoffmann. “Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium.” In <i> Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik</i>, edited by Viktor Isaev, Andreas Eichler, and Frank Loose, 49–72. Berlin, Heidelberg: Springer, 2022. <a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">https://doi.org/10.1007/978-3-662-63948-1_4</a>.","apa":"Biehler, R., &#38; Hoffmann, M. (2022). Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium. In V. Isaev, A. Eichler, &#38; F. Loose (Eds.), <i> Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik</i> (pp. 49–72). Springer. <a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">https://doi.org/10.1007/978-3-662-63948-1_4</a>","ieee":"R. Biehler and M. Hoffmann, “Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium,” in <i> Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik</i>, 2022, pp. 49–72, doi: <a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">10.1007/978-3-662-63948-1_4</a>.","ama":"Biehler R, Hoffmann M. Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium. In: Isaev V, Eichler A, Loose F, eds. <i> Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik</i>. Springer; 2022:49–72. doi:<a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">10.1007/978-3-662-63948-1_4</a>","bibtex":"@inproceedings{Biehler_Hoffmann_2022, place={Berlin, Heidelberg}, title={Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">10.1007/978-3-662-63948-1_4</a>}, booktitle={ Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik}, publisher={Springer}, author={Biehler, Rolf and Hoffmann, Max}, editor={Isaev, Viktor and Eichler, Andreas and Loose, Frank}, year={2022}, pages={49–72} }","mla":"Biehler, Rolf, and Max Hoffmann. “Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium.” <i> Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik</i>, edited by Viktor Isaev et al., Springer, 2022, pp. 49–72, doi:<a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">10.1007/978-3-662-63948-1_4</a>."},"editor":[{"first_name":"Viktor","last_name":"Isaev","full_name":"Isaev, Viktor"},{"full_name":"Eichler, Andreas","last_name":"Eichler","first_name":"Andreas"},{"first_name":"Frank","last_name":"Loose","full_name":"Loose, Frank"}],"user_id":"32202","publisher":"Springer","_id":"31365","page":" 49–72","status":"public","department":[{"_id":"97"}],"type":"conference","date_created":"2022-05-22T14:03:58Z","publication":" Professionsorientierte Fachwissenschaft. Kohärenzstiftende Lerngelegenheiten für das Lehramtsstudium Mathematik","doi":"10.1007/978-3-662-63948-1_4","language":[{"iso":"ger"}],"main_file_link":[{"url":"https://link.springer.com/chapter/10.1007/978-3-662-63948-1_4"}],"publication_status":"published","date_updated":"2023-01-11T15:29:09Z","author":[{"last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf","id":"16274"},{"last_name":"Hoffmann","first_name":"Max","orcid":"0000-0002-6964-7123","full_name":"Hoffmann, Max","id":"32202"}],"publication_identifier":{"issn":["2197-8751","2197-876X"],"isbn":["9783662639474","9783662639481"]},"title":"Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium","year":"2022"},{"language":[{"iso":"ger"}],"_id":"45373","page":"209-225","editor":[{"last_name":"Kleine","first_name":"P.","full_name":"Kleine, P."},{"full_name":"Graulich, N.","first_name":"N.","last_name":"Graulich"},{"last_name":"Kuhn","first_name":"J.","full_name":"Kuhn, J."},{"full_name":"Schindler, M.","first_name":"M.","last_name":"Schindler"}],"doi":"https://doi.org/10.1007/978-3-662-63214-7","user_id":"85820","author":[{"last_name":"Dröse","first_name":"Jennifer","full_name":"Dröse, Jennifer","id":"85820"},{"full_name":"Neugebauer, P.","first_name":"P.","last_name":"Neugebauer"},{"full_name":"Delucchi Danhier, R.","first_name":"R.","last_name":"Delucchi Danhier"},{"last_name":"Mertins","first_name":"B.","full_name":"Mertins, B."}],"status":"public","year":"2022","title":"Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen","date_updated":"2023-11-02T08:07:31Z","date_created":"2023-05-31T06:22:21Z","department":[{"_id":"98"}],"type":"book_chapter","citation":{"mla":"Dröse, Jennifer, et al. “Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen.” <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis</i>, edited by P. Kleine et al., 2022, pp. 209–25, doi:<a href=\"https://doi.org/10.1007/978-3-662-63214-7\">https://doi.org/10.1007/978-3-662-63214-7</a>.","ama":"Dröse J, Neugebauer P, Delucchi Danhier R, Mertins B. Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen. In: Kleine P, Graulich N, Kuhn J, Schindler M, eds. <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis</i>. ; 2022:209-225. doi:<a href=\"https://doi.org/10.1007/978-3-662-63214-7\">https://doi.org/10.1007/978-3-662-63214-7</a>","bibtex":"@inbook{Dröse_Neugebauer_Delucchi Danhier_Mertins_2022, title={Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-63214-7\">https://doi.org/10.1007/978-3-662-63214-7</a>}, booktitle={Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis}, author={Dröse, Jennifer and Neugebauer, P. and Delucchi Danhier, R. and Mertins, B.}, editor={Kleine, P. and Graulich, N. and Kuhn, J. and Schindler, M.}, year={2022}, pages={209–225} }","apa":"Dröse, J., Neugebauer, P., Delucchi Danhier, R., &#38; Mertins, B. (2022). Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen. In P. Kleine, N. Graulich, J. Kuhn, &#38; M. Schindler (Eds.), <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis</i> (pp. 209–225). <a href=\"https://doi.org/10.1007/978-3-662-63214-7\">https://doi.org/10.1007/978-3-662-63214-7</a>","ieee":"J. Dröse, P. Neugebauer, R. Delucchi Danhier, and B. Mertins, “Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen,” in <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis</i>, P. Kleine, N. Graulich, J. Kuhn, and M. Schindler, Eds. 2022, pp. 209–225.","chicago":"Dröse, Jennifer, P. Neugebauer, R. Delucchi Danhier, and B. Mertins. “Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen.” In <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis</i>, edited by P. Kleine, N. Graulich, J. Kuhn, and M. Schindler, 209–25, 2022. <a href=\"https://doi.org/10.1007/978-3-662-63214-7\">https://doi.org/10.1007/978-3-662-63214-7</a>.","short":"J. Dröse, P. Neugebauer, R. Delucchi Danhier, B. Mertins, in: P. Kleine, N. Graulich, J. Kuhn, M. Schindler (Eds.), Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis, 2022, pp. 209–225."},"publication":"Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis","quality_controlled":"1"},{"quality_controlled":"1","publication":"Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME","citation":{"mla":"Dröse, Jennifer, and Lena Wessel. “Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task.” <i>Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME</i>, edited by C. Fernandez et al., 2022.","bibtex":"@inproceedings{Dröse_Wessel_2022, title={Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task}, booktitle={Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME}, author={Dröse, Jennifer and Wessel, Lena}, editor={Fernandez, C. and Llinares, S. and Gutiérrez, A. and Planas, N.}, year={2022} }","ama":"Dröse J, Wessel L. Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task. In: Fernandez C, Llinares S, Gutiérrez A, Planas N, eds. <i>Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME</i>. ; 2022.","ieee":"J. Dröse and L. Wessel, “Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task,” in <i>Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME</i>, 2022.","apa":"Dröse, J., &#38; Wessel, L. (2022). Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task. In C. Fernandez, S. Llinares, A. Gutiérrez, &#38; N. Planas (Eds.), <i>Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME</i>.","short":"J. Dröse, L. Wessel, in: C. Fernandez, S. Llinares, A. Gutiérrez, N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME, 2022.","chicago":"Dröse, Jennifer, and Lena Wessel. “Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task.” In <i>Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME</i>, edited by C. Fernandez, S. Llinares, A. Gutiérrez, and N. Planas, 2022."},"type":"conference","department":[{"_id":"98"}],"date_created":"2023-05-31T06:54:24Z","date_updated":"2023-11-02T08:05:31Z","year":"2022","title":"Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task","status":"public","author":[{"id":"85820","full_name":"Dröse, Jennifer","last_name":"Dröse","first_name":"Jennifer"},{"id":"85190","full_name":"Wessel, Lena","first_name":"Lena","last_name":"Wessel"}],"user_id":"85820","editor":[{"first_name":"C.","last_name":"Fernandez","full_name":"Fernandez, C."},{"full_name":"Llinares, S.","first_name":"S.","last_name":"Llinares"},{"last_name":"Gutiérrez","first_name":"A.","full_name":"Gutiérrez, A."},{"first_name":"N.","last_name":"Planas","full_name":"Planas, N."}],"_id":"45378","language":[{"iso":"eng"}]},{"date_created":"2022-05-22T10:56:47Z","type":"dissertation","oa":"1","department":[{"_id":"97"}],"supervisor":[{"first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf"},{"last_name":"Hilgert","first_name":"Joachim","full_name":"Hilgert, Joachim","id":"220"}],"citation":{"chicago":"Hoffmann, Max. <i>Von Der Axiomatik Bis Zur Schnittstellenaufgabe: Entwicklung Und Erforschung Eines Ganzheitlichen Lehrkonzepts Für Eine Veranstaltung Geometrie Für Lehramtsstudierende</i>, 2022. <a href=\"https://doi.org/10.17619/UNIPB/1-1313\">https://doi.org/10.17619/UNIPB/1-1313</a>.","short":"M. Hoffmann, Von Der Axiomatik Bis Zur Schnittstellenaufgabe: Entwicklung Und Erforschung Eines Ganzheitlichen Lehrkonzepts Für Eine Veranstaltung Geometrie Für Lehramtsstudierende, 2022.","apa":"Hoffmann, M. (2022). <i>Von der Axiomatik bis zur Schnittstellenaufgabe: Entwicklung und Erforschung eines ganzheitlichen Lehrkonzepts für eine Veranstaltung Geometrie für Lehramtsstudierende</i>. <a href=\"https://doi.org/10.17619/UNIPB/1-1313\">https://doi.org/10.17619/UNIPB/1-1313</a>","ieee":"M. Hoffmann, <i>Von der Axiomatik bis zur Schnittstellenaufgabe: Entwicklung und Erforschung eines ganzheitlichen Lehrkonzepts für eine Veranstaltung Geometrie für Lehramtsstudierende</i>. 2022.","ama":"Hoffmann M. <i>Von Der Axiomatik Bis Zur Schnittstellenaufgabe: Entwicklung Und Erforschung Eines Ganzheitlichen Lehrkonzepts Für Eine Veranstaltung Geometrie Für Lehramtsstudierende</i>.; 2022. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1313\">10.17619/UNIPB/1-1313</a>","bibtex":"@book{Hoffmann_2022, title={Von der Axiomatik bis zur Schnittstellenaufgabe: Entwicklung und Erforschung eines ganzheitlichen Lehrkonzepts für eine Veranstaltung Geometrie für Lehramtsstudierende}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-1313\">10.17619/UNIPB/1-1313</a>}, author={Hoffmann, Max}, year={2022} }","mla":"Hoffmann, Max. <i>Von Der Axiomatik Bis Zur Schnittstellenaufgabe: Entwicklung Und Erforschung Eines Ganzheitlichen Lehrkonzepts Für Eine Veranstaltung Geometrie Für Lehramtsstudierende</i>. 2022, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1313\">10.17619/UNIPB/1-1313</a>."},"abstract":[{"lang":"eng","text":"Vorgestellt wird ein Entwicklungsforschungsprojekt zur Konzeption und Durchführung einer Veranstaltung \"Geometrie für Lehramtsstudierende\". Die Schwerpunkte des Projekts sind zum einen die inhaltliche Gestaltung der Veranstaltung und zum anderen die Umsetzung von Professionsorientierung. Bezogen auf den inhaltlichen Aufbau wird das auf metrischen Räumen aufbauende Axiomensystem der \"Saccheri-Ebene\" vorgestellt und mit alternativen axiomatischen Zugängen zur ebenen Geometrie verglichen. Die Frage nach der Umsetzung von Professionsorientierung in Fachveranstaltungen ist eng mit der Problematik der zweiten Diskontinuität verbunden. In der Arbeit wird dieses Problem auf Grundlage der Synthese von theoretischen Hintergründen zur Bedeutung von mathematischem Wissen und Können für professionelle Handlungskompetenz von Mathematiklehrkräften diskutiert und darauf aufbauend werden theoriebasierte Entwurfsprinzipien für professionsorientierte Fachveranstaltungen entworfen. Zentrale Elemente der methodischen Gestaltung sind die sogenannten \"Schnittstellenwochen\" zu den Themen Kongruenz und Symmetrie sowie das begleitende Schnittstellen-ePortfolio. Das zentrale Ergebnis der Arbeit ist ein theoretisch fundiertes und empirisch evaluiertes ganzheitliches Veranstaltungskonzept für eine professionsorientierte Geometrie-Veranstaltung für Lehramtsstudierende, dessen Konzeption auf andere Fachveranstaltungen übertragbar ist. Darüber hinaus ergeben sich im Rahmen der durchgeführten Entwicklungsforschung verschiedene neue Beiträge zur Geometriedidaktik in Schule- und Hochschule."},{"lang":"eng","text":"This thesis presents a design research project on the conception and implementation of a course \"Geometry for Student Teachers\". The focal points of the project are, on the one hand, the content structure of the course and, on the other hand, the implementation of professional orientation. With regard to the content structure, the axiom system of the \"Saccheri plane\", which is based on metric spaces, is presented and compared with alternative axiomatic approaches to plane geometry. The question of implementing professional orientation in mathematics courses is closely connected to the problem of the second discontinuity. In the paper, this problem is discussed on the basis of the synthesis of theoretical backgrounds on the importance of mathematical knowledge and skills for professional competence of mathematics teachers. Building on this, theory-based design principles for profession-oriented subject courses are developed. Central elements of the methodological design are the so-called \"interface weeks\" on the topics of congruence and symmetry and an accompanying interface ePortfolio. The central result of the thesis is a theoretically founded and empirically evaluated holistic course concept for a profession-oriented geometry course for student teachers, the conception of which is transferable to other subject events. In addition, various new contributions to the didactics of geometry in schools and universities result from the desing research."}],"page":"410","main_file_link":[{"open_access":"1","url":"https://digital.ub.uni-paderborn.de/hs/content/titleinfo/6503170"}],"language":[{"iso":"eng"}],"_id":"31363","doi":"10.17619/UNIPB/1-1313","user_id":"49063","status":"public","year":"2022","title":"Von der Axiomatik bis zur Schnittstellenaufgabe: Entwicklung und Erforschung eines ganzheitlichen Lehrkonzepts für eine Veranstaltung Geometrie für Lehramtsstudierende","author":[{"full_name":"Hoffmann, Max","last_name":"Hoffmann","first_name":"Max","orcid":"0000-0002-6964-7123","id":"32202"}],"date_updated":"2024-02-19T06:28:58Z"},{"date_created":"2024-03-14T11:17:56Z","place":"Münster","department":[{"_id":"10"},{"_id":"98"},{"_id":"360"}],"type":"conference","citation":{"mla":"Werth, Gerda. “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings.” <i>Beiträge zum Mathematikunterricht</i>, WTM, 2022, doi:<a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>.","bibtex":"@inproceedings{Werth_2022, place={Münster}, title={Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings}, DOI={<a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>}, booktitle={Beiträge zum Mathematikunterricht}, publisher={WTM}, author={Werth, Gerda}, year={2022} }","ama":"Werth G. Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings. In: <i>Beiträge zum Mathematikunterricht</i>. WTM; 2022. doi:<a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>","ieee":"G. Werth, “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings,” presented at the 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, Frankfurt am. Main, 2022, doi: <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>.","apa":"Werth, G. (2022). Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings. <i>Beiträge zum Mathematikunterricht</i>. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, Frankfurt am. Main. <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>","short":"G. Werth, in: Beiträge zum Mathematikunterricht, WTM, Münster, 2022.","chicago":"Werth, Gerda. “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings.” In <i>Beiträge zum Mathematikunterricht</i>. Münster: WTM, 2022. <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>."},"publication":"Beiträge zum Mathematikunterricht","publisher":"WTM","_id":"52574","language":[{"iso":"ger"}],"user_id":"578","doi":"https://doi.org/10.37626/GA9783959872089.0","author":[{"first_name":"Gerda","last_name":"Werth","full_name":"Werth, Gerda","id":"578"}],"conference":{"end_date":"2022-09-02","name":"56. Jahrestagung der Gesellschaft für Didaktik der Mathematik","start_date":"2022-08-29","location":"Frankfurt am. Main"},"year":"2022","status":"public","title":"Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings","publication_status":"published","date_updated":"2024-04-09T10:56:58Z"},{"date_created":"2024-04-14T12:12:49Z","file":[{"creator":"smalik","date_created":"2024-04-14T12:16:57Z","access_level":"closed","file_size":390439,"file_name":"Malik_TWG09.pdf","date_updated":"2024-04-14T12:16:57Z","relation":"main_file","content_type":"application/pdf","success":1,"file_id":"53481"}],"department":[{"_id":"360"}],"type":"conference","citation":{"apa":"Malik, S. N., &#38; Rezat, S. (2022). Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review. <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>.","mla":"Malik, Sara Naseem, and Sebastian Rezat. “Linguistic Features of Word Problems That Cause Difficulties for Learners across the Curriculum: A Literature Review.” <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>, ERME / Free University of Bozen-Bolzano, 2022.","ieee":"S. N. Malik and S. Rezat, “Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review,” 2022.","chicago":"Malik, Sara Naseem, and Sebastian Rezat. “Linguistic Features of Word Problems That Cause Difficulties for Learners across the Curriculum: A Literature Review.” In <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>. ERME / Free University of Bozen-Bolzano, 2022.","ama":"Malik SN, Rezat S. Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review. In: <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>. ERME / Free University of Bozen-Bolzano; 2022.","short":"S.N. Malik, S. Rezat, in: Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12), ERME / Free University of Bozen-Bolzano, 2022.","bibtex":"@inproceedings{Malik_Rezat_2022, title={Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review}, booktitle={Proceedings on the Twelfth Congress on the European Society for research in Mathematics Education (CERME 12)}, publisher={ERME / Free University of Bozen-Bolzano}, author={Malik, Sara Naseem and Rezat, Sebastian}, year={2022} }"},"publication":"Proceedings on the Twelfth Congress on the European Society for research in Mathematics Education (CERME 12)","file_date_updated":"2024-04-14T12:16:57Z","publisher":"ERME / Free University of Bozen-Bolzano","_id":"53480","language":[{"iso":"eng"}],"ddc":["370","510"],"user_id":"31132","author":[{"id":"38640","full_name":"Malik, Sara Naseem","last_name":"Malik","first_name":"Sara Naseem"},{"id":"31132","last_name":"Rezat","first_name":"Sebastian","full_name":"Rezat, Sebastian"}],"title":"Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review","year":"2022","status":"public","has_accepted_license":"1","date_updated":"2024-04-18T08:03:54Z"},{"department":[{"_id":"360"}],"type":"journal_article","keyword":["General Mathematics","Education"],"date_created":"2023-05-09T14:03:15Z","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>Even in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed.</jats:p>","lang":"eng"}],"issue":"S1","publication":"International Journal of Science and Mathematics Education","doi":"10.1007/s10763-022-10309-y","language":[{"iso":"eng"}],"intvolume":"        20","date_updated":"2024-04-18T08:22:47Z","publication_status":"published","publication_identifier":{"issn":["1571-0068","1573-1774"]},"author":[{"full_name":"Rezat, Sebastian","last_name":"Rezat","first_name":"Sebastian","id":"31132"},{"id":"38640","first_name":"Sara Naseem","last_name":"Malik","full_name":"Malik, Sara Naseem"},{"full_name":"Leifeld, Markus","first_name":"Markus","last_name":"Leifeld"}],"title":"Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation","year":"2022","quality_controlled":"1","citation":{"mla":"Rezat, Sebastian, et al. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” <i>International Journal of Science and Mathematics Education</i>, vol. 20, no. S1, Springer, 2022, pp. 215–36, doi:<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>.","bibtex":"@article{Rezat_Malik_Leifeld_2022, title={Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation}, volume={20}, DOI={<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>}, number={S1}, journal={International Journal of Science and Mathematics Education}, publisher={Springer}, author={Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}, year={2022}, pages={215–236} }","ama":"Rezat S, Malik SN, Leifeld M. Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. <i>International Journal of Science and Mathematics Education</i>. 2022;20(S1):215-236. doi:<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>","ieee":"S. Rezat, S. N. Malik, and M. Leifeld, “Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation,” <i>International Journal of Science and Mathematics Education</i>, vol. 20, no. S1, pp. 215–236, 2022, doi: <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>.","apa":"Rezat, S., Malik, S. N., &#38; Leifeld, M. (2022). Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. <i>International Journal of Science and Mathematics Education</i>, <i>20</i>(S1), 215–236. <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">https://doi.org/10.1007/s10763-022-10309-y</a>","chicago":"Rezat, Sebastian, Sara Naseem Malik, and Markus Leifeld. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” <i>International Journal of Science and Mathematics Education</i> 20, no. S1 (2022): 215–36. <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">https://doi.org/10.1007/s10763-022-10309-y</a>.","short":"S. Rezat, S.N. Malik, M. Leifeld, International Journal of Science and Mathematics Education 20 (2022) 215–236."},"volume":20,"user_id":"31132","publisher":"Springer","_id":"44689","page":"215-236","status":"public"}]