[{"user_id":"37888","doi":"10.1007/978-3-031-14175-1_17","editor":[{"full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf"},{"full_name":"Liebendörfer, Michael","first_name":"Michael","last_name":"Liebendörfer"},{"first_name":"G.","last_name":"Gueudet","full_name":"Gueudet, G."},{"last_name":"Rasmussen","first_name":"C.","full_name":"Rasmussen, C."},{"full_name":"Winslow, C.","first_name":"C.","last_name":"Winslow"}],"page":"349-368","_id":"46160","publisher":"Springer International Publishing","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2024-04-18T10:14:09Z","status":"public","year":"2022","title":"Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory","publication_identifier":{"isbn":["9783031141744","9783031141751"],"issn":["1869-4918","1869-4926"]},"author":[{"id":"85190","full_name":"Wessel, Lena","last_name":"Wessel","first_name":"Lena"},{"last_name":"Leuders","first_name":"Timo","full_name":"Leuders, Timo"}],"type":"book_chapter","department":[{"_id":"643"}],"date_created":"2023-07-26T10:34:02Z","place":"Cham","publication":"Practice-Oriented Research in Tertiary Mathematics Education","citation":{"mla":"Wessel, Lena, and Timo Leuders. “Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory.” <i>Practice-Oriented Research in Tertiary Mathematics Education</i>, edited by Rolf Biehler et al., Springer International Publishing, 2022, pp. 349–68, doi:<a href=\"https://doi.org/10.1007/978-3-031-14175-1_17\">10.1007/978-3-031-14175-1_17</a>.","bibtex":"@inbook{Wessel_Leuders_2022, place={Cham}, title={Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-14175-1_17\">10.1007/978-3-031-14175-1_17</a>}, booktitle={Practice-Oriented Research in Tertiary Mathematics Education}, publisher={Springer International Publishing}, author={Wessel, Lena and Leuders, Timo}, editor={Biehler, Rolf and Liebendörfer, Michael and Gueudet, G. and Rasmussen, C. and Winslow, C.}, year={2022}, pages={349–368} }","ama":"Wessel L, Leuders T. Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory. In: Biehler R, Liebendörfer M, Gueudet G, Rasmussen C, Winslow C, eds. <i>Practice-Oriented Research in Tertiary Mathematics Education</i>. Springer International Publishing; 2022:349-368. doi:<a href=\"https://doi.org/10.1007/978-3-031-14175-1_17\">10.1007/978-3-031-14175-1_17</a>","ieee":"L. Wessel and T. Leuders, “Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory,” in <i>Practice-Oriented Research in Tertiary Mathematics Education</i>, R. Biehler, M. Liebendörfer, G. Gueudet, C. Rasmussen, and C. Winslow, Eds. Cham: Springer International Publishing, 2022, pp. 349–368.","apa":"Wessel, L., &#38; Leuders, T. (2022). Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory. In R. Biehler, M. Liebendörfer, G. Gueudet, C. Rasmussen, &#38; C. Winslow (Eds.), <i>Practice-Oriented Research in Tertiary Mathematics Education</i> (pp. 349–368). Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-031-14175-1_17\">https://doi.org/10.1007/978-3-031-14175-1_17</a>","chicago":"Wessel, Lena, and Timo Leuders. “Profession-Specific Curriculum Design in Mathematics Teacher Education: Connecting Disciplinary Practice to the Learning of Group Theory.” In <i>Practice-Oriented Research in Tertiary Mathematics Education</i>, edited by Rolf Biehler, Michael Liebendörfer, G. Gueudet, C. Rasmussen, and C. Winslow, 349–68. Cham: Springer International Publishing, 2022. <a href=\"https://doi.org/10.1007/978-3-031-14175-1_17\">https://doi.org/10.1007/978-3-031-14175-1_17</a>.","short":"L. Wessel, T. Leuders, in: R. Biehler, M. Liebendörfer, G. Gueudet, C. Rasmussen, C. Winslow (Eds.), Practice-Oriented Research in Tertiary Mathematics Education, Springer International Publishing, Cham, 2022, pp. 349–368."}},{"date_created":"2024-03-27T09:14:58Z","type":"conference","department":[{"_id":"98"}],"publication":"Fourth conference of the International Network for Didactic Research in University Mathematics","citation":{"ama":"Kolbe T, Wessel L. Self-regulated learning in a mathematics course for engineers in the first semester: insights into students reported resource management and cognitive strategies. In: Trigueros M, Baerquero B, Hochmuth R, Peters J, eds. <i>Fourth Conference of the International Network for Didactic Research in University Mathematics</i>. ; 2022:632-641.","short":"T. Kolbe, L. Wessel, in: M. Trigueros, B. Baerquero, R. Hochmuth, J. Peters (Eds.), Fourth Conference of the International Network for Didactic Research in University Mathematics, 2022, pp. 632–641.","chicago":"Kolbe, Tim, and Lena Wessel. “Self-Regulated Learning in a Mathematics Course for Engineers in the First Semester: Insights into Students Reported Resource Management and Cognitive Strategies.” In <i>Fourth Conference of the International Network for Didactic Research in University Mathematics</i>, edited by Maria Trigueros, Berta Baerquero, Reinhard Hochmuth, and Jana Peters, 632–41, 2022.","bibtex":"@inproceedings{Kolbe_Wessel_2022, title={Self-regulated learning in a mathematics course for engineers in the first semester: insights into students reported resource management and cognitive strategies}, booktitle={Fourth conference of the International Network for Didactic Research in University Mathematics}, author={Kolbe, Tim and Wessel, Lena}, editor={Trigueros, Maria and Baerquero, Berta and Hochmuth, Reinhard and Peters, Jana}, year={2022}, pages={632–641} }","apa":"Kolbe, T., &#38; Wessel, L. (2022). Self-regulated learning in a mathematics course for engineers in the first semester: insights into students reported resource management and cognitive strategies. In M. Trigueros, B. Baerquero, R. Hochmuth, &#38; J. Peters (Eds.), <i>Fourth conference of the International Network for Didactic Research in University Mathematics</i> (pp. 632–641).","mla":"Kolbe, Tim, and Lena Wessel. “Self-Regulated Learning in a Mathematics Course for Engineers in the First Semester: Insights into Students Reported Resource Management and Cognitive Strategies.” <i>Fourth Conference of the International Network for Didactic Research in University Mathematics</i>, edited by Maria Trigueros et al., 2022, pp. 632–41.","ieee":"T. Kolbe and L. Wessel, “Self-regulated learning in a mathematics course for engineers in the first semester: insights into students reported resource management and cognitive strategies,” in <i>Fourth conference of the International Network for Didactic Research in University Mathematics</i>, Hannover, 2022, pp. 632–641."},"page":"632-641","language":[{"iso":"eng"}],"_id":"53052","user_id":"85819","editor":[{"full_name":"Trigueros, Maria","last_name":"Trigueros","first_name":"Maria"},{"full_name":"Baerquero, Berta","first_name":"Berta","last_name":"Baerquero"},{"last_name":"Hochmuth","first_name":"Reinhard","full_name":"Hochmuth, Reinhard"},{"first_name":"Jana","last_name":"Peters","full_name":"Peters, Jana"}],"title":"Self-regulated learning in a mathematics course for engineers in the first semester: insights into students reported resource management and cognitive strategies","status":"public","year":"2022","conference":{"location":"Hannover"},"author":[{"id":"85819","last_name":"Kolbe","first_name":"Tim","full_name":"Kolbe, Tim"},{"last_name":"Wessel","first_name":"Lena","full_name":"Wessel, Lena","id":"85190"}],"date_updated":"2024-04-26T08:17:14Z"},{"status":"public","page":"67-113","publisher":"Springer","_id":"42655","user_id":"30933","editor":[{"first_name":"Reinhard","last_name":"Hochmuth","full_name":"Hochmuth, Reinhard"},{"first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf"},{"full_name":"Liebendörfer, Michael","first_name":"Michael","last_name":"Liebendörfer"},{"full_name":"Schaper, Niclas","first_name":"Niclas","last_name":"Schaper"}],"citation":{"apa":"Schürmann, M., Liebendörfer, M., Büdenbender-Kuklinski, C., Lankeit, E., Ruge, J., Schaper, N., Biehler, R., &#38; Hochmuth, R. (2022). Evaluation von Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen. In R. Hochmuth, R. Biehler, M. Liebendörfer, &#38; N. Schaper (Eds.), <i>Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse</i> (pp. 67–113). Springer. <a href=\"https://doi.org/10.1007/978-3-662-64833-9_3\">https://doi.org/10.1007/978-3-662-64833-9_3</a>","ieee":"M. Schürmann <i>et al.</i>, “Evaluation von Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen,” in <i>Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse</i>, R. Hochmuth, R. Biehler, M. Liebendörfer, and N. Schaper, Eds. Berlin, Heidelberg: Springer, 2022, pp. 67–113.","short":"M. Schürmann, M. Liebendörfer, C. Büdenbender-Kuklinski, E. Lankeit, J. Ruge, N. Schaper, R. Biehler, R. Hochmuth, in: R. Hochmuth, R. Biehler, M. Liebendörfer, N. Schaper (Eds.), Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse, Springer, Berlin, Heidelberg, 2022, pp. 67–113.","chicago":"Schürmann, Mirko, Michael Liebendörfer, Christiane Büdenbender-Kuklinski, Elisa Lankeit, Johanna Ruge, Niclas Schaper, Rolf Biehler, and Reinhard Hochmuth. “Evaluation von Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen.” In <i>Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse</i>, edited by Reinhard Hochmuth, Rolf Biehler, Michael Liebendörfer, and Niclas Schaper, 67–113. Berlin, Heidelberg: Springer, 2022. <a href=\"https://doi.org/10.1007/978-3-662-64833-9_3\">https://doi.org/10.1007/978-3-662-64833-9_3</a>.","mla":"Schürmann, Mirko, et al. “Evaluation von Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen.” <i>Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse</i>, edited by Reinhard Hochmuth et al., Springer, 2022, pp. 67–113, doi:<a href=\"https://doi.org/10.1007/978-3-662-64833-9_3\">10.1007/978-3-662-64833-9_3</a>.","ama":"Schürmann M, Liebendörfer M, Büdenbender-Kuklinski C, et al. Evaluation von Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen. In: Hochmuth R, Biehler R, Liebendörfer M, Schaper N, eds. <i>Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse</i>. Springer; 2022:67-113. doi:<a href=\"https://doi.org/10.1007/978-3-662-64833-9_3\">10.1007/978-3-662-64833-9_3</a>","bibtex":"@inbook{Schürmann_Liebendörfer_Büdenbender-Kuklinski_Lankeit_Ruge_Schaper_Biehler_Hochmuth_2022, place={Berlin, Heidelberg}, title={Evaluation von Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-64833-9_3\">10.1007/978-3-662-64833-9_3</a>}, booktitle={Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse}, publisher={Springer}, author={Schürmann, Mirko and Liebendörfer, Michael and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Ruge, Johanna and Schaper, Niclas and Biehler, Rolf and Hochmuth, Reinhard}, editor={Hochmuth, Reinhard and Biehler, Rolf and Liebendörfer, Michael and Schaper, Niclas}, year={2022}, pages={67–113} }"},"place":"Berlin, Heidelberg","oa":"1","year":"2022","title":"Evaluation von Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen","author":[{"id":"59707","last_name":"Schürmann","first_name":"Mirko","orcid":"0000-0003-2646-085X","full_name":"Schürmann, Mirko"},{"id":"30933","first_name":"Michael","orcid":"0000-0001-9887-2074","last_name":"Liebendörfer","full_name":"Liebendörfer, Michael"},{"last_name":"Büdenbender-Kuklinski","first_name":"Christiane","full_name":"Büdenbender-Kuklinski, Christiane"},{"full_name":"Lankeit, Elisa","last_name":"Lankeit","first_name":"Elisa"},{"full_name":"Ruge, Johanna","first_name":"Johanna","last_name":"Ruge"},{"full_name":"Schaper, Niclas","first_name":"Niclas","last_name":"Schaper"},{"full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf","id":"16274"},{"last_name":"Hochmuth","first_name":"Reinhard","full_name":"Hochmuth, Reinhard"}],"publication_identifier":{"issn":["2197-8751","2197-876X"],"isbn":["9783662648322","9783662648339"]},"publication_status":"published","date_updated":"2024-04-30T13:38:57Z","main_file_link":[{"open_access":"1","url":"https://doi.org/10.1007/978-3-662-64833-9_3"}],"language":[{"iso":"ger"}],"doi":"10.1007/978-3-662-64833-9_3","publication":"Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse","date_created":"2023-03-02T10:50:19Z","type":"book_chapter","department":[{"_id":"363"},{"_id":"625"}]},{"department":[{"_id":"913"}],"type":"journal_article","date_created":"2023-05-29T17:25:47Z","extern":"1","citation":{"apa":"Schönherr, J., Schukajlow, S., Blomberg, J., &#38; Leopold, C. (2022). Effects of drawing instructions and strategic knowledge on mathematical modeling performance: Mediated by the use of the drawing strategy. <i>Applied Cognitive Psychology, Ac3930</i>, <i>36</i>(2), 402–417. <a href=\"https://doi.org/10.1002/acp.3930\">https://doi.org/10.1002/acp.3930</a>","ieee":"J. Schönherr, S. Schukajlow, J. Blomberg, and C. Leopold, “Effects of drawing instructions and strategic knowledge on mathematical modeling performance: Mediated by the use of the drawing strategy,” <i>Applied Cognitive Psychology, ac3930</i>, vol. 36, no. 2, pp. 402–417, 2022, doi: <a href=\"https://doi.org/10.1002/acp.3930\">10.1002/acp.3930</a>.","short":"J. Schönherr, S. Schukajlow, J. Blomberg, C. Leopold, Applied Cognitive Psychology, Ac3930 36 (2022) 402–417.","chicago":"Schönherr, Johanna, S. Schukajlow, J. Blomberg, and C. Leopold. “Effects of Drawing Instructions and Strategic Knowledge on Mathematical Modeling Performance: Mediated by the Use of the Drawing Strategy.” <i>Applied Cognitive Psychology, Ac3930</i> 36, no. 2 (2022): 402–17. <a href=\"https://doi.org/10.1002/acp.3930\">https://doi.org/10.1002/acp.3930</a>.","mla":"Schönherr, Johanna, et al. “Effects of Drawing Instructions and Strategic Knowledge on Mathematical Modeling Performance: Mediated by the Use of the Drawing Strategy.” <i>Applied Cognitive Psychology, Ac3930</i>, vol. 36, no. 2, 2022, pp. 402–17, doi:<a href=\"https://doi.org/10.1002/acp.3930\">10.1002/acp.3930</a>.","ama":"Schönherr J, Schukajlow S, Blomberg J, Leopold C. Effects of drawing instructions and strategic knowledge on mathematical modeling performance: Mediated by the use of the drawing strategy. <i>Applied Cognitive Psychology, ac3930</i>. 2022;36(2):402-417. doi:<a href=\"https://doi.org/10.1002/acp.3930\">10.1002/acp.3930</a>","bibtex":"@article{Schönherr_Schukajlow_Blomberg_Leopold_2022, title={Effects of drawing instructions and strategic knowledge on mathematical modeling performance: Mediated by the use of the drawing strategy}, volume={36}, DOI={<a href=\"https://doi.org/10.1002/acp.3930\">10.1002/acp.3930</a>}, number={2}, journal={Applied Cognitive Psychology, ac3930}, author={Schönherr, Johanna and Schukajlow, S. and Blomberg, J. and Leopold, C.}, year={2022}, pages={402–417} }"},"issue":"2","publication":"Applied Cognitive Psychology, ac3930","volume":36,"doi":"10.1002/acp.3930","user_id":"99409","_id":"45334","language":[{"iso":"eng"}],"page":"402-417","intvolume":"        36","date_updated":"2024-05-02T07:56:23Z","publication_status":"published","author":[{"last_name":"Schönherr","first_name":"Johanna","full_name":"Schönherr, Johanna","id":"99409"},{"full_name":"Schukajlow, S.","last_name":"Schukajlow","first_name":"S."},{"first_name":"J.","last_name":"Blomberg","full_name":"Blomberg, J."},{"last_name":"Leopold","first_name":"C.","full_name":"Leopold, C."}],"status":"public","year":"2022","title":"Effects of drawing instructions and strategic knowledge on mathematical modeling performance: Mediated by the use of the drawing strategy"},{"user_id":"99409","volume":3,"page":"347–354","_id":"45339","language":[{"iso":"eng"}],"date_updated":"2024-05-02T07:56:41Z","publication_status":"published","intvolume":"         3","title":"Drawing instructions, strategic knowledge, strategy-based motivation, and students' use of drawings","status":"public","year":"2022","author":[{"id":"99409","last_name":"Schönherr","first_name":"Johanna","full_name":"Schönherr, Johanna"},{"first_name":"S.","last_name":"Schukajlow","full_name":"Schukajlow, S."},{"first_name":"C.","last_name":"Leopold","full_name":"Leopold, C."}],"type":"conference","department":[{"_id":"913"}],"date_created":"2023-05-29T17:34:03Z","extern":"1","publication":"Proceedings of the 45th PME Conference","citation":{"ieee":"J. Schönherr, S. Schukajlow, and C. Leopold, “Drawing instructions, strategic knowledge, strategy-based motivation, and students’ use of drawings,” in <i>Proceedings of the 45th PME Conference</i>, 2022, vol. 3, pp. 347–354.","apa":"Schönherr, J., Schukajlow, S., &#38; Leopold, C. (2022). Drawing instructions, strategic knowledge, strategy-based motivation, and students’ use of drawings. <i>Proceedings of the 45th PME Conference</i>, <i>3</i>, 347–354.","chicago":"Schönherr, Johanna, S. Schukajlow, and C. Leopold. “Drawing Instructions, Strategic Knowledge, Strategy-Based Motivation, and Students’ Use of Drawings.” In <i>Proceedings of the 45th PME Conference</i>, 3:347–354, 2022.","short":"J. Schönherr, S. Schukajlow, C. Leopold, in: Proceedings of the 45th PME Conference, 2022, pp. 347–354.","mla":"Schönherr, Johanna, et al. “Drawing Instructions, Strategic Knowledge, Strategy-Based Motivation, and Students’ Use of Drawings.” <i>Proceedings of the 45th PME Conference</i>, vol. 3, 2022, pp. 347–354.","bibtex":"@inproceedings{Schönherr_Schukajlow_Leopold_2022, title={Drawing instructions, strategic knowledge, strategy-based motivation, and students’ use of drawings}, volume={3}, booktitle={Proceedings of the 45th PME Conference}, author={Schönherr, Johanna and Schukajlow, S. and Leopold, C.}, year={2022}, pages={347–354} }","ama":"Schönherr J, Schukajlow S, Leopold C. Drawing instructions, strategic knowledge, strategy-based motivation, and students’ use of drawings. In: <i>Proceedings of the 45th PME Conference</i>. Vol 3. ; 2022:347–354."}},{"publication":"Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics","citation":{"mla":"Fleischer, Franz Yannik, et al. “Jupyter Notebooks for Teaching, Learning, and Doing Data Science.” <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>, edited by S. A. Peters et al., International Association for Statistical Education, 2022, doi:<a href=\"https://doi.org/10.52041/iase.icots11.t10e3\">10.52041/iase.icots11.t10e3</a>.","ama":"Fleischer FY, Hüsing S, Biehler R, Podworny S, Schulte C. Jupyter Notebooks for Teaching, Learning, and Doing Data Science. In: Peters SA, Zapata-Cardona L, Bonafini F, Fan A, eds. <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>. International Association for Statistical Education; 2022. doi:<a href=\"https://doi.org/10.52041/iase.icots11.t10e3\">10.52041/iase.icots11.t10e3</a>","bibtex":"@inproceedings{Fleischer_Hüsing_Biehler_Podworny_Schulte_2022, title={Jupyter Notebooks for Teaching, Learning, and Doing Data Science}, DOI={<a href=\"https://doi.org/10.52041/iase.icots11.t10e3\">10.52041/iase.icots11.t10e3</a>}, booktitle={Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics}, publisher={International Association for Statistical Education}, author={Fleischer, Franz Yannik and Hüsing, Sven and Biehler, Rolf and Podworny, Susanne and Schulte, Carsten}, editor={Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan, A.}, year={2022} }","apa":"Fleischer, F. Y., Hüsing, S., Biehler, R., Podworny, S., &#38; Schulte, C. (2022). Jupyter Notebooks for Teaching, Learning, and Doing Data Science. In S. A. Peters, L. Zapata-Cardona, F. Bonafini, &#38; A. Fan (Eds.), <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>. International Association for Statistical Education. <a href=\"https://doi.org/10.52041/iase.icots11.t10e3\">https://doi.org/10.52041/iase.icots11.t10e3</a>","ieee":"F. Y. Fleischer, S. Hüsing, R. Biehler, S. Podworny, and C. Schulte, “Jupyter Notebooks for Teaching, Learning, and Doing Data Science,” in <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>, 2022, doi: <a href=\"https://doi.org/10.52041/iase.icots11.t10e3\">10.52041/iase.icots11.t10e3</a>.","short":"F.Y. Fleischer, S. Hüsing, R. Biehler, S. Podworny, C. Schulte, in: S.A. Peters, L. Zapata-Cardona, F. Bonafini, A. Fan (Eds.), Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics, International Association for Statistical Education, 2022.","chicago":"Fleischer, Franz Yannik, Sven Hüsing, Rolf Biehler, Susanne Podworny, and Carsten Schulte. “Jupyter Notebooks for Teaching, Learning, and Doing Data Science.” In <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>, edited by S. A. Peters, L. Zapata-Cardona, F. Bonafini, and A. Fan. International Association for Statistical Education, 2022. <a href=\"https://doi.org/10.52041/iase.icots11.t10e3\">https://doi.org/10.52041/iase.icots11.t10e3</a>."},"abstract":[{"lang":"eng","text":"<jats:p>We report on our work with students in our data science courses, focusing on the analysis of students’ results. This study represents an in-depth analysis of students’ creation and documentation of machine learning models. The students were supported by educationally designed Jupyter Notebooks, which are used as worked examples. Using the worked example, students document their results in a so-called computational essay. We examine which aspects of creating computational essays are difficult for students to find out how worked examples should be designed to support students without being too prescriptive. We analyze the computational essays produced by students and draw consequences for redesigning our worked example.</jats:p>"}],"date_created":"2023-01-10T08:50:47Z","type":"conference","department":[{"_id":"363"},{"_id":"67"}],"title":"Jupyter Notebooks for Teaching, Learning, and Doing Data Science","year":"2022","status":"public","author":[{"full_name":"Fleischer, Franz Yannik","last_name":"Fleischer","first_name":"Franz Yannik","orcid":"https://orcid.org/0000-0003-0318-0329","id":"42660"},{"full_name":"Hüsing, Sven","first_name":"Sven","last_name":"Hüsing","id":"58465"},{"id":"16274","first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf"},{"orcid":"0000-0002-6313-5987","last_name":"Podworny","first_name":"Susanne","full_name":"Podworny, Susanne","id":"30619"},{"full_name":"Schulte, Carsten","first_name":"Carsten","last_name":"Schulte","id":"60311"}],"publication_status":"published","date_updated":"2024-08-21T10:03:47Z","_id":"35674","language":[{"iso":"eng"}],"publisher":"International Association for Statistical Education","user_id":"37888","doi":"10.52041/iase.icots11.t10e3","editor":[{"full_name":"Peters, S. A.","last_name":"Peters","first_name":"S. A."},{"first_name":"L.","last_name":"Zapata-Cardona","full_name":"Zapata-Cardona, L."},{"full_name":"Bonafini, F.","first_name":"F.","last_name":"Bonafini"},{"last_name":"Fan","first_name":"A.","full_name":"Fan, A."}]},{"status":"public","volume":21,"user_id":"37888","_id":"35672","publisher":"International Association for Statistical Education","citation":{"mla":"Fleischer, Franz Yannik, et al. “Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks.” <i>Statistics Education Research Journal</i>, vol. 21, no. 2, 7, International Association for Statistical Education, 2022, doi:<a href=\"https://doi.org/10.52041/serj.v21i2.61\">10.52041/serj.v21i2.61</a>.","bibtex":"@article{Fleischer_Biehler_Schulte_2022, title={Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks}, volume={21}, DOI={<a href=\"https://doi.org/10.52041/serj.v21i2.61\">10.52041/serj.v21i2.61</a>}, number={27}, journal={Statistics Education Research Journal}, publisher={International Association for Statistical Education}, author={Fleischer, Franz Yannik and Biehler, Rolf and Schulte, Carsten}, year={2022} }","ama":"Fleischer FY, Biehler R, Schulte C. Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks. <i>Statistics Education Research Journal</i>. 2022;21(2). doi:<a href=\"https://doi.org/10.52041/serj.v21i2.61\">10.52041/serj.v21i2.61</a>","ieee":"F. Y. Fleischer, R. Biehler, and C. Schulte, “Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks,” <i>Statistics Education Research Journal</i>, vol. 21, no. 2, Art. no. 7, 2022, doi: <a href=\"https://doi.org/10.52041/serj.v21i2.61\">10.52041/serj.v21i2.61</a>.","apa":"Fleischer, F. Y., Biehler, R., &#38; Schulte, C. (2022). Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks. <i>Statistics Education Research Journal</i>, <i>21</i>(2), Article 7. <a href=\"https://doi.org/10.52041/serj.v21i2.61\">https://doi.org/10.52041/serj.v21i2.61</a>","short":"F.Y. Fleischer, R. Biehler, C. Schulte, Statistics Education Research Journal 21 (2022).","chicago":"Fleischer, Franz Yannik, Rolf Biehler, and Carsten Schulte. “Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks.” <i>Statistics Education Research Journal</i> 21, no. 2 (2022). <a href=\"https://doi.org/10.52041/serj.v21i2.61\">https://doi.org/10.52041/serj.v21i2.61</a>."},"intvolume":"        21","date_updated":"2024-08-21T10:04:41Z","publication_status":"published","publication_identifier":{"issn":["1570-1824"]},"author":[{"id":"42660","full_name":"Fleischer, Franz Yannik","orcid":"https://orcid.org/0000-0003-0318-0329","last_name":"Fleischer","first_name":"Franz Yannik"},{"id":"16274","last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf"},{"id":"60311","first_name":"Carsten","last_name":"Schulte","full_name":"Schulte, Carsten"}],"title":"Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks","year":"2022","doi":"10.52041/serj.v21i2.61","language":[{"iso":"eng"}],"article_number":"7","abstract":[{"lang":"eng","text":"<jats:p>This study examines modelling with machine learning. In the context of a yearlong data science course, the study explores how upper secondary students apply machine learning with Jupyter Notebooks and document the modelling process as a computational essay incorporating the different steps of the CRISP-DM cycle. The students’ work is based on a teaching module about decision trees in machine learning and a worked example of such a modelling process. The study outlines the students’ performance in carrying out the machine learning technically and reasoning about bias in the data, different data preparation steps, the application context, and the resulting decision model. Furthermore, the context of the study and the theoretical backgrounds are presented.</jats:p>"}],"publication":"Statistics Education Research Journal","issue":"2","department":[{"_id":"363"},{"_id":"67"}],"type":"journal_article","keyword":["Education","Statistics and Probability"],"date_created":"2023-01-10T08:48:23Z"},{"type":"conference","department":[{"_id":"543"},{"_id":"98"}],"date_created":"2023-01-26T11:06:50Z","publication":"Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)","citation":{"short":"U. Häsel-Weide, M. Nührenbörger, in: J. Hodgen, E. Geraniou, G. Bolondi, F. Ferretti, Free University of Bozen-Bolzano and ERME (Eds.), Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 2022, pp. 1–8.","chicago":"Häsel-Weide, Uta, and M. Nührenbörger. “Inclusive Math Practices in Primary School. Twelfth Congress of the European Society for Research in Mathematics Education.” In <i>Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, edited by J. Hodgen, E. Geraniou, G. Bolondi, F. Ferretti, and Free University of Bozen-Bolzano and ERME, 1–8, 2022.","ieee":"U. Häsel-Weide and M. Nührenbörger, “Inclusive math practices in primary school. Twelfth Congress of the European Society for Research in Mathematics Education,” in <i>Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, 2022, pp. 1–8.","apa":"Häsel-Weide, U., &#38; Nührenbörger, M. (2022). Inclusive math practices in primary school. Twelfth Congress of the European Society for Research in Mathematics Education. In J. Hodgen, E. Geraniou, G. Bolondi, F. Ferretti, &#38; Free University of Bozen-Bolzano and ERME (Eds.), <i>Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i> (pp. 1–8).","bibtex":"@inproceedings{Häsel-Weide_Nührenbörger_2022, title={Inclusive math practices in primary school. Twelfth Congress of the European Society for Research in Mathematics Education}, booktitle={Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}, author={Häsel-Weide, Uta and Nührenbörger, M.}, editor={Hodgen, J. and Geraniou, E. and Bolondi, G. and Ferretti, F. and Free University of Bozen-Bolzano and ERME}, year={2022}, pages={1–8} }","ama":"Häsel-Weide U, Nührenbörger M. Inclusive math practices in primary school. Twelfth Congress of the European Society for Research in Mathematics Education. In: Hodgen J, Geraniou E, Bolondi G, Ferretti F, Free University of Bozen-Bolzano and ERME, eds. <i>Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>. ; 2022:1-8.","mla":"Häsel-Weide, Uta, and M. Nührenbörger. “Inclusive Math Practices in Primary School. Twelfth Congress of the European Society for Research in Mathematics Education.” <i>Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, edited by J. Hodgen et al., 2022, pp. 1–8."},"user_id":"44184","editor":[{"full_name":"Hodgen, J.","first_name":"J.","last_name":"Hodgen"},{"full_name":"Geraniou, E.","first_name":"E.","last_name":"Geraniou"},{"last_name":"Bolondi","first_name":"G.","full_name":"Bolondi, G."},{"full_name":"Ferretti, F.","last_name":"Ferretti","first_name":"F."}],"page":"1-8","main_file_link":[{"url":"⟨hal-03745438⟩"}],"_id":"40312","language":[{"iso":"eng"}],"date_updated":"2023-01-26T11:09:02Z","year":"2022","status":"public","title":"Inclusive math practices in primary school. Twelfth Congress of the European Society for Research in Mathematics Education","author":[{"id":"60267","first_name":"Uta","last_name":"Häsel-Weide","full_name":"Häsel-Weide, Uta"},{"full_name":"Nührenbörger, M.","last_name":"Nührenbörger","first_name":"M."}],"corporate_editor":["Free University of Bozen-Bolzano and ERME"]},{"publication":"Digitale Medien und Heterogenität – Chancen und Herausforderungen für die Mathematikdidaktik","related_material":{"link":[{"url":"https://doi.org/10.37626/GA9783959872362.0.03","relation":"contains"}]},"date_created":"2022-12-14T10:41:28Z","type":"book_chapter","department":[{"_id":"543"}],"year":"2022","title":"Multiplikative Beziehungen erkennen und nutzen – Initiierung von Lernprozessen durch Entdeckervideos","author":[{"first_name":"Uta","last_name":"Häsel-Weide","full_name":"Häsel-Weide, Uta","id":"60267"},{"id":"61635","last_name":"Wienhues","first_name":"Inga","full_name":"Wienhues, Inga"},{"full_name":"Kordes, L.","last_name":"Kordes","first_name":"L."}],"publication_status":"published","date_updated":"2023-01-26T10:40:55Z","main_file_link":[{"open_access":"1"}],"language":[{"iso":"ger"}],"citation":{"ama":"Häsel-Weide U, Wienhues I, Kordes L. Multiplikative Beziehungen erkennen und nutzen – Initiierung von Lernprozessen durch Entdeckervideos. In: Bonow J, Dexel T, Rink R, Schreiber Chr, Walter D, eds. <i>Digitale Medien und Heterogenität – Chancen und Herausforderungen für die Mathematikdidaktik</i>. WTM-Verlag; 2022:27-42.","bibtex":"@inbook{Häsel-Weide_Wienhues_Kordes_2022, place={Münster}, title={Multiplikative Beziehungen erkennen und nutzen – Initiierung von Lernprozessen durch Entdeckervideos}, booktitle={Digitale Medien und Heterogenität – Chancen und Herausforderungen für die Mathematikdidaktik}, publisher={WTM-Verlag}, author={Häsel-Weide, Uta and Wienhues, Inga and Kordes, L.}, editor={Bonow, J. and Dexel, T. and Rink, R. and Schreiber, Chr. and Walter, D.}, year={2022}, pages={27–42} }","mla":"Häsel-Weide, Uta, et al. “Multiplikative Beziehungen erkennen und nutzen – Initiierung von Lernprozessen durch Entdeckervideos.” <i>Digitale Medien und Heterogenität – Chancen und Herausforderungen für die Mathematikdidaktik</i>, edited by J. Bonow et al., WTM-Verlag, 2022, pp. 27–42.","chicago":"Häsel-Weide, Uta, Inga Wienhues, and L. Kordes. “Multiplikative Beziehungen erkennen und nutzen – Initiierung von Lernprozessen durch Entdeckervideos.” In <i>Digitale Medien und Heterogenität – Chancen und Herausforderungen für die Mathematikdidaktik</i>, edited by J. Bonow, T. Dexel, R. Rink, Chr. Schreiber, and D. Walter, 27–42. Münster: WTM-Verlag, 2022.","short":"U. Häsel-Weide, I. Wienhues, L. Kordes, in: J. Bonow, T. Dexel, R. Rink, Chr. Schreiber, D. Walter (Eds.), Digitale Medien und Heterogenität – Chancen und Herausforderungen für die Mathematikdidaktik, WTM-Verlag, Münster, 2022, pp. 27–42.","apa":"Häsel-Weide, U., Wienhues, I., &#38; Kordes, L. (2022). Multiplikative Beziehungen erkennen und nutzen – Initiierung von Lernprozessen durch Entdeckervideos. In J. Bonow, T. Dexel, R. Rink, Chr. Schreiber, &#38; D. Walter (Eds.), <i>Digitale Medien und Heterogenität – Chancen und Herausforderungen für die Mathematikdidaktik</i> (pp. 27–42). WTM-Verlag.","ieee":"U. Häsel-Weide, I. Wienhues, and L. Kordes, “Multiplikative Beziehungen erkennen und nutzen – Initiierung von Lernprozessen durch Entdeckervideos,” in <i>Digitale Medien und Heterogenität – Chancen und Herausforderungen für die Mathematikdidaktik</i>, J. Bonow, T. Dexel, R. Rink, Chr. Schreiber, and D. Walter, Eds. Münster: WTM-Verlag, 2022, pp. 27–42."},"place":"Münster","oa":"1","status":"public","page":"27-42","_id":"34413","publisher":"WTM-Verlag","user_id":"44184","editor":[{"full_name":"Bonow, J.","last_name":"Bonow","first_name":"J."},{"first_name":"T.","last_name":"Dexel","full_name":"Dexel, T."},{"full_name":"Rink, R.","last_name":"Rink","first_name":"R."},{"first_name":"Chr.","last_name":"Schreiber","full_name":"Schreiber, Chr."},{"last_name":"Walter","first_name":"D.","full_name":"Walter, D."}]},{"citation":{"mla":"Bruns, Julia, and D. Reuter. “„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?” <i>Beiträge zum Mathematikunterricht 2022</i>, WTM-Verlag, 2022.","bibtex":"@inproceedings{Bruns_Reuter_2022, title={„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?}, booktitle={Beiträge zum Mathematikunterricht 2022}, publisher={WTM-Verlag}, author={Bruns, Julia and Reuter, D.}, year={2022} }","ama":"Bruns J, Reuter D. „Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen? In: <i>Beiträge zum Mathematikunterricht 2022</i>. WTM-Verlag; 2022.","ieee":"J. Bruns and D. Reuter, “„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?,” 2022.","apa":"Bruns, J., &#38; Reuter, D. (2022). „Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen? <i>Beiträge zum Mathematikunterricht 2022</i>.","short":"J. Bruns, D. Reuter, in: Beiträge zum Mathematikunterricht 2022, WTM-Verlag, 2022.","chicago":"Bruns, Julia, and D. Reuter. “„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?” In <i>Beiträge zum Mathematikunterricht 2022</i>. WTM-Verlag, 2022."},"publication":"Beiträge zum Mathematikunterricht 2022","date_created":"2023-06-20T18:27:40Z","department":[{"_id":"97"},{"_id":"611"}],"type":"conference","author":[{"last_name":"Bruns","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183"},{"first_name":"D.","last_name":"Reuter","full_name":"Reuter, D."}],"year":"2022","status":"public","title":"„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?","date_updated":"2023-06-20T18:27:55Z","publication_status":"published","_id":"45679","language":[{"iso":"ger"}],"publisher":"WTM-Verlag","user_id":"49063"},{"date_created":"2023-06-20T18:26:19Z","department":[{"_id":"97"},{"_id":"611"}],"type":"conference","citation":{"apa":"Bruns, J., Hagena, M., &#38; Gasteiger, H. (2022). Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education. In J. Hodgen, E. Geraniou, G. Bolondi, &#38; F. Ferretti (Eds.), <i>Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>.","ieee":"J. Bruns, M. Hagena, and H. Gasteiger, “Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education,” in <i>Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, Free University of Bozen-Bolzano and ERME, 2022.","chicago":"Bruns, Julia, M. Hagena, and H. Gasteiger. “Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education.” In <i>Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, edited by J. Hodgen, E. Geraniou, G. Bolondi, and F. Ferretti, 2022.","short":"J. Bruns, M. Hagena, H. Gasteiger, in: J. Hodgen, E. Geraniou, G. Bolondi, F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 2022.","mla":"Bruns, Julia, et al. “Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education.” <i>Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, edited by J. Hodgen et al., 2022.","ama":"Bruns J, Hagena M, Gasteiger H. Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education. In: Hodgen J, Geraniou E, Bolondi G, Ferretti F, eds. <i>Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>. ; 2022.","bibtex":"@inproceedings{Bruns_Hagena_Gasteiger_2022, title={Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education}, booktitle={Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}, author={Bruns, Julia and Hagena, M. and Gasteiger, H.}, editor={Hodgen, J. and Geraniou, E. and Bolondi, G. and Ferretti, F.}, year={2022} }"},"publication":"Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)","_id":"45678","language":[{"iso":"eng"}],"editor":[{"full_name":"Hodgen, J.","last_name":"Hodgen","first_name":"J."},{"full_name":"Geraniou, E.","last_name":"Geraniou","first_name":"E."},{"full_name":"Bolondi, G.","last_name":"Bolondi","first_name":"G."},{"first_name":"F.","last_name":"Ferretti","full_name":"Ferretti, F."}],"user_id":"49063","author":[{"id":"72183","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","full_name":"Bruns, Julia"},{"full_name":"Hagena, M.","last_name":"Hagena","first_name":"M."},{"full_name":"Gasteiger, H.","first_name":"H.","last_name":"Gasteiger"}],"conference":{"name":"Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)","location":"Free University of Bozen-Bolzano and ERME"},"year":"2022","status":"public","title":"Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education","publication_status":"published","date_updated":"2023-06-20T19:06:39Z"},{"date_created":"2023-06-20T18:22:54Z","type":"journal_article","department":[{"_id":"97"},{"_id":"611"}],"publication":"German Journal of Exercise and Sport Research","issue":"3","citation":{"ieee":"J. Bruns, W. Langer, and J. Erhorn, “Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht,” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, pp. 386–397, 2022, doi: <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>.","mla":"Bruns, Julia, et al. “Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht.” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, 2022, pp. 386–397, doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>.","apa":"Bruns, J., Langer, W., &#38; Erhorn, J. (2022). Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht. <i>German Journal of Exercise and Sport Research</i>, <i>52</i>(3), 386–397. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>","bibtex":"@article{Bruns_Langer_Erhorn_2022, title={Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht}, volume={52}, DOI={<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>}, number={3}, journal={German Journal of Exercise and Sport Research}, author={Bruns, Julia and Langer, W. and Erhorn, J.}, year={2022}, pages={386–397} }","ama":"Bruns J, Langer W, Erhorn J. Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht. <i>German Journal of Exercise and Sport Research</i>. 2022;52(3):386–397. doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>","short":"J. Bruns, W. Langer, J. Erhorn, German Journal of Exercise and Sport Research 52 (2022) 386–397.","chicago":"Bruns, Julia, W. Langer, and J. Erhorn. “Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht.” <i>German Journal of Exercise and Sport Research</i> 52, no. 3 (2022): 386–397. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>."},"page":"386–397","_id":"45677","language":[{"iso":"ger"}],"user_id":"49063","doi":"10.1007/s12662-022-00807-0","volume":52,"year":"2022","title":"Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht","status":"public","author":[{"id":"72183","full_name":"Bruns, Julia","first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864"},{"full_name":"Langer, W.","first_name":"W.","last_name":"Langer"},{"full_name":"Erhorn, J.","last_name":"Erhorn","first_name":"J."}],"publication_status":"published","date_updated":"2023-06-20T19:06:58Z","intvolume":"        52"},{"doi":"10.1007/s12662-022-00807-0","language":[{"iso":"eng"}],"intvolume":"        52","article_type":"original","date_updated":"2023-06-20T19:10:42Z","publication_status":"published","author":[{"full_name":"Langer, Wiebke","first_name":"Wiebke","last_name":"Langer"},{"first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183"},{"full_name":"Erhorn, Jan","last_name":"Erhorn","first_name":"Jan"}],"publication_identifier":{"eissn":["2509-3150"],"issn":["2509-3142"]},"title":"Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education","year":"2022","department":[{"_id":"97"},{"_id":"611"}],"type":"journal_article","keyword":["Physical education teacher education","Competence modelling and","measurement","Inclusive physical education","Video-based items","Noticing"],"date_created":"2022-12-22T09:22:45Z","abstract":[{"text":"The construct of noticing is considered to be of crucial importance for professional action of (prospective) physical education (PE) teachers in the context of (inclusive) PE. In order to implement the demands of inclusive PE teaching, noticingwith regard to processes of recognition proves to be particularly significant. Due to the relevance of physicality, the design of recognition relationships that encourage pupils' development results in specific requirements for the selective attention and the theory-based interpretation of processes of recognition and disregard in complex teaching situations. This facet of competence has hardly been studied so far, partly due to the lack of instruments for standardised assessment of this construct. In the context of this paper, the development and validation of a standardised, video vignette-based test instrument for the measurement of noticingwith regard to processes of recognition of prospective PE teachers is presented. The validation focuses on the content of the test and the internal structure of the instrument as well as on correlations with related constructs in terms of content. The results from three consecutive validation studies provide indications of the reliability and validity of the test score interpretation of the instrument ViProQiS_A. The findings so far indicate that the standardised measurement of noticingwith regard to processes of recognitionin inclusive PE could be realized on the basis of the test instrument developed here.","lang":"eng"}],"publication":"German Journal of Exercise and Sport Research","issue":"3","volume":52,"user_id":"49063","_id":"34820","publisher":"Springer","page":"386-397","status":"public","external_id":{"isi":["000788945100004"]},"quality_controlled":"1","isi":"1","citation":{"ama":"Langer W, Bruns J, Erhorn J. Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. <i>German Journal of Exercise and Sport Research</i>. 2022;52(3):386-397. doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>","bibtex":"@article{Langer_Bruns_Erhorn_2022, title={Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education}, volume={52}, DOI={<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>}, number={3}, journal={German Journal of Exercise and Sport Research}, publisher={Springer}, author={Langer, Wiebke and Bruns, Julia and Erhorn, Jan}, year={2022}, pages={386–397} }","mla":"Langer, Wiebke, et al. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, Springer, 2022, pp. 386–97, doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>.","chicago":"Langer, Wiebke, Julia Bruns, and Jan Erhorn. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” <i>German Journal of Exercise and Sport Research</i> 52, no. 3 (2022): 386–97. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>.","short":"W. Langer, J. Bruns, J. Erhorn, German Journal of Exercise and Sport Research 52 (2022) 386–397.","apa":"Langer, W., Bruns, J., &#38; Erhorn, J. (2022). Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. <i>German Journal of Exercise and Sport Research</i>, <i>52</i>(3), 386–397. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>","ieee":"W. Langer, J. Bruns, and J. Erhorn, “Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education,” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, pp. 386–397, 2022, doi: <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>."}},{"volume":25,"user_id":"49063","_id":"34819","publisher":"Springer Vieweg-springer Fachmedien Wiesbaden Gmbh","page":"1455–1480","status":"public","external_id":{"isi":["000852117800001"]},"quality_controlled":"1","isi":"1","citation":{"ama":"Hagena M, Bruns J, Gasteiger H. Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft. <i>Zeitschrift für Erziehungswissenschaft</i>. 2022;25(6):1455–1480. doi:<a href=\"https://doi.org/10.1007/s11618-022-01122-y\">10.1007/s11618-022-01122-y</a>","bibtex":"@article{Hagena_Bruns_Gasteiger_2022, title={Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s11618-022-01122-y\">10.1007/s11618-022-01122-y</a>}, number={6}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Vieweg-springer Fachmedien Wiesbaden Gmbh}, author={Hagena, Maike and Bruns, Julia and Gasteiger, Hedwig}, year={2022}, pages={1455–1480} }","mla":"Hagena, Maike, et al. “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft.” <i>Zeitschrift für Erziehungswissenschaft</i>, vol. 25, no. 6, Springer Vieweg-springer Fachmedien Wiesbaden Gmbh, 2022, pp. 1455–1480, doi:<a href=\"https://doi.org/10.1007/s11618-022-01122-y\">10.1007/s11618-022-01122-y</a>.","short":"M. Hagena, J. Bruns, H. Gasteiger, Zeitschrift für Erziehungswissenschaft 25 (2022) 1455–1480.","chicago":"Hagena, Maike, Julia Bruns, and Hedwig Gasteiger. “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft.” <i>Zeitschrift für Erziehungswissenschaft</i> 25, no. 6 (2022): 1455–1480. <a href=\"https://doi.org/10.1007/s11618-022-01122-y\">https://doi.org/10.1007/s11618-022-01122-y</a>.","apa":"Hagena, M., Bruns, J., &#38; Gasteiger, H. (2022). Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft. <i>Zeitschrift für Erziehungswissenschaft</i>, <i>25</i>(6), 1455–1480. <a href=\"https://doi.org/10.1007/s11618-022-01122-y\">https://doi.org/10.1007/s11618-022-01122-y</a>","ieee":"M. Hagena, J. Bruns, and H. Gasteiger, “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft,” <i>Zeitschrift für Erziehungswissenschaft</i>, vol. 25, no. 6, pp. 1455–1480, 2022, doi: <a href=\"https://doi.org/10.1007/s11618-022-01122-y\">10.1007/s11618-022-01122-y</a>."},"doi":"10.1007/s11618-022-01122-y","language":[{"iso":"ger"}],"article_type":"original","intvolume":"        25","publication_status":"published","date_updated":"2023-06-20T19:10:11Z","publication_identifier":{"issn":["1434-663X"],"eissn":["1862-5215"]},"author":[{"full_name":"Hagena, Maike","first_name":"Maike","last_name":"Hagena"},{"id":"72183","full_name":"Bruns, Julia","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"},{"last_name":"Gasteiger","first_name":"Hedwig","full_name":"Gasteiger, Hedwig"}],"year":"2022","title":"Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft","department":[{"_id":"611"},{"_id":"97"}],"type":"journal_article","keyword":["Facilitator professional development","Early childhood teachers","Teaching","experience","Early mathematics education"],"date_created":"2022-12-22T09:22:45Z","abstract":[{"lang":"eng","text":"Teachers expect facilitators to have own teaching experience as a teacher in order to be able to carry out effective teacher professional development programs. As part of the project EmMa(M), it is investigated, to which extent the teaching experience of facilitators influences the development of early childhood teachers' (n = 83) mathematical pedagogical content knowledge (MPCK) and early childhood teachers' enjoyment of mathematics in the context of a teacher professional development program. It turns out that the teaching experience of the facilitators has no influence on the development of early childhood teachers' MPCK, but favors the development of early childhood teachers' enjoyment of mathematics. Controlling for this increased enjoyment an influence of teaching experience on the development of early childhood teachers' MPCK emerges, but in favor of the participating facilitators who have no teaching experience but have a university degree."}],"publication":"Zeitschrift für Erziehungswissenschaft","issue":"6"},{"place":"Berlin, Heidelberg","date_created":"2023-01-12T14:51:59Z","type":"book_chapter","department":[{"_id":"97"},{"_id":"611"}],"publication":"Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik","citation":{"ama":"Reuter D, Bruns J. Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich. In: <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik</i>. Springer Berlin Heidelberg; 2022. doi:<a href=\"https://doi.org/10.1007/978-3-662-63214-7_3\">10.1007/978-3-662-63214-7_3</a>","bibtex":"@inbook{Reuter_Bruns_2022, place={Berlin, Heidelberg}, title={Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-63214-7_3\">10.1007/978-3-662-63214-7_3</a>}, booktitle={Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik}, publisher={Springer Berlin Heidelberg}, author={Reuter, Dinah and Bruns, Julia}, year={2022} }","mla":"Reuter, Dinah, and Julia Bruns. “Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich.” <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik</i>, Springer Berlin Heidelberg, 2022, doi:<a href=\"https://doi.org/10.1007/978-3-662-63214-7_3\">10.1007/978-3-662-63214-7_3</a>.","short":"D. Reuter, J. Bruns, in: Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik, Springer Berlin Heidelberg, Berlin, Heidelberg, 2022.","chicago":"Reuter, Dinah, and Julia Bruns. “Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich.” In <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik</i>. Berlin, Heidelberg: Springer Berlin Heidelberg, 2022. <a href=\"https://doi.org/10.1007/978-3-662-63214-7_3\">https://doi.org/10.1007/978-3-662-63214-7_3</a>.","apa":"Reuter, D., &#38; Bruns, J. (2022). Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich. In <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik</i>. Springer Berlin Heidelberg. <a href=\"https://doi.org/10.1007/978-3-662-63214-7_3\">https://doi.org/10.1007/978-3-662-63214-7_3</a>","ieee":"D. Reuter and J. Bruns, “Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich,” in <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik</i>, Berlin, Heidelberg: Springer Berlin Heidelberg, 2022."},"quality_controlled":"1","publisher":"Springer Berlin Heidelberg","_id":"36472","language":[{"iso":"ger"}],"doi":"10.1007/978-3-662-63214-7_3","user_id":"49063","year":"2022","title":"Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich","status":"public","author":[{"last_name":"Reuter","first_name":"Dinah","full_name":"Reuter, Dinah"},{"orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia","full_name":"Bruns, Julia","id":"72183"}],"publication_identifier":{"isbn":["9783662632130","9783662632147"]},"date_updated":"2023-06-20T19:10:24Z","publication_status":"published"},{"date_updated":"2023-08-15T06:04:03Z","title":"Verstehensgrundlagen diagnostizieren - Diagnostisches Denken von drei Professionalisierungsgruppen","status":"public","year":"2022","author":[{"first_name":"Jennifer","last_name":"Dröse","full_name":"Dröse, Jennifer","id":"85820"}],"user_id":"85820","language":[{"iso":"eng"}],"_id":"40613","publication":"Beiträge zum Mathematikunterricht","citation":{"chicago":"Dröse, Jennifer. “Verstehensgrundlagen Diagnostizieren - Diagnostisches Denken von Drei Professionalisierungsgruppen.” In <i>Beiträge Zum Mathematikunterricht</i>, 2022.","short":"J. Dröse, in: Beiträge Zum Mathematikunterricht, 2022.","apa":"Dröse, J. (2022). Verstehensgrundlagen diagnostizieren - Diagnostisches Denken von drei Professionalisierungsgruppen. <i>Beiträge Zum Mathematikunterricht</i>.","ieee":"J. Dröse, “Verstehensgrundlagen diagnostizieren - Diagnostisches Denken von drei Professionalisierungsgruppen,” 2022.","ama":"Dröse J. Verstehensgrundlagen diagnostizieren - Diagnostisches Denken von drei Professionalisierungsgruppen. In: <i>Beiträge Zum Mathematikunterricht</i>. ; 2022.","bibtex":"@inproceedings{Dröse_2022, title={Verstehensgrundlagen diagnostizieren - Diagnostisches Denken von drei Professionalisierungsgruppen}, booktitle={Beiträge zum Mathematikunterricht}, author={Dröse, Jennifer}, year={2022} }","mla":"Dröse, Jennifer. “Verstehensgrundlagen Diagnostizieren - Diagnostisches Denken von Drei Professionalisierungsgruppen.” <i>Beiträge Zum Mathematikunterricht</i>, 2022."},"type":"conference","department":[{"_id":"98"}],"date_created":"2023-01-27T19:00:01Z"},{"date_updated":"2023-09-27T10:02:12Z","author":[{"full_name":"Graf, Lara Marie","last_name":"Graf","first_name":"Lara Marie","id":"89837"},{"id":"60267","last_name":"Häsel-Weide","first_name":"Uta","full_name":"Häsel-Weide, Uta"},{"full_name":"Nührenbörger, Marcus","last_name":"Nührenbörger","first_name":"Marcus"},{"first_name":"Karina","last_name":"Höveler","full_name":"Höveler, Karina"}],"corporate_editor":["IDMI-Primar Goethe-Universität Frankfurt"],"conference":{"location":"Frankfurt am Main","start_date":"29.08.2022","name":"56. Jahrestagung der Gesellschaft für Didaktik der Mathematik","end_date":"02.09.2022"},"year":"2022","status":"public","title":"Lernwege von fachfremd unterrichtenden Lehrkräften zur Ablösung vom zählenden Rechnen","user_id":"44184","_id":"47520","language":[{"iso":"eng"}],"page":"773-776","citation":{"ieee":"L. M. Graf, U. Häsel-Weide, M. Nührenbörger, and K. Höveler, “Lernwege von fachfremd unterrichtenden Lehrkräften zur Ablösung vom zählenden Rechnen,” in <i>Beiträge zum Mathematikunterricht 2022 - 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, Frankfurt am Main, 2022, pp. 773–776.","apa":"Graf, L. M., Häsel-Weide, U., Nührenbörger, M., &#38; Höveler, K. (2022). Lernwege von fachfremd unterrichtenden Lehrkräften zur Ablösung vom zählenden Rechnen. In IDMI-Primar Goethe-Universität Frankfurt (Ed.), <i>Beiträge zum Mathematikunterricht 2022 - 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i> (pp. 773–776).","short":"L.M. Graf, U. Häsel-Weide, M. Nührenbörger, K. Höveler, in: IDMI-Primar Goethe-Universität Frankfurt (Ed.), Beiträge Zum Mathematikunterricht 2022 - 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik, 2022, pp. 773–776.","chicago":"Graf, Lara Marie, Uta Häsel-Weide, Marcus Nührenbörger, and Karina Höveler. “Lernwege von Fachfremd Unterrichtenden Lehrkräften Zur Ablösung Vom Zählenden Rechnen.” In <i>Beiträge Zum Mathematikunterricht 2022 - 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by IDMI-Primar Goethe-Universität Frankfurt, 773–76, 2022.","mla":"Graf, Lara Marie, et al. “Lernwege von Fachfremd Unterrichtenden Lehrkräften Zur Ablösung Vom Zählenden Rechnen.” <i>Beiträge Zum Mathematikunterricht 2022 - 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by IDMI-Primar Goethe-Universität Frankfurt, 2022, pp. 773–76.","bibtex":"@inproceedings{Graf_Häsel-Weide_Nührenbörger_Höveler_2022, title={Lernwege von fachfremd unterrichtenden Lehrkräften zur Ablösung vom zählenden Rechnen}, booktitle={Beiträge zum Mathematikunterricht 2022 - 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}, author={Graf, Lara Marie and Häsel-Weide, Uta and Nührenbörger, Marcus and Höveler, Karina}, editor={IDMI-Primar Goethe-Universität Frankfurt}, year={2022}, pages={773–776} }","ama":"Graf LM, Häsel-Weide U, Nührenbörger M, Höveler K. Lernwege von fachfremd unterrichtenden Lehrkräften zur Ablösung vom zählenden Rechnen. In: IDMI-Primar Goethe-Universität Frankfurt, ed. <i>Beiträge Zum Mathematikunterricht 2022 - 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>. ; 2022:773-776."},"publication":"Beiträge zum Mathematikunterricht 2022 - 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik","department":[{"_id":"543"}],"type":"conference","date_created":"2023-09-27T10:01:52Z"},{"page":"401-404","language":[{"iso":"eng"}],"_id":"47519","user_id":"44184","title":"Verdoppeln und Halbieren im 2. Schuljahr - Vorgehensweisen und Verständnis","year":"2022","status":"public","corporate_editor":["IDMI-Primar Goethe-Universität Frankfurt"],"author":[{"id":"48912","full_name":"Schwerin, Imke","first_name":"Imke","last_name":"Schwerin"}],"conference":{"location":"Frankfurt am Main","start_date":"29.08.2022","name":"56. Jahrestagung der Gesellschaft für Didaktik der Mathematik","end_date":"02.09.2022"},"date_updated":"2023-09-27T09:54:00Z","date_created":"2023-09-27T09:53:36Z","type":"conference","department":[{"_id":"543"}],"publication":"Beiträge zum Mathematikunterricht 2022 - 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik","citation":{"ieee":"I. Schwerin, “Verdoppeln und Halbieren im 2. Schuljahr - Vorgehensweisen und Verständnis,” in <i>Beiträge zum Mathematikunterricht 2022 - 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, Frankfurt am Main, 2022, pp. 401–404.","mla":"Schwerin, Imke. “Verdoppeln Und Halbieren Im 2. Schuljahr - Vorgehensweisen Und Verständnis.” <i>Beiträge Zum Mathematikunterricht 2022 - 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by IDMI-Primar Goethe-Universität Frankfurt, 2022, pp. 401–04.","apa":"Schwerin, I. (2022). Verdoppeln und Halbieren im 2. Schuljahr - Vorgehensweisen und Verständnis. In IDMI-Primar Goethe-Universität Frankfurt (Ed.), <i>Beiträge zum Mathematikunterricht 2022 - 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i> (pp. 401–404).","bibtex":"@inproceedings{Schwerin_2022, title={Verdoppeln und Halbieren im 2. Schuljahr - Vorgehensweisen und Verständnis}, booktitle={Beiträge zum Mathematikunterricht 2022 - 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}, author={Schwerin, Imke}, editor={IDMI-Primar Goethe-Universität Frankfurt}, year={2022}, pages={401–404} }","short":"I. Schwerin, in: IDMI-Primar Goethe-Universität Frankfurt (Ed.), Beiträge Zum Mathematikunterricht 2022 - 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik, 2022, pp. 401–404.","ama":"Schwerin I. Verdoppeln und Halbieren im 2. Schuljahr - Vorgehensweisen und Verständnis. In: IDMI-Primar Goethe-Universität Frankfurt, ed. <i>Beiträge Zum Mathematikunterricht 2022 - 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>. ; 2022:401-404.","chicago":"Schwerin, Imke. “Verdoppeln Und Halbieren Im 2. Schuljahr - Vorgehensweisen Und Verständnis.” In <i>Beiträge Zum Mathematikunterricht 2022 - 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by IDMI-Primar Goethe-Universität Frankfurt, 401–4, 2022."}},{"year":"2022","title":"Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium","status":"public","author":[{"id":"16274","first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf"},{"last_name":"Hoffmann","first_name":"Max","orcid":"0000-0002-6964-7123","full_name":"Hoffmann, Max","id":"32202"}],"publication_identifier":{"isbn":["9783662639474","9783662639481"],"issn":["2197-8751","2197-876X"]},"date_updated":"2024-09-25T08:26:46Z","publication_status":"published","main_file_link":[{"url":"https://link.springer.com/chapter/10.1007/978-3-662-63948-1_4"}],"publisher":"Springer Berlin Heidelberg","_id":"56201","language":[{"iso":"ger"}],"doi":"10.1007/978-3-662-63948-1_4","user_id":"37888","publication":"Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik","citation":{"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>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Berlin, Heidelberg: Springer Berlin Heidelberg, 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>.","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: <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Springer Berlin Heidelberg; 2022. doi:<a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">10.1007/978-3-662-63948-1_4</a>","short":"R. Biehler, M. Hoffmann, in: Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik, Springer Berlin Heidelberg, Berlin, Heidelberg, 2022.","bibtex":"@inbook{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={Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}, publisher={Springer Berlin Heidelberg}, author={Biehler, Rolf and Hoffmann, Max}, year={2022} }","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 <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Springer Berlin Heidelberg. <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>","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>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>, Springer Berlin Heidelberg, 2022, doi:<a href=\"https://doi.org/10.1007/978-3-662-63948-1_4\">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>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>, Berlin, Heidelberg: Springer Berlin Heidelberg, 2022."},"place":"Berlin, Heidelberg","date_created":"2024-09-23T08:51:39Z","type":"book_chapter","department":[{"_id":"363"}]},{"status":"public","title":"Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie","year":"2022","author":[{"id":"32202","first_name":"Max","last_name":"Hoffmann","orcid":"0000-0002-6964-7123","full_name":"Hoffmann, Max"},{"id":"16274","last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf"}],"publication_identifier":{"isbn":["9783658340667","9783658340674"],"issn":["2197-8751","2197-876X"]},"date_updated":"2024-09-25T08:27:00Z","publication_status":"published","main_file_link":[{"url":"https://link.springer.com/chapter/10.1007/978-3-658-34067-4_20"}],"_id":"56203","language":[{"iso":"ger"}],"publisher":"Springer Fachmedien Wiesbaden","doi":"10.1007/978-3-658-34067-4_20","user_id":"37888","publication":"Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik","citation":{"ieee":"M. Hoffmann and R. Biehler, “Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie,” in <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>, Wiesbaden: Springer Fachmedien Wiesbaden, 2022.","apa":"Hoffmann, M., &#38; Biehler, R. (2022). Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie. In <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Springer Fachmedien Wiesbaden. <a href=\"https://doi.org/10.1007/978-3-658-34067-4_20\">https://doi.org/10.1007/978-3-658-34067-4_20</a>","chicago":"Hoffmann, Max, and Rolf Biehler. “Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie.” In <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. <a href=\"https://doi.org/10.1007/978-3-658-34067-4_20\">https://doi.org/10.1007/978-3-658-34067-4_20</a>.","short":"M. Hoffmann, R. Biehler, in: Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik, Springer Fachmedien Wiesbaden, Wiesbaden, 2022.","mla":"Hoffmann, Max, and Rolf Biehler. “Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie.” <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>, Springer Fachmedien Wiesbaden, 2022, doi:<a href=\"https://doi.org/10.1007/978-3-658-34067-4_20\">10.1007/978-3-658-34067-4_20</a>.","bibtex":"@inbook{Hoffmann_Biehler_2022, place={Wiesbaden}, title={Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-34067-4_20\">10.1007/978-3-658-34067-4_20</a>}, booktitle={Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}, publisher={Springer Fachmedien Wiesbaden}, author={Hoffmann, Max and Biehler, Rolf}, year={2022} }","ama":"Hoffmann M, Biehler R. Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie. In: <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Springer Fachmedien Wiesbaden; 2022. doi:<a href=\"https://doi.org/10.1007/978-3-658-34067-4_20\">10.1007/978-3-658-34067-4_20</a>"},"place":"Wiesbaden","date_created":"2024-09-23T08:54:03Z","type":"book_chapter","department":[{"_id":"363"}]}]