[{"status":"public","type":"journal_article","publication":"Stochastik in der Schule","language":[{"iso":"ger"}],"user_id":"37888","department":[{"_id":"363"}],"_id":"59053","citation":{"ieee":"D. Frischemeier and R. Biehler, “Förderung von statistischem Denken im Mathematikunterricht der Primarstufe: Bedeutsame Ideen und Förderungsmöglichkeiten,” <i>Stochastik in der Schule</i>, vol. 45, no. 1, pp. 22–33, 2025.","chicago":"Frischemeier, Daniel, and Rolf Biehler. “Förderung von statistischem Denken im Mathematikunterricht der Primarstufe: Bedeutsame Ideen und Förderungsmöglichkeiten.” <i>Stochastik in der Schule</i> 45, no. 1 (2025): 22–33.","ama":"Frischemeier D, Biehler R. Förderung von statistischem Denken im Mathematikunterricht der Primarstufe: Bedeutsame Ideen und Förderungsmöglichkeiten. <i>Stochastik in der Schule</i>. 2025;45(1):22-33.","apa":"Frischemeier, D., &#38; Biehler, R. (2025). Förderung von statistischem Denken im Mathematikunterricht der Primarstufe: Bedeutsame Ideen und Förderungsmöglichkeiten. <i>Stochastik in der Schule</i>, <i>45</i>(1), 22–33.","short":"D. Frischemeier, R. Biehler, Stochastik in der Schule 45 (2025) 22–33.","bibtex":"@article{Frischemeier_Biehler_2025, title={Förderung von statistischem Denken im Mathematikunterricht der Primarstufe: Bedeutsame Ideen und Förderungsmöglichkeiten}, volume={45}, number={1}, journal={Stochastik in der Schule}, author={Frischemeier, Daniel and Biehler, Rolf}, year={2025}, pages={22–33} }","mla":"Frischemeier, Daniel, and Rolf Biehler. “Förderung von statistischem Denken im Mathematikunterricht der Primarstufe: Bedeutsame Ideen und Förderungsmöglichkeiten.” <i>Stochastik in der Schule</i>, vol. 45, no. 1, 2025, pp. 22–33."},"intvolume":"        45","page":"22-33","year":"2025","issue":"1","title":"Förderung von statistischem Denken im Mathematikunterricht der Primarstufe: Bedeutsame Ideen und Förderungsmöglichkeiten","date_created":"2025-03-17T09:02:59Z","author":[{"full_name":"Frischemeier, Daniel","last_name":"Frischemeier","first_name":"Daniel"},{"full_name":"Biehler, Rolf","id":"16274","last_name":"Biehler","first_name":"Rolf"}],"volume":45,"date_updated":"2025-03-17T09:03:05Z"},{"publication_status":"published","publication_identifier":{"issn":["2747-7894","2747-7908"]},"citation":{"mla":"Biehler, Rolf, et al. “Statistics and Data Science Education as a Vehicle for Empowering Citizens – Short Summary of a Survey.” <i>European Mathematical Society Magazine</i>, European Mathematical Society - EMS - Publishing House GmbH, 2025, doi:<a href=\"https://doi.org/10.4171/mag/257\">10.4171/mag/257</a>.","bibtex":"@article{Biehler_Kawakami_Lampen_Weiland_Zapata-Cardona_2025, title={Statistics and data science education as a vehicle for empowering citizens – short summary of a survey}, DOI={<a href=\"https://doi.org/10.4171/mag/257\">10.4171/mag/257</a>}, journal={European Mathematical Society Magazine}, publisher={European Mathematical Society - EMS - Publishing House GmbH}, author={Biehler, Rolf and Kawakami, Takashi and Lampen, Erna and Weiland, Travis and Zapata-Cardona, Lucía}, year={2025} }","short":"R. Biehler, T. Kawakami, E. Lampen, T. Weiland, L. Zapata-Cardona, European Mathematical Society Magazine (2025).","apa":"Biehler, R., Kawakami, T., Lampen, E., Weiland, T., &#38; Zapata-Cardona, L. (2025). Statistics and data science education as a vehicle for empowering citizens – short summary of a survey. <i>European Mathematical Society Magazine</i>. <a href=\"https://doi.org/10.4171/mag/257\">https://doi.org/10.4171/mag/257</a>","ama":"Biehler R, Kawakami T, Lampen E, Weiland T, Zapata-Cardona L. Statistics and data science education as a vehicle for empowering citizens – short summary of a survey. <i>European Mathematical Society Magazine</i>. Published online 2025. doi:<a href=\"https://doi.org/10.4171/mag/257\">10.4171/mag/257</a>","chicago":"Biehler, Rolf, Takashi Kawakami, Erna Lampen, Travis Weiland, and Lucía Zapata-Cardona. “Statistics and Data Science Education as a Vehicle for Empowering Citizens – Short Summary of a Survey.” <i>European Mathematical Society Magazine</i>, 2025. <a href=\"https://doi.org/10.4171/mag/257\">https://doi.org/10.4171/mag/257</a>.","ieee":"R. Biehler, T. Kawakami, E. Lampen, T. Weiland, and L. Zapata-Cardona, “Statistics and data science education as a vehicle for empowering citizens – short summary of a survey,” <i>European Mathematical Society Magazine</i>, 2025, doi: <a href=\"https://doi.org/10.4171/mag/257\">10.4171/mag/257</a>."},"year":"2025","author":[{"id":"16274","full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf"},{"first_name":"Takashi","full_name":"Kawakami, Takashi","last_name":"Kawakami"},{"last_name":"Lampen","full_name":"Lampen, Erna","first_name":"Erna"},{"last_name":"Weiland","full_name":"Weiland, Travis","first_name":"Travis"},{"first_name":"Lucía","last_name":"Zapata-Cardona","full_name":"Zapata-Cardona, Lucía"}],"date_created":"2025-06-24T06:58:17Z","oa":"1","publisher":"European Mathematical Society - EMS - Publishing House GmbH","date_updated":"2025-06-24T06:59:42Z","main_file_link":[{"url":"https://doi.org/10.4171/MAG/257","open_access":"1"}],"doi":"10.4171/mag/257","title":"Statistics and data science education as a vehicle for empowering citizens – short summary of a survey","type":"journal_article","publication":"European Mathematical Society Magazine","status":"public","abstract":[{"lang":"eng","text":"<jats:p>This article is a short summary of the report of survey team 3, presented to the 15th International Congress on Mathematical Education (ICME-15) in Sydney in July 2024.</jats:p>"}],"user_id":"37888","department":[{"_id":"363"}],"_id":"60351","language":[{"iso":"eng"}]},{"citation":{"apa":"Podworny, S., Fleischer, Y., &#38; Biehler, R. (2025). Explorative Datenanalyse in der Schule – Analyse der Mediennutzung von Jugendlichen mit den YOU‑PB Daten. <i>Stochastik in der Schule</i>, <i>45</i>(2), 9–16.","ama":"Podworny S, Fleischer Y, Biehler R. Explorative Datenanalyse in der Schule – Analyse der Mediennutzung von Jugendlichen mit den YOU‑PB Daten. <i>Stochastik in der Schule</i>. 2025;45(2):9-16.","mla":"Podworny, Susanne, et al. “Explorative Datenanalyse in der Schule – Analyse der Mediennutzung von Jugendlichen mit den YOU‑PB Daten.” <i>Stochastik in der Schule</i>, vol. 45, no. 2, 2025, pp. 9–16.","short":"S. Podworny, Y. Fleischer, R. Biehler, Stochastik in der Schule 45 (2025) 9–16.","bibtex":"@article{Podworny_Fleischer_Biehler_2025, title={Explorative Datenanalyse in der Schule – Analyse der Mediennutzung von Jugendlichen mit den YOU‑PB Daten}, volume={45}, number={2}, journal={Stochastik in der Schule}, author={Podworny, Susanne and Fleischer, Yannik and Biehler, Rolf}, year={2025}, pages={9–16} }","chicago":"Podworny, Susanne, Yannik Fleischer, and Rolf Biehler. “Explorative Datenanalyse in der Schule – Analyse der Mediennutzung von Jugendlichen mit den YOU‑PB Daten.” <i>Stochastik in der Schule</i> 45, no. 2 (2025): 9–16.","ieee":"S. Podworny, Y. Fleischer, and R. Biehler, “Explorative Datenanalyse in der Schule – Analyse der Mediennutzung von Jugendlichen mit den YOU‑PB Daten,” <i>Stochastik in der Schule</i>, vol. 45, no. 2, pp. 9–16, 2025."},"intvolume":"        45","page":"9-16","year":"2025","issue":"2","publication_status":"published","title":"Explorative Datenanalyse in der Schule – Analyse der Mediennutzung von Jugendlichen mit den YOU‑PB Daten","date_created":"2025-07-02T09:45:14Z","author":[{"first_name":"Susanne","full_name":"Podworny, Susanne","id":"30619","last_name":"Podworny","orcid":"0000-0002-6313-5987"},{"first_name":"Yannik","id":"42660","full_name":"Fleischer, Yannik","last_name":"Fleischer","orcid":"https://orcid.org/0000-0003-0318-0329"},{"id":"16274","full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf"}],"volume":45,"date_updated":"2025-07-02T09:45:22Z","status":"public","type":"journal_article","publication":"Stochastik in der Schule","language":[{"iso":"ger"}],"user_id":"37888","department":[{"_id":"363"}],"_id":"60495"},{"department":[{"_id":"363"}],"user_id":"37888","_id":"60532","language":[{"iso":"eng"}],"publication":"Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria","type":"book_chapter","status":"public","author":[{"last_name":"Biehler","id":"16274","full_name":"Biehler, Rolf","first_name":"Rolf"},{"first_name":"Carsten","last_name":"Schulte","full_name":"Schulte, Carsten","id":"60311"}],"date_created":"2025-07-07T07:24:30Z","oa":"1","date_updated":"2025-07-07T07:24:35Z","main_file_link":[{"open_access":"1","url":"https://openreview.net/forum?id=TGsuaghKD3"}],"title":"Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines.","citation":{"ama":"Biehler R, Schulte C. Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines. In: <i>Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria</i>. ; 2025.","ieee":"R. Biehler and C. Schulte, “Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines.,” in <i>Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria</i>, 2025.","chicago":"Biehler, Rolf, and Carsten Schulte. “Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines.” In <i>Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria</i>, 2025.","short":"R. Biehler, C. Schulte, in: Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria, 2025.","mla":"Biehler, Rolf, and Carsten Schulte. “Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines.” <i>Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria</i>, 2025.","bibtex":"@inbook{Biehler_Schulte_2025, title={Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines.}, booktitle={Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria}, author={Biehler, Rolf and Schulte, Carsten}, year={2025} }","apa":"Biehler, R., &#38; Schulte, C. (2025). Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines. In <i>Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria</i>."},"year":"2025"},{"date_created":"2025-07-29T09:30:04Z","author":[{"last_name":"Häsel-Weide","orcid":"0000-0001-6278-4240","full_name":"Häsel-Weide, Uta","id":"60267","first_name":"Uta"},{"first_name":"S.","last_name":"Hußmann","full_name":"Hußmann, S."},{"first_name":"M.","last_name":"Nührenbörger","full_name":"Nührenbörger, M."}],"date_updated":"2025-07-29T09:30:28Z","publisher":"Klett Kallmeyer","title":" Flexibles Addieren und Subtrahieren im Zahlenraum bis 100","page":"71-80","citation":{"ama":"Häsel-Weide U, Hußmann S, Nührenbörger M.  Flexibles Addieren und Subtrahieren im Zahlenraum bis 100. In: Rechtsteiner C, ed. <i>Rechnen richtig  lernen - flexibel, für alle und von Anfang an. Fachdidaktische Hintergründe und Lernangebote für die Grundschule</i>. Klett Kallmeyer; 2025:71-80.","ieee":"U. Häsel-Weide, S. Hußmann, and M. Nührenbörger, “ Flexibles Addieren und Subtrahieren im Zahlenraum bis 100,” in <i>Rechnen richtig  lernen - flexibel, für alle und von Anfang an. Fachdidaktische Hintergründe und Lernangebote für die Grundschule</i>, C. Rechtsteiner, Ed. Klett Kallmeyer, 2025, pp. 71–80.","chicago":"Häsel-Weide, Uta, S. Hußmann, and M. Nührenbörger. “ Flexibles Addieren und Subtrahieren im Zahlenraum bis 100.” In <i>Rechnen richtig  lernen - flexibel, für alle und von Anfang an. Fachdidaktische Hintergründe und Lernangebote für die Grundschule</i>, edited by C. Rechtsteiner, 71–80. Klett Kallmeyer, 2025.","mla":"Häsel-Weide, Uta, et al. “ Flexibles Addieren und Subtrahieren im Zahlenraum bis 100.” <i>Rechnen richtig  lernen - flexibel, für alle und von Anfang an. Fachdidaktische Hintergründe und Lernangebote für die Grundschule</i>, edited by C. Rechtsteiner, Klett Kallmeyer, 2025, pp. 71–80.","short":"U. Häsel-Weide, S. Hußmann, M. Nührenbörger, in: C. Rechtsteiner (Ed.), Rechnen richtig  lernen - flexibel, für alle und von Anfang an. Fachdidaktische Hintergründe und Lernangebote für die Grundschule, Klett Kallmeyer, 2025, pp. 71–80.","bibtex":"@inbook{Häsel-Weide_Hußmann_Nührenbörger_2025, title={ Flexibles Addieren und Subtrahieren im Zahlenraum bis 100}, booktitle={Rechnen richtig  lernen - flexibel, für alle und von Anfang an. Fachdidaktische Hintergründe und Lernangebote für die Grundschule}, publisher={Klett Kallmeyer}, author={Häsel-Weide, Uta and Hußmann, S. and Nührenbörger, M.}, editor={Rechtsteiner, C.}, year={2025}, pages={71–80} }","apa":"Häsel-Weide, U., Hußmann, S., &#38; Nührenbörger, M. (2025).  Flexibles Addieren und Subtrahieren im Zahlenraum bis 100. In C. Rechtsteiner (Ed.), <i>Rechnen richtig  lernen - flexibel, für alle und von Anfang an. Fachdidaktische Hintergründe und Lernangebote für die Grundschule</i> (pp. 71–80). Klett Kallmeyer."},"year":"2025","department":[{"_id":"543"}],"user_id":"44184","_id":"60816","language":[{"iso":"ger"}],"publication":"Rechnen richtig  lernen - flexibel, für alle und von Anfang an. Fachdidaktische Hintergründe und Lernangebote für die Grundschule","type":"book_chapter","status":"public","editor":[{"first_name":"C.","last_name":"Rechtsteiner","full_name":"Rechtsteiner, C."}]},{"editor":[{"first_name":"C.","last_name":"Cornejo","full_name":"Cornejo, C."},{"first_name":"P.","last_name":"Felmer","full_name":"Felmer, P."},{"first_name":"D.M.","last_name":"Gomez","full_name":"Gomez, D.M."},{"last_name":"Dartnell","full_name":"Dartnell, P.","first_name":"P."},{"full_name":"Araya, P.","last_name":"Araya","first_name":"P."},{"first_name":"A.","full_name":"Peri, A.","last_name":"Peri"},{"first_name":"V.","last_name":"Randolph","full_name":"Randolph, V."}],"status":"public","publication":"Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports, Vol. 1 ","type":"conference","language":[{"iso":"eng"}],"_id":"60860","department":[{"_id":"363"}],"user_id":"37888","year":"2025","page":"267-274","citation":{"mla":"Fleischer, Franz Yannik, and Rolf Biehler. “ANALYZING STUDENTS’INFORMAL APPROACHES TO CREATING DECISION TREES IN THE CLASSROOM.” <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports, Vol. 1 </i>, edited by C. Cornejo et al., 2025, pp. 267–74.","bibtex":"@inproceedings{Fleischer_Biehler_2025, title={ANALYZING STUDENTS’INFORMAL APPROACHES TO CREATING DECISION TREES IN THE CLASSROOM}, booktitle={Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports, Vol. 1 }, author={Fleischer, Franz Yannik and Biehler, Rolf}, editor={Cornejo, C. and Felmer, P. and Gomez, D.M. and Dartnell, P. and Araya, P. and Peri, A. and Randolph, V.}, year={2025}, pages={267–274} }","short":"F.Y. Fleischer, R. Biehler, in: C. Cornejo, P. Felmer, D.M. Gomez, P. Dartnell, P. Araya, A. Peri, V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports, Vol. 1 , 2025, pp. 267–274.","apa":"Fleischer, F. Y., &#38; Biehler, R. (2025). ANALYZING STUDENTS’INFORMAL APPROACHES TO CREATING DECISION TREES IN THE CLASSROOM. In C. Cornejo, P. Felmer, D. M. Gomez, P. Dartnell, P. Araya, A. Peri, &#38; V. Randolph (Eds.), <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports, Vol. 1 </i> (pp. 267–274).","ama":"Fleischer FY, Biehler R. ANALYZING STUDENTS’INFORMAL APPROACHES TO CREATING DECISION TREES IN THE CLASSROOM. In: Cornejo C, Felmer P, Gomez DM, et al., eds. <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports, Vol. 1 </i>. ; 2025:267-274.","ieee":"F. Y. Fleischer and R. Biehler, “ANALYZING STUDENTS’INFORMAL APPROACHES TO CREATING DECISION TREES IN THE CLASSROOM,” in <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports, Vol. 1 </i>, 2025, pp. 267–274.","chicago":"Fleischer, Franz Yannik, and Rolf Biehler. “ANALYZING STUDENTS’INFORMAL APPROACHES TO CREATING DECISION TREES IN THE CLASSROOM.” In <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports, Vol. 1 </i>, edited by C. Cornejo, P. Felmer, D.M. Gomez, P. Dartnell, P. Araya, A. Peri, and V. Randolph, 267–74, 2025."},"title":"ANALYZING STUDENTS’INFORMAL APPROACHES TO CREATING DECISION TREES IN THE CLASSROOM","date_updated":"2025-08-04T07:17:59Z","author":[{"first_name":"Franz Yannik","last_name":"Fleischer","orcid":"https://orcid.org/0000-0003-0318-0329","id":"42660","full_name":"Fleischer, Franz Yannik"},{"first_name":"Rolf","full_name":"Biehler, Rolf","id":"16274","last_name":"Biehler"}],"date_created":"2025-08-04T07:15:39Z"},{"language":[{"iso":"ger"}],"user_id":"37888","department":[{"_id":"363"}],"_id":"61125","status":"public","type":"journal_article","publication":"Mitteilungen der Deutschen Mathematiker-Vereinigung","main_file_link":[{"url":"https://doi.org/10.1515/dmvm-2025-0053","open_access":"1"}],"title":"studiVEMINT Mathematik-Online-Vorkurs jetzt mit 300 integrierten Lernvideos frei verfügbar","author":[{"first_name":"Rolf","last_name":"Biehler","id":"16274","full_name":"Biehler, Rolf"},{"first_name":"Michael","last_name":"Liebendörfer","full_name":"Liebendörfer, Michael"},{"first_name":"Angela","last_name":"Schmitz","full_name":"Schmitz, Angela"},{"first_name":"Birte","full_name":"Reich, Birte","last_name":"Reich"}],"date_created":"2025-09-04T09:23:47Z","volume":33,"oa":"1","date_updated":"2025-09-04T09:25:03Z","publisher":"De Gruyter","citation":{"ama":"Biehler R, Liebendörfer M, Schmitz A, Reich B. studiVEMINT Mathematik-Online-Vorkurs jetzt mit 300 integrierten Lernvideos frei verfügbar. <i>Mitteilungen der Deutschen Mathematiker-Vereinigung</i>. 2025;33(3):170–171.","ieee":"R. Biehler, M. Liebendörfer, A. Schmitz, and B. Reich, “studiVEMINT Mathematik-Online-Vorkurs jetzt mit 300 integrierten Lernvideos frei verfügbar,” <i>Mitteilungen der Deutschen Mathematiker-Vereinigung</i>, vol. 33, no. 3, pp. 170–171, 2025.","chicago":"Biehler, Rolf, Michael Liebendörfer, Angela Schmitz, and Birte Reich. “studiVEMINT Mathematik-Online-Vorkurs jetzt mit 300 integrierten Lernvideos frei verfügbar.” <i>Mitteilungen der Deutschen Mathematiker-Vereinigung</i> 33, no. 3 (2025): 170–171.","apa":"Biehler, R., Liebendörfer, M., Schmitz, A., &#38; Reich, B. (2025). studiVEMINT Mathematik-Online-Vorkurs jetzt mit 300 integrierten Lernvideos frei verfügbar. <i>Mitteilungen der Deutschen Mathematiker-Vereinigung</i>, <i>33</i>(3), 170–171.","bibtex":"@article{Biehler_Liebendörfer_Schmitz_Reich_2025, title={studiVEMINT Mathematik-Online-Vorkurs jetzt mit 300 integrierten Lernvideos frei verfügbar}, volume={33}, number={3}, journal={Mitteilungen der Deutschen Mathematiker-Vereinigung}, publisher={De Gruyter}, author={Biehler, Rolf and Liebendörfer, Michael and Schmitz, Angela and Reich, Birte}, year={2025}, pages={170–171} }","mla":"Biehler, Rolf, et al. “studiVEMINT Mathematik-Online-Vorkurs jetzt mit 300 integrierten Lernvideos frei verfügbar.” <i>Mitteilungen der Deutschen Mathematiker-Vereinigung</i>, vol. 33, no. 3, De Gruyter, 2025, pp. 170–171.","short":"R. Biehler, M. Liebendörfer, A. Schmitz, B. Reich, Mitteilungen der Deutschen Mathematiker-Vereinigung 33 (2025) 170–171."},"page":"170–171","intvolume":"        33","year":"2025","issue":"3","publication_status":"published"},{"article_number":"8","language":[{"iso":"eng"}],"_id":"61518","user_id":"72183","department":[{"_id":"611"}],"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n          <jats:p>Teacher professional development (TPD) is a crucial support mechanism for mathematics teachers. Strategies for implementing TPD include disseminating educative curriculum materials or conducting TPD courses. However, it remains unclear whether different implementations of the same TPD support mathematics teachers in distinct ways. This study investigated two implementations of the TPD <jats:italic>EmMa-FS</jats:italic> which focuses early mathematics education (EME) for German vocational school (VS) teachers who instruct prospective early childhood (EC) educators. One group of teachers received an in-person TPD course along with educative curriculum materials (<jats:italic>n</jats:italic>\r\n            <jats:sub>\r\n              <jats:italic>PM</jats:italic>\r\n            </jats:sub> = 26), whereas the other received only the educative curriculum materials (<jats:italic>n</jats:italic>\r\n            <jats:sub>\r\n              <jats:italic>M</jats:italic>\r\n            </jats:sub> = 15). The effects on VS teachers’ beliefs and knowledge concerning EME were examined using a <jats:italic>t</jats:italic>-test and repeated measures ANOVA. To assess how teachers in the different implementation groups made use of the TPD in their lesson planning, participants submitted hypothetical lesson sequences on early numeracy, which were analysed for instructional quality, covered content, and the visible implementation of the provided educative curriculum materials using qualitative content analysis. The results indicated that both TPD implementations positively affected VS teachers’ knowledge related to EME but not their beliefs. While the instructional quality of the lesson sequences varied across both groups, participants who received the TPD course appeared to use the educative curriculum materials more often and to cover more content.</jats:p>"}],"status":"public","type":"journal_article","publication":"Journal für Mathematik-Didaktik","title":"Interaction- or Material-Centred Implementation of Teacher Professional Development: a Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions- oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung sowie der potentiellen Unterrichtsplanung von Lehrkräften","doi":"10.1007/s13138-025-00259-7","date_updated":"2025-10-05T17:55:53Z","publisher":"Springer Science and Business Media LLC","date_created":"2025-10-05T17:55:20Z","author":[{"full_name":"Richter, Alix","id":"93186","last_name":"Richter","first_name":"Alix"},{"first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","id":"72183","full_name":"Bruns, Julia"},{"first_name":"Hedwig","last_name":"Gasteiger","full_name":"Gasteiger, Hedwig"}],"volume":46,"year":"2025","citation":{"chicago":"Richter, Alix, Julia Bruns, and Hedwig Gasteiger. “Interaction- or Material-Centred Implementation of Teacher Professional Development: A Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung Interaktions- Oder Materialzentriert Implementieren: Ein Vergleich Hinsichtlich Der Kompetenzentwicklung Sowie Der Potentiellen Unterrichtsplanung von Lehrkräften.” <i>Journal Für Mathematik-Didaktik</i> 46, no. 1 (2025). <a href=\"https://doi.org/10.1007/s13138-025-00259-7\">https://doi.org/10.1007/s13138-025-00259-7</a>.","ieee":"A. Richter, J. Bruns, and H. Gasteiger, “Interaction- or Material-Centred Implementation of Teacher Professional Development: a Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions- oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung sowie der potentiellen Unterrichtsplanung von Lehrkräften,” <i>Journal für Mathematik-Didaktik</i>, vol. 46, no. 1, Art. no. 8, 2025, doi: <a href=\"https://doi.org/10.1007/s13138-025-00259-7\">10.1007/s13138-025-00259-7</a>.","ama":"Richter A, Bruns J, Gasteiger H. Interaction- or Material-Centred Implementation of Teacher Professional Development: a Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions- oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung sowie der potentiellen Unterrichtsplanung von Lehrkräften. <i>Journal für Mathematik-Didaktik</i>. 2025;46(1). doi:<a href=\"https://doi.org/10.1007/s13138-025-00259-7\">10.1007/s13138-025-00259-7</a>","apa":"Richter, A., Bruns, J., &#38; Gasteiger, H. (2025). Interaction- or Material-Centred Implementation of Teacher Professional Development: a Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions- oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung sowie der potentiellen Unterrichtsplanung von Lehrkräften. <i>Journal Für Mathematik-Didaktik</i>, <i>46</i>(1), Article 8. <a href=\"https://doi.org/10.1007/s13138-025-00259-7\">https://doi.org/10.1007/s13138-025-00259-7</a>","short":"A. Richter, J. Bruns, H. Gasteiger, Journal Für Mathematik-Didaktik 46 (2025).","mla":"Richter, Alix, et al. “Interaction- or Material-Centred Implementation of Teacher Professional Development: A Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung Interaktions- Oder Materialzentriert Implementieren: Ein Vergleich Hinsichtlich Der Kompetenzentwicklung Sowie Der Potentiellen Unterrichtsplanung von Lehrkräften.” <i>Journal Für Mathematik-Didaktik</i>, vol. 46, no. 1, 8, Springer Science and Business Media LLC, 2025, doi:<a href=\"https://doi.org/10.1007/s13138-025-00259-7\">10.1007/s13138-025-00259-7</a>.","bibtex":"@article{Richter_Bruns_Gasteiger_2025, title={Interaction- or Material-Centred Implementation of Teacher Professional Development: a Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions- oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung sowie der potentiellen Unterrichtsplanung von Lehrkräften}, volume={46}, DOI={<a href=\"https://doi.org/10.1007/s13138-025-00259-7\">10.1007/s13138-025-00259-7</a>}, number={18}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Richter, Alix and Bruns, Julia and Gasteiger, Hedwig}, year={2025} }"},"intvolume":"        46","publication_status":"published","publication_identifier":{"issn":["0173-5322","1869-2699"]},"issue":"1"},{"citation":{"ama":"Bruns J, Mette T. Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden? <i>Frühe Bildung</i>. 2025;14(4):193-200. doi:<a href=\"https://doi.org/10.1026/2191-9186/a000730\">10.1026/2191-9186/a000730</a>","ieee":"J. Bruns and T. Mette, “Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?,” <i>Frühe Bildung</i>, vol. 14, no. 4, pp. 193–200, 2025, doi: <a href=\"https://doi.org/10.1026/2191-9186/a000730\">10.1026/2191-9186/a000730</a>.","chicago":"Bruns, Julia, and Tessa Mette. “Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?” <i>Frühe Bildung</i> 14, no. 4 (2025): 193–200. <a href=\"https://doi.org/10.1026/2191-9186/a000730\">https://doi.org/10.1026/2191-9186/a000730</a>.","apa":"Bruns, J., &#38; Mette, T. (2025). Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden? <i>Frühe Bildung</i>, <i>14</i>(4), 193–200. <a href=\"https://doi.org/10.1026/2191-9186/a000730\">https://doi.org/10.1026/2191-9186/a000730</a>","mla":"Bruns, Julia, and Tessa Mette. “Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?” <i>Frühe Bildung</i>, vol. 14, no. 4, Hogrefe Publishing Group, 2025, pp. 193–200, doi:<a href=\"https://doi.org/10.1026/2191-9186/a000730\">10.1026/2191-9186/a000730</a>.","short":"J. Bruns, T. Mette, Frühe Bildung 14 (2025) 193–200.","bibtex":"@article{Bruns_Mette_2025, title={Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?}, volume={14}, DOI={<a href=\"https://doi.org/10.1026/2191-9186/a000730\">10.1026/2191-9186/a000730</a>}, number={4}, journal={Frühe Bildung}, publisher={Hogrefe Publishing Group}, author={Bruns, Julia and Mette, Tessa}, year={2025}, pages={193–200} }"},"page":"193-200","intvolume":"        14","year":"2025","issue":"4","publication_status":"published","publication_identifier":{"issn":["2191-9186","2191-9194"]},"doi":"10.1026/2191-9186/a000730","title":"Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?","date_created":"2025-10-05T17:56:06Z","author":[{"id":"72183","full_name":"Bruns, Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia"},{"first_name":"Tessa","full_name":"Mette, Tessa","last_name":"Mette"}],"volume":14,"publisher":"Hogrefe Publishing Group","date_updated":"2025-10-05T17:56:50Z","status":"public","abstract":[{"text":"<jats:p> Zusammenfassung: Frühe mathematische Bildung, die ihren Ausgangspunkt in den (Spiel-)Situationen der Kindertagesstätte nimmt, kann breite mathematische Erfahrungen ermöglichen, wenn die (Spiel-)Situationen entsprechende Möglichkeiten bieten. Erste Studien weisen darauf hin, dass in diesen Situationen verschiedene mathematische Inhalte angesprochen werden können. Allerdings konzentrieren sich bisherige Studien auf ausgewählte Kontexte oder Inhaltsbereiche. Diese Studie zielt daher auf eine vertiefte Analyse der Gelegenheiten für mathematische Erfahrungen, die in verschiedenen (Spiel-)Situationen im Alltag der Kindertagesstätte entstehen können. Dazu wurde eine videobasierte Beobachtungsstudie mittels einer Action-Kamera in einer Kindertagesstätte durchgeführt. Die Ergebnisse zeigen, dass eine Vielfalt von mathematischen Inhalten in (Spiel-)Situationen in der Kindertagesstätte beobachtet werden kann, einzelne Inhalte jedoch nur in formellen Lernsituationen auftreten. </jats:p>","lang":"eng"}],"type":"journal_article","publication":"Frühe Bildung","alternative_title":["Analyse von Gelegenheiten zur frühen mathematischen Bildung im Alltag einer Kindertagesstätte"],"language":[{"iso":"ger"}],"user_id":"72183","department":[{"_id":"611"}],"_id":"61519"},{"_id":"62283","user_id":"31132","department":[{"_id":"360"}],"language":[{"iso":"ger"}],"type":"journal_article","publication":"mathematik lehren","status":"public","date_updated":"2025-11-21T16:26:27Z","author":[{"first_name":"Sebastian","id":"31132","full_name":"Rezat, Sebastian","last_name":"Rezat"},{"full_name":"Doligkeit, Nadja","last_name":"Doligkeit","first_name":"Nadja"}],"date_created":"2025-11-21T16:25:49Z","title":"Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen Denken","publication_status":"published","issue":"252","year":"2025","citation":{"mla":"Rezat, Sebastian, and Nadja Doligkeit. “Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen Denken.” <i>mathematik lehren</i>, no. 252, 2025, pp. 16–22.","bibtex":"@article{Rezat_Doligkeit_2025, title={Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen Denken}, number={252}, journal={mathematik lehren}, author={Rezat, Sebastian and Doligkeit, Nadja}, year={2025}, pages={16–22} }","short":"S. Rezat, N. Doligkeit, mathematik lehren (2025) 16–22.","apa":"Rezat, S., &#38; Doligkeit, N. (2025). Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen Denken. <i>mathematik lehren</i>, <i>252</i>, 16–22.","ieee":"S. Rezat and N. Doligkeit, “Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen Denken,” <i>mathematik lehren</i>, no. 252, pp. 16–22, 2025.","chicago":"Rezat, Sebastian, and Nadja Doligkeit. “Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen Denken.” <i>mathematik lehren</i>, no. 252 (2025): 16–22.","ama":"Rezat S, Doligkeit N. Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen Denken. <i>mathematik lehren</i>. 2025;(252):16–22."},"page":"16–22"},{"page":"549-555","citation":{"mla":"Häsel-Weide, Uta, and Marcus Nührenbörger. “ Mathematik (Primarstufe) in der Lehrerinnen- und Lehrerbildung. Qualifizierung für das Lehren von Mathematik in der Grundschule.” <i>Handbuch Lehrerinnen- und Lehrerbildung</i>, edited by C. Cramer et al., 2nd ed., Klinkhardt, 2025, pp. 549–55, doi:<a href=\"https://doi.org/10.35468/hblb2025-070\">10.35468/hblb2025-070</a>.","bibtex":"@inbook{Häsel-Weide_Nührenbörger_2025, edition={2}, title={ Mathematik (Primarstufe) in der Lehrerinnen- und Lehrerbildung. Qualifizierung für das Lehren von Mathematik in der Grundschule}, DOI={<a href=\"https://doi.org/10.35468/hblb2025-070\">10.35468/hblb2025-070</a>}, booktitle={Handbuch Lehrerinnen- und Lehrerbildung}, publisher={Klinkhardt}, author={Häsel-Weide, Uta and Nührenbörger, Marcus}, editor={Cramer, C. and König, J. and Rothland, M.}, year={2025}, pages={549–555} }","short":"U. Häsel-Weide, M. Nührenbörger, in: C. Cramer, J. König, M. Rothland (Eds.), Handbuch Lehrerinnen- und Lehrerbildung, 2nd ed., Klinkhardt, 2025, pp. 549–555.","apa":"Häsel-Weide, U., &#38; Nührenbörger, M. (2025).  Mathematik (Primarstufe) in der Lehrerinnen- und Lehrerbildung. Qualifizierung für das Lehren von Mathematik in der Grundschule. In C. Cramer, J. König, &#38; M. Rothland (Eds.), <i>Handbuch Lehrerinnen- und Lehrerbildung</i> (2nd ed., pp. 549–555). Klinkhardt. <a href=\"https://doi.org/10.35468/hblb2025-070\">https://doi.org/10.35468/hblb2025-070</a>","chicago":"Häsel-Weide, Uta, and Marcus Nührenbörger. “ Mathematik (Primarstufe) in der Lehrerinnen- und Lehrerbildung. Qualifizierung für das Lehren von Mathematik in der Grundschule.” In <i>Handbuch Lehrerinnen- und Lehrerbildung</i>, edited by C. Cramer, J. König, and M. Rothland, 2nd ed., 549–55. Klinkhardt, 2025. <a href=\"https://doi.org/10.35468/hblb2025-070\">https://doi.org/10.35468/hblb2025-070</a>.","ieee":"U. Häsel-Weide and M. Nührenbörger, “ Mathematik (Primarstufe) in der Lehrerinnen- und Lehrerbildung. Qualifizierung für das Lehren von Mathematik in der Grundschule,” in <i>Handbuch Lehrerinnen- und Lehrerbildung</i>, 2nd ed., C. Cramer, J. König, and M. Rothland, Eds. Klinkhardt, 2025, pp. 549–555.","ama":"Häsel-Weide U, Nührenbörger M.  Mathematik (Primarstufe) in der Lehrerinnen- und Lehrerbildung. Qualifizierung für das Lehren von Mathematik in der Grundschule. In: Cramer C, König J, Rothland M, eds. <i>Handbuch Lehrerinnen- und Lehrerbildung</i>. 2nd ed. Klinkhardt; 2025:549-555. doi:<a href=\"https://doi.org/10.35468/hblb2025-070\">10.35468/hblb2025-070</a>"},"year":"2025","edition":"2","doi":"10.35468/hblb2025-070","title":" Mathematik (Primarstufe) in der Lehrerinnen- und Lehrerbildung. Qualifizierung für das Lehren von Mathematik in der Grundschule","date_created":"2025-11-27T10:53:30Z","author":[{"first_name":"Uta","orcid":"0000-0001-6278-4240","last_name":"Häsel-Weide","id":"60267","full_name":"Häsel-Weide, Uta"},{"first_name":"Marcus","full_name":"Nührenbörger, Marcus","last_name":"Nührenbörger"}],"date_updated":"2025-11-27T10:53:52Z","publisher":"Klinkhardt","status":"public","editor":[{"first_name":"C.","full_name":"Cramer, C.","last_name":"Cramer"},{"first_name":"J.","full_name":"König, J.","last_name":"König"},{"full_name":"Rothland, M.","last_name":"Rothland","first_name":"M."}],"publication":"Handbuch Lehrerinnen- und Lehrerbildung","type":"book_chapter","language":[{"iso":"ger"}],"department":[{"_id":"543"}],"user_id":"44184","_id":"62645"},{"title":"The quality of print and digital mathematics curriculum resources","date_created":"2025-12-11T15:36:37Z","publisher":"Norwegian University of Science and Technology.","year":"2025","language":[{"iso":"eng"}],"ddc":["370"],"license":"https://creativecommons.org/licenses/by-nd/4.0/","file":[{"date_updated":"2025-12-11T15:39:27Z","creator":"srezat","date_created":"2025-12-11T15:39:27Z","file_size":724455,"access_level":"closed","file_id":"63037","file_name":"Proceedings ICMT5 december 2026 Seiten 85-104.pdf","content_type":"application/pdf","success":1,"relation":"main_file"}],"publication":"Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development.","conference":{"end_date":"2025-06-20","location":"Trondheim, Norway","name":"Fifth International Conference on Mathematics Textbook Research and Development (ICMT5)","start_date":"2025-06-17"},"author":[{"full_name":"Rezat, Sebastian","id":"31132","last_name":"Rezat","first_name":"Sebastian"},{"first_name":"Dubravka","full_name":"Glasnović Gracin, Dubravka","last_name":"Glasnović Gracin"},{"first_name":"Hendrik","full_name":"Van Steenbrugge, Hendrik","last_name":"Van Steenbrugge"},{"first_name":"Henning","last_name":"Sievert","full_name":"Sievert, Henning"}],"date_updated":"2025-12-12T10:15:57Z","page":"72–91","citation":{"ama":"Rezat S, Glasnović Gracin D, Van Steenbrugge H, Sievert H. The quality of print and digital mathematics curriculum resources. In: Pepin B, Kohanová I, Langfeldt MB, eds. <i>Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development.</i> Norwegian University of Science and Technology.; 2025:72–91.","ieee":"S. Rezat, D. Glasnović Gracin, H. Van Steenbrugge, and H. Sievert, “The quality of print and digital mathematics curriculum resources,” in <i>Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development.</i>, Trondheim, Norway, 2025, pp. 72–91.","chicago":"Rezat, Sebastian, Dubravka Glasnović Gracin, Hendrik Van Steenbrugge, and Henning Sievert. “The Quality of Print and Digital Mathematics Curriculum Resources.” In <i>Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development.</i>, edited by Birgit Pepin, Iveta Kohanová, and Marit Buset Langfeldt, 72–91. Norwegian University of Science and Technology., 2025.","mla":"Rezat, Sebastian, et al. “The Quality of Print and Digital Mathematics Curriculum Resources.” <i>Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development.</i>, edited by Birgit Pepin et al., Norwegian University of Science and Technology., 2025, pp. 72–91.","short":"S. Rezat, D. Glasnović Gracin, H. Van Steenbrugge, H. Sievert, in: B. Pepin, I. Kohanová, M.B. Langfeldt (Eds.), Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development., Norwegian University of Science and Technology., 2025, pp. 72–91.","bibtex":"@inproceedings{Rezat_Glasnović Gracin_Van Steenbrugge_Sievert_2025, title={The quality of print and digital mathematics curriculum resources}, booktitle={Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development.}, publisher={Norwegian University of Science and Technology.}, author={Rezat, Sebastian and Glasnović Gracin, Dubravka and Van Steenbrugge, Hendrik and Sievert, Henning}, editor={Pepin, Birgit and Kohanová, Iveta and Langfeldt, Marit Buset}, year={2025}, pages={72–91} }","apa":"Rezat, S., Glasnović Gracin, D., Van Steenbrugge, H., &#38; Sievert, H. (2025). The quality of print and digital mathematics curriculum resources. In B. Pepin, I. Kohanová, &#38; M. B. Langfeldt (Eds.), <i>Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development.</i> (pp. 72–91). Norwegian University of Science and Technology."},"has_accepted_license":"1","publication_identifier":{"isbn":["978-82-691902-2-9"]},"publication_status":"published","file_date_updated":"2025-12-11T15:39:27Z","department":[{"_id":"360"}],"user_id":"31132","_id":"63036","status":"public","editor":[{"first_name":"Birgit","full_name":"Pepin, Birgit","last_name":"Pepin"},{"first_name":"Iveta","last_name":"Kohanová","full_name":"Kohanová, Iveta"},{"last_name":"Langfeldt","full_name":"Langfeldt, Marit Buset","first_name":"Marit Buset"}],"type":"conference"},{"status":"public","editor":[{"first_name":"Birgit","last_name":"Pepin","full_name":"Pepin, Birgit"},{"full_name":"Kohanová, Iveta","last_name":"Kohanová","first_name":"Iveta"},{"last_name":"Langfeldt","full_name":"Langfeldt, Marit Buset","first_name":"Marit Buset"}],"type":"conference","publication":"Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development","language":[{"iso":"eng"}],"user_id":"31132","department":[{"_id":"98"}],"_id":"63034","citation":{"mla":"Stallmeister, Lea, and Sebastian Rezat. “Students’ Use of Different Material Resources for Specific Purposes in the Process of Learning Mathematics.” <i>Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development</i>, edited by Birgit Pepin et al., Norwegian University of Science and Technology, 2025.","short":"L. Stallmeister, S. Rezat, in: B. Pepin, I. Kohanová, M.B. Langfeldt (Eds.), Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development, Norwegian University of Science and Technology, 2025.","bibtex":"@inproceedings{Stallmeister_Rezat_2025, title={Students’ use of different material resources for specific purposes in the process of learning mathematics}, booktitle={Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development}, publisher={Norwegian University of Science and Technology}, author={Stallmeister, Lea and Rezat, Sebastian}, editor={Pepin, Birgit and Kohanová, Iveta and Langfeldt, Marit Buset}, year={2025} }","apa":"Stallmeister, L., &#38; Rezat, S. (2025). Students’ use of different material resources for specific purposes in the process of learning mathematics. In B. Pepin, I. Kohanová, &#38; M. B. Langfeldt (Eds.), <i>Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development</i>. Norwegian University of Science and Technology.","ama":"Stallmeister L, Rezat S. Students’ use of different material resources for specific purposes in the process of learning mathematics. In: Pepin B, Kohanová I, Langfeldt MB, eds. <i>Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development</i>. Norwegian University of Science and Technology; 2025.","chicago":"Stallmeister, Lea, and Sebastian Rezat. “Students’ Use of Different Material Resources for Specific Purposes in the Process of Learning Mathematics.” In <i>Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development</i>, edited by Birgit Pepin, Iveta Kohanová, and Marit Buset Langfeldt. Norwegian University of Science and Technology, 2025.","ieee":"L. Stallmeister and S. Rezat, “Students’ use of different material resources for specific purposes in the process of learning mathematics,” in <i>Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development</i>, Trondheim, Norway, 2025."},"year":"2025","publication_status":"published","publication_identifier":{"isbn":["978-82-691902-2-9"]},"main_file_link":[{"open_access":"1","url":"https://www.ntnu.edu/documents/1317903369/0/Proceedings+ICMT5+december+2026.pdf"}],"conference":{"end_date":"2025-06-20","location":"Trondheim, Norway","name":"Fifth International Conference on Mathematics Textbook Research and Development","start_date":"2025-06-17"},"title":"Students’ use of different material resources for specific purposes in the process of learning mathematics","author":[{"id":"63369","full_name":"Stallmeister, Lea","last_name":"Stallmeister","first_name":"Lea"},{"first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian","id":"31132"}],"date_created":"2025-12-11T13:15:07Z","oa":"1","publisher":"Norwegian University of Science and Technology","date_updated":"2025-12-12T10:17:46Z"},{"department":[{"_id":"360"}],"user_id":"31132","_id":"60196","file_date_updated":"2025-06-12T14:23:07Z","article_type":"original","type":"journal_article","status":"public","volume":57,"author":[{"first_name":"Sebastian","id":"31132","full_name":"Rezat, Sebastian","last_name":"Rezat"}],"date_updated":"2025-12-16T14:32:27Z","doi":"10.1007/s11858-025-01708-w","publication_identifier":{"issn":["1863-9690","1863-9704"]},"has_accepted_license":"1","publication_status":"published","intvolume":"        57","page":" 891–904","citation":{"apa":"Rezat, S. (2025). The quality of digital curriculum resources for mathematics in German educational policy. <i>ZDM – Mathematics Education</i>, <i>57</i>, 891–904. <a href=\"https://doi.org/10.1007/s11858-025-01708-w\">https://doi.org/10.1007/s11858-025-01708-w</a>","short":"S. Rezat, ZDM – Mathematics Education 57 (2025) 891–904.","mla":"Rezat, Sebastian. “The Quality of Digital Curriculum Resources for Mathematics in German Educational Policy.” <i>ZDM – Mathematics Education</i>, vol. 57, Springer Science and Business Media LLC, 2025, pp. 891–904, doi:<a href=\"https://doi.org/10.1007/s11858-025-01708-w\">10.1007/s11858-025-01708-w</a>.","bibtex":"@article{Rezat_2025, title={The quality of digital curriculum resources for mathematics in German educational policy}, volume={57}, DOI={<a href=\"https://doi.org/10.1007/s11858-025-01708-w\">10.1007/s11858-025-01708-w</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Rezat, Sebastian}, year={2025}, pages={891–904} }","ieee":"S. Rezat, “The quality of digital curriculum resources for mathematics in German educational policy,” <i>ZDM – Mathematics Education</i>, vol. 57, pp. 891–904, 2025, doi: <a href=\"https://doi.org/10.1007/s11858-025-01708-w\">10.1007/s11858-025-01708-w</a>.","chicago":"Rezat, Sebastian. “The Quality of Digital Curriculum Resources for Mathematics in German Educational Policy.” <i>ZDM – Mathematics Education</i> 57 (2025): 891–904. <a href=\"https://doi.org/10.1007/s11858-025-01708-w\">https://doi.org/10.1007/s11858-025-01708-w</a>.","ama":"Rezat S. The quality of digital curriculum resources for mathematics in German educational policy. <i>ZDM – Mathematics Education</i>. 2025;57:891–904. doi:<a href=\"https://doi.org/10.1007/s11858-025-01708-w\">10.1007/s11858-025-01708-w</a>"},"language":[{"iso":"eng"}],"keyword":["governance","digital curriculum resources","digital textbooks","digital curriculum materials","quality"],"ddc":["370"],"publication":"ZDM – Mathematics Education","file":[{"success":1,"relation":"main_file","content_type":"application/pdf","file_size":1296774,"file_id":"60197","access_level":"closed","file_name":"s11858-025-01708-w.pdf","date_updated":"2025-06-12T14:23:07Z","creator":"srezat","date_created":"2025-06-12T14:23:07Z"}],"abstract":[{"text":"This paper examines the governance and quality control of digital curriculum resources (DCR) for K-12 mathematics education in Germany. It focuses on approval processes and criteria set by the 16 federal states, arguing that these have the potential to influence the development of DCR. Using qualitative content analysis, the study explores three research questions: which DCR require official approval, the criteria applied for approval, and the extent to which these criteria are mathematics-specific. Findings indicate that 10 federal states maintain official approval systems, covering digital equivalents of printed textbooks and selected supplemental materials. However, most DCR fall outside these regulated processes, leaving their evaluation largely to individual schools and teachers. The study identifies 17 categories of quality criteria, but reveals a lack of detailed, mathematics-specific requirements. Instead, many criteria are broad references to didactical principles and educational goals, leaving the interpretation and application of these quality standards open-ended. Subject-specific criteria are included but remain limited in specificity. The study underscores the need for research-informed, mathematics-specific quality standards to guide DCR development and approval, emphasizing their importance amidst challenges like artificial intelligence. Policymakers are urged to adopt clearer criteria to ensure high-quality DCR to be used in schools.","lang":"eng"}],"date_created":"2025-06-12T14:21:07Z","publisher":"Springer Science and Business Media LLC","title":"The quality of digital curriculum resources for mathematics in German educational policy","quality_controlled":"1","year":"2025"},{"department":[{"_id":"97"},{"_id":"643"}],"user_id":"32202","_id":"63434","language":[{"iso":"eng"}],"keyword":["hoffmann","reviewed","proceedings"],"publication":"Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)","type":"conference","status":"public","editor":[{"first_name":"Marianna","last_name":"Bosch","full_name":"Bosch, Marianna"},{"full_name":"Bolondi, Giorgio","last_name":"Bolondi","first_name":"Giorgio"},{"first_name":"Susana","last_name":"Carreira","full_name":"Carreira, Susana"},{"full_name":"Michael, Gaidoschik","last_name":"Michael","first_name":"Gaidoschik"},{"first_name":"Spagnolo","last_name":"Camilla","full_name":"Camilla, Spagnolo"}],"date_created":"2026-01-04T21:26:04Z","author":[{"last_name":"Hoffmann","full_name":"Hoffmann, Max","first_name":"Max"}],"date_updated":"2026-01-04T21:29:36Z","oa":"1","main_file_link":[{"url":"https://hal.science/CERME14/hal-05237875v1","open_access":"1"}],"title":"Using scriptwriting as a response format for interface tasks: Exemplary analyses in the context of symmetry","quality_controlled":"1","citation":{"apa":"Hoffmann, M. (2025). Using scriptwriting as a response format for interface tasks: Exemplary analyses in the context of symmetry. In M. Bosch, G. Bolondi, S. Carreira, G. Michael, &#38; S. Camilla (Eds.), <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>.","bibtex":"@inproceedings{Hoffmann_2025, title={Using scriptwriting as a response format for interface tasks: Exemplary analyses in the context of symmetry}, booktitle={Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)}, author={Hoffmann, Max}, editor={Bosch, Marianna and Bolondi, Giorgio and Carreira, Susana and Michael, Gaidoschik and Camilla, Spagnolo}, year={2025} }","mla":"Hoffmann, Max. “Using Scriptwriting as a Response Format for Interface Tasks: Exemplary Analyses in the Context of Symmetry.” <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, edited by Marianna Bosch et al., 2025.","short":"M. Hoffmann, in: M. Bosch, G. Bolondi, S. Carreira, G. Michael, S. Camilla (Eds.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), 2025.","ama":"Hoffmann M. Using scriptwriting as a response format for interface tasks: Exemplary analyses in the context of symmetry. In: Bosch M, Bolondi G, Carreira S, Michael G, Camilla S, eds. <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>. ; 2025.","ieee":"M. Hoffmann, “Using scriptwriting as a response format for interface tasks: Exemplary analyses in the context of symmetry,” in <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, 2025.","chicago":"Hoffmann, Max. “Using Scriptwriting as a Response Format for Interface Tasks: Exemplary Analyses in the Context of Symmetry.” In <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, edited by Marianna Bosch, Giorgio Bolondi, Susana Carreira, Gaidoschik Michael, and Spagnolo Camilla, 2025."},"year":"2025"},{"page":"39-44","citation":{"ama":"Hoffmann M. Digitale Perspektiven auf das Heron-Verfahren. <i>mathematik lehren</i>. 2025;(253):39-44. doi:<a href=\"https://doi.org/10.5555/ml-253-2025_07\">https://doi.org/10.5555/ml-253-2025_07</a>","chicago":"Hoffmann, Max. “Digitale Perspektiven auf das Heron-Verfahren.” <i>mathematik lehren</i>, no. 253 (2025): 39–44. <a href=\"https://doi.org/10.5555/ml-253-2025_07\">https://doi.org/10.5555/ml-253-2025_07</a>.","ieee":"M. Hoffmann, “Digitale Perspektiven auf das Heron-Verfahren,” <i>mathematik lehren</i>, no. 253, pp. 39–44, 2025, doi: <a href=\"https://doi.org/10.5555/ml-253-2025_07\">https://doi.org/10.5555/ml-253-2025_07</a>.","bibtex":"@article{Hoffmann_2025, title={Digitale Perspektiven auf das Heron-Verfahren}, DOI={<a href=\"https://doi.org/10.5555/ml-253-2025_07\">https://doi.org/10.5555/ml-253-2025_07</a>}, number={253}, journal={mathematik lehren}, author={Hoffmann, Max}, year={2025}, pages={39–44} }","short":"M. Hoffmann, mathematik lehren (2025) 39–44.","mla":"Hoffmann, Max. “Digitale Perspektiven auf das Heron-Verfahren.” <i>mathematik lehren</i>, no. 253, 2025, pp. 39–44, doi:<a href=\"https://doi.org/10.5555/ml-253-2025_07\">https://doi.org/10.5555/ml-253-2025_07</a>.","apa":"Hoffmann, M. (2025). Digitale Perspektiven auf das Heron-Verfahren. <i>mathematik lehren</i>, <i>253</i>, 39–44. <a href=\"https://doi.org/10.5555/ml-253-2025_07\">https://doi.org/10.5555/ml-253-2025_07</a>"},"year":"2025","issue":"253","publication_status":"published","doi":"https://doi.org/10.5555/ml-253-2025_07","title":"Digitale Perspektiven auf das Heron-Verfahren","author":[{"orcid":"0000-0002-6964-7123","last_name":"Hoffmann","id":"32202","full_name":"Hoffmann, Max","first_name":"Max"}],"date_created":"2026-01-04T17:37:54Z","date_updated":"2026-01-04T17:38:00Z","status":"public","publication":"mathematik lehren","popular_science":"1","type":"journal_article","language":[{"iso":"ger"}],"article_type":"original","department":[{"_id":"97"},{"_id":"643"}],"user_id":"32202","_id":"63433"},{"language":[{"iso":"ger"}],"_id":"63556","user_id":"37888","department":[{"_id":"363"}],"status":"public","type":"journal_article","publication":"mathematica didactica","title":"Civic Statistical Literacy: Konzept und praxisnahe Umsetzung am Beispiel des Klimawandels","main_file_link":[{"open_access":"1","url":"https://journals.ub.uni-koeln.de/index.php/mathematica_didactica/article/view/2297"}],"doi":"10.18716/ojs/md/2025.2297","oa":"1","date_updated":"2026-01-12T11:26:40Z","date_created":"2026-01-12T11:23:57Z","author":[{"last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274","first_name":"Rolf"},{"full_name":"Engel, Joachim","last_name":"Engel","first_name":"Joachim"},{"full_name":"Frischemeier, Daniel","last_name":"Frischemeier","first_name":"Daniel"},{"last_name":"Podworny","full_name":"Podworny, Susanne","first_name":"Susanne"}],"volume":48,"year":"2025","citation":{"ama":"Biehler R, Engel J, Frischemeier D, Podworny S. Civic Statistical Literacy: Konzept und praxisnahe Umsetzung am Beispiel des Klimawandels. <i>mathematica didactica</i>. 2025;48(2). doi:<a href=\"https://doi.org/10.18716/ojs/md/2025.2297\">10.18716/ojs/md/2025.2297</a>","ieee":"R. Biehler, J. Engel, D. Frischemeier, and S. Podworny, “Civic Statistical Literacy: Konzept und praxisnahe Umsetzung am Beispiel des Klimawandels,” <i>mathematica didactica</i>, vol. 48, no. 2, 2025, doi: <a href=\"https://doi.org/10.18716/ojs/md/2025.2297\">10.18716/ojs/md/2025.2297</a>.","chicago":"Biehler, Rolf, Joachim Engel, Daniel Frischemeier, and Susanne Podworny. “Civic Statistical Literacy: Konzept und praxisnahe Umsetzung am Beispiel des Klimawandels.” <i>mathematica didactica</i> 48, no. 2 (2025). <a href=\"https://doi.org/10.18716/ojs/md/2025.2297\">https://doi.org/10.18716/ojs/md/2025.2297</a>.","apa":"Biehler, R., Engel, J., Frischemeier, D., &#38; Podworny, S. (2025). Civic Statistical Literacy: Konzept und praxisnahe Umsetzung am Beispiel des Klimawandels. <i>mathematica didactica</i>, <i>48</i>(2). <a href=\"https://doi.org/10.18716/ojs/md/2025.2297\">https://doi.org/10.18716/ojs/md/2025.2297</a>","bibtex":"@article{Biehler_Engel_Frischemeier_Podworny_2025, title={Civic Statistical Literacy: Konzept und praxisnahe Umsetzung am Beispiel des Klimawandels}, volume={48}, DOI={<a href=\"https://doi.org/10.18716/ojs/md/2025.2297\">10.18716/ojs/md/2025.2297</a>}, number={2}, journal={mathematica didactica}, author={Biehler, Rolf and Engel, Joachim and Frischemeier, Daniel and Podworny, Susanne}, year={2025} }","short":"R. Biehler, J. Engel, D. Frischemeier, S. Podworny, mathematica didactica 48 (2025).","mla":"Biehler, Rolf, et al. “Civic Statistical Literacy: Konzept und praxisnahe Umsetzung am Beispiel des Klimawandels.” <i>mathematica didactica</i>, vol. 48, no. 2, 2025, doi:<a href=\"https://doi.org/10.18716/ojs/md/2025.2297\">10.18716/ojs/md/2025.2297</a>."},"intvolume":"        48","issue":"2"},{"status":"public","editor":[{"first_name":"L.","last_name":"Schick","full_name":"Schick, L."},{"first_name":"M.","last_name":"Platz","full_name":"Platz, M."},{"first_name":"A.","full_name":"Lambert, A.","last_name":"Lambert"}],"abstract":[{"text":"Prüfungen sind ein wesentlicher Bestandteil des Mathematikunterrichts. Mündliche Prüfungsformate sind insbesondere in Abschlussprüfungen üblich, wurden aber bislang kaum untersucht. Dieses Projekt widmet sich dem Vorkommen und der Bedeutung verschiedener Wissensarten in mündlichen Prüfungen. Dazu soll auf Grundlage videografierter Prüfungsgespräche eine Taxonomie für abgefragte Wissensarten entwickelt werden. Der Vortrag präsentiert die Konzeption sowie erste Ergebnisse einer Vorstudie, die als Basis für eine vertiefte Analyse realer Prüfungen dient.","lang":"ger"}],"publication":"Beiträge zum Mathematikunterricht 2025","type":"conference","language":[{"iso":"ger"}],"department":[{"_id":"979"},{"_id":"983"}],"user_id":"111364","_id":"63571","page":"1417","citation":{"ieee":"J. Hellmund, “Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden abgefragt?,” in <i>Beiträge zum Mathematikunterricht 2025</i>, Saarbrücken, 2025, p. 1417, doi: <a href=\"https://doi.org/10.17877/DE290R-25900\">10.17877/DE290R-25900</a>.","chicago":"Hellmund, Johannes. “Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden abgefragt?” In <i>Beiträge zum Mathematikunterricht 2025</i>, edited by L. Schick, M. Platz, and A. Lambert, 1417. WTM, 2025. <a href=\"https://doi.org/10.17877/DE290R-25900\">https://doi.org/10.17877/DE290R-25900</a>.","ama":"Hellmund J. Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden abgefragt? In: Schick L, Platz M, Lambert A, eds. <i>Beiträge zum Mathematikunterricht 2025</i>. WTM; 2025:1417. doi:<a href=\"https://doi.org/10.17877/DE290R-25900\">10.17877/DE290R-25900</a>","apa":"Hellmund, J. (2025). Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden abgefragt? In L. Schick, M. Platz, &#38; A. Lambert (Eds.), <i>Beiträge zum Mathematikunterricht 2025</i> (p. 1417). WTM. <a href=\"https://doi.org/10.17877/DE290R-25900\">https://doi.org/10.17877/DE290R-25900</a>","mla":"Hellmund, Johannes. “Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden abgefragt?” <i>Beiträge zum Mathematikunterricht 2025</i>, edited by L. Schick et al., WTM, 2025, p. 1417, doi:<a href=\"https://doi.org/10.17877/DE290R-25900\">10.17877/DE290R-25900</a>.","bibtex":"@inproceedings{Hellmund_2025, title={Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden abgefragt?}, DOI={<a href=\"https://doi.org/10.17877/DE290R-25900\">10.17877/DE290R-25900</a>}, booktitle={Beiträge zum Mathematikunterricht 2025}, publisher={WTM}, author={Hellmund, Johannes}, editor={Schick, L. and Platz, M. and Lambert, A.}, year={2025}, pages={1417} }","short":"J. Hellmund, in: L. Schick, M. Platz, A. Lambert (Eds.), Beiträge zum Mathematikunterricht 2025, WTM, 2025, p. 1417."},"year":"2025","conference":{"name":"58. Jahrestagung der Gesellschaft für Didaktik der Mathematik","start_date":"2025-03-03","end_date":"2025-03-07","location":"Saarbrücken"},"doi":"10.17877/DE290R-25900","title":"Mündliche Prüfungen im Mathematikunterricht – welche Arten des Wissens werden abgefragt?","date_created":"2026-01-12T17:16:19Z","author":[{"last_name":"Hellmund","full_name":"Hellmund, Johannes","id":"111364","first_name":"Johannes"}],"publisher":"WTM","date_updated":"2026-01-12T17:18:39Z"},{"type":"journal_article","publication":"Frühe Bildung","status":"public","_id":"54970","user_id":"72183","department":[{"_id":"611"}],"language":[{"iso":"ger"}],"issue":"2","year":"2025","citation":{"apa":"Quack, C., &#38; Bruns, J. (2025). Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte. <i>Frühe Bildung</i>, <i>14</i>(2), 72–78. <a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>","short":"C. Quack, J. Bruns, Frühe Bildung 14 (2025) 72–78.","mla":"Quack, Carolin, and Julia Bruns. “Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte.” <i>Frühe Bildung</i>, vol. 14, no. 2, 2025, pp. 72–78, doi:<a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>.","bibtex":"@article{Quack_Bruns_2025, title={Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte}, volume={14}, DOI={<a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>}, number={2}, journal={Frühe Bildung}, author={Quack, Carolin and Bruns, Julia}, year={2025}, pages={72–78} }","ieee":"C. Quack and J. Bruns, “Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte,” <i>Frühe Bildung</i>, vol. 14, no. 2, pp. 72–78, 2025, doi: <a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>.","chicago":"Quack, Carolin, and Julia Bruns. “Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte.” <i>Frühe Bildung</i> 14, no. 2 (2025): 72–78. <a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>.","ama":"Quack C, Bruns J. Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte. <i>Frühe Bildung</i>. 2025;14(2):72-78. doi:<a href=\"https://doi.org/10.1026/2191-9186/a000712\">https://doi.org/10.1026/2191-9186/a000712</a>"},"page":"72-78","intvolume":"        14","date_updated":"2026-03-11T14:31:13Z","date_created":"2024-07-02T07:31:26Z","author":[{"first_name":"Carolin","full_name":"Quack, Carolin","id":"77311","last_name":"Quack"},{"first_name":"Julia","full_name":"Bruns, Julia","id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"}],"volume":14,"title":"Mathematikbezogenes Wissen, Einstellungen und Lerngelegenheiten als Einflussfaktoren der situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachkräfte","doi":"https://doi.org/10.1026/2191-9186/a000712"},{"author":[{"last_name":"Hoffmann","orcid":"0000-0002-6964-7123","full_name":"Hoffmann, Max","id":"32202","first_name":"Max"}],"date_created":"2024-09-14T08:08:22Z","volume":45,"date_updated":"2026-03-30T13:52:29Z","oa":"1","main_file_link":[{"url":"https://rdm.episciences.org/17761/pdf","open_access":"1"}],"doi":"10.46298/rdm.14256","title":"Symmetry as a Topic for the University Education of Pre-Service Teachers","issue":"2","publication_status":"published","quality_controlled":"1","citation":{"short":"M. Hoffmann, Recherches En Didactique Des Mathématiques 45 (2025) 85–120.","mla":"Hoffmann, Max. “Symmetry as a Topic for the University Education of Pre-Service Teachers.” <i>Recherches En Didactique Des Mathématiques</i>, vol. 45, no. 2, 2025, pp. 85–120, doi:<a href=\"https://doi.org/10.46298/rdm.14256\">10.46298/rdm.14256</a>.","bibtex":"@article{Hoffmann_2025, title={Symmetry as a Topic for the University Education of Pre-Service Teachers}, volume={45}, DOI={<a href=\"https://doi.org/10.46298/rdm.14256\">10.46298/rdm.14256</a>}, number={2}, journal={Recherches en Didactique des Mathématiques}, author={Hoffmann, Max}, year={2025}, pages={85–120} }","apa":"Hoffmann, M. (2025). Symmetry as a Topic for the University Education of Pre-Service Teachers. <i>Recherches En Didactique Des Mathématiques</i>, <i>45</i>(2), 85–120. <a href=\"https://doi.org/10.46298/rdm.14256\">https://doi.org/10.46298/rdm.14256</a>","ieee":"M. Hoffmann, “Symmetry as a Topic for the University Education of Pre-Service Teachers,” <i>Recherches en Didactique des Mathématiques</i>, vol. 45, no. 2, pp. 85–120, 2025, doi: <a href=\"https://doi.org/10.46298/rdm.14256\">10.46298/rdm.14256</a>.","chicago":"Hoffmann, Max. “Symmetry as a Topic for the University Education of Pre-Service Teachers.” <i>Recherches En Didactique Des Mathématiques</i> 45, no. 2 (2025): 85–120. <a href=\"https://doi.org/10.46298/rdm.14256\">https://doi.org/10.46298/rdm.14256</a>.","ama":"Hoffmann M. Symmetry as a Topic for the University Education of Pre-Service Teachers. <i>Recherches en Didactique des Mathématiques</i>. 2025;45(2):85-120. doi:<a href=\"https://doi.org/10.46298/rdm.14256\">10.46298/rdm.14256</a>"},"intvolume":"        45","page":"85-120","year":"2025","user_id":"32202","department":[{"_id":"97"},{"_id":"643"}],"_id":"56131","language":[{"iso":"eng"}],"article_type":"original","type":"journal_article","publication":"Recherches en Didactique des Mathématiques","status":"public","abstract":[{"text":"This article provides a comprehensive mathematical-didactic analysis of how the highly relevant topic symmetry can be prepared for the university education of PSTs. Methodologically, the analysis is embedded in a design research cycle and serves as preparation for the actual design of learning activities. The procedure of \"specifying and structuring\" learning objects is used and adapted in such a way that, in addition to mathematical aspects, profession-oriented references to school mathematics are also considered. An essential result of the analysis is the formulation of so-called interface aspects to symmetry, which prove to be helpful in establishing such references. ","lang":"eng"}]}]