[{"main_file_link":[{"open_access":"1","url":"https://link.springer.com/article/10.1007/s11858-024-01649-w"}],"publisher":"Springer Science and Business Media LLC","_id":"58353","language":[{"iso":"eng"}],"user_id":"37888","doi":"10.1007/s11858-024-01649-w","year":"2025","title":"Young students’ engagement with data to create decision trees","status":"public","author":[{"id":"30619","first_name":"Susanne","last_name":"Podworny","orcid":"0000-0002-6313-5987","full_name":"Podworny, Susanne"},{"full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf","id":"16274"},{"last_name":"Fleischer","first_name":"Yannik","orcid":"https://orcid.org/0000-0003-0318-0329","full_name":"Fleischer, Yannik","id":"42660"}],"publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","date_updated":"2025-01-24T07:57:00Z","date_created":"2025-01-24T07:55:53Z","type":"journal_article","department":[{"_id":"363"}],"oa":"1","publication":"ZDM – Mathematics Education","citation":{"apa":"Podworny, S., Biehler, R., &#38; Fleischer, Y. (2025). Young students’ engagement with data to create decision trees. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-024-01649-w\">https://doi.org/10.1007/s11858-024-01649-w</a>","mla":"Podworny, Susanne, et al. “Young Students’ Engagement with Data to Create Decision Trees.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2025, doi:<a href=\"https://doi.org/10.1007/s11858-024-01649-w\">10.1007/s11858-024-01649-w</a>.","ieee":"S. Podworny, R. Biehler, and Y. Fleischer, “Young students’ engagement with data to create decision trees,” <i>ZDM – Mathematics Education</i>, 2025, doi: <a href=\"https://doi.org/10.1007/s11858-024-01649-w\">10.1007/s11858-024-01649-w</a>.","chicago":"Podworny, Susanne, Rolf Biehler, and Yannik Fleischer. “Young Students’ Engagement with Data to Create Decision Trees.” <i>ZDM – Mathematics Education</i>, 2025. <a href=\"https://doi.org/10.1007/s11858-024-01649-w\">https://doi.org/10.1007/s11858-024-01649-w</a>.","ama":"Podworny S, Biehler R, Fleischer Y. Young students’ engagement with data to create decision trees. <i>ZDM – Mathematics Education</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1007/s11858-024-01649-w\">10.1007/s11858-024-01649-w</a>","short":"S. Podworny, R. Biehler, Y. Fleischer, ZDM – Mathematics Education (2025).","bibtex":"@article{Podworny_Biehler_Fleischer_2025, title={Young students’ engagement with data to create decision trees}, DOI={<a href=\"https://doi.org/10.1007/s11858-024-01649-w\">10.1007/s11858-024-01649-w</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Podworny, Susanne and Biehler, Rolf and Fleischer, Yannik}, year={2025} }"},"abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n          <jats:p>Statistics and machine learning are critical because they play an essential role in our everyday lives and the careers we may pursue in the future. It may be beneficial to introduce machine learning, such as decision trees (DTs), at an early stage of education. The data-based construction of DTs is an example of a machine learning process, which can be addressed in mathematics or statistics teaching because of relatively low prior knowledge requirements. This paper focuses on investigating how sixth-grade students create and evaluate data-based DTs. The basis is a teaching unit that aims to lay the foundation for machine learning and enhance students’ understanding of the process. We investigate students’ processes in detail while they build DTs with data cards about food items to predict whether a new item is recommendable. After the teaching unit, an interview study examines students’ strategies for creating decision trees. The findings contribute to understanding students’ learning processes and the challenges when working with decision trees.</jats:p>","lang":"eng"}]},{"department":[{"_id":"543"}],"type":"journal_article","date_created":"2025-04-07T10:48:48Z","citation":{"chicago":"Häsel-Weide, Uta, and M. Nührenbörger. “Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule.” <i>Zeitschrift für Grundschulforschung</i>, 2025. <a href=\"https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x \">https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x </a>.","short":"U. Häsel-Weide, M. Nührenbörger, Zeitschrift für Grundschulforschung (2025).","ieee":"U. Häsel-Weide and M. Nührenbörger, “Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule,” <i>Zeitschrift für Grundschulforschung</i>, 2025, doi: <a href=\"https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x \"> https://doi.org/10.1007/s42278-025-00223-x </a>.","apa":"Häsel-Weide, U., &#38; Nührenbörger, M. (2025). Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule. <i>Zeitschrift für Grundschulforschung</i>. <a href=\"https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x \">https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x </a>","bibtex":"@article{Häsel-Weide_Nührenbörger_2025, title={Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule}, DOI={<a href=\"https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x \"> https://doi.org/10.1007/s42278-025-00223-x </a>}, journal={Zeitschrift für Grundschulforschung}, author={Häsel-Weide, Uta and Nührenbörger, M.}, year={2025} }","ama":"Häsel-Weide U, Nührenbörger M. Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule. <i>Zeitschrift für Grundschulforschung</i>. Published online 2025. doi:<a href=\"https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x \"> https://doi.org/10.1007/s42278-025-00223-x </a>","mla":"Häsel-Weide, Uta, and M. Nührenbörger. “Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule.” <i>Zeitschrift für Grundschulforschung</i>, 2025, doi:<a href=\"https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x \"> https://doi.org/10.1007/s42278-025-00223-x </a>."},"publication":"Zeitschrift für Grundschulforschung","user_id":"44184","doi":" https://doi.org/10.1007/s42278-025-00223-x ","language":[{"iso":"ger"}],"_id":"59414","date_updated":"2025-04-07T10:49:18Z","author":[{"id":"60267","full_name":"Häsel-Weide, Uta","last_name":"Häsel-Weide","orcid":"0000-0001-6278-4240","first_name":"Uta"},{"full_name":"Nührenbörger, M.","first_name":"M.","last_name":"Nührenbörger"}],"status":"public","title":"Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule","year":"2025"},{"status":"public","_id":"59622","publisher":"Springer Science and Business Media LLC","user_id":"37888","volume":57,"citation":{"apa":"Fleischer, Y., &#38; Biehler, R. (2025). Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning. <i>ZDM – Mathematics Education</i>, <i>57</i>(1). <a href=\"https://doi.org/10.1007/s11858-025-01663-6\">https://doi.org/10.1007/s11858-025-01663-6</a>","ieee":"Y. Fleischer and R. Biehler, “Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning,” <i>ZDM – Mathematics Education</i>, vol. 57, no. 1, 2025, doi: <a href=\"https://doi.org/10.1007/s11858-025-01663-6\">10.1007/s11858-025-01663-6</a>.","short":"Y. Fleischer, R. Biehler, ZDM – Mathematics Education 57 (2025).","chicago":"Fleischer, Yannik, and Rolf Biehler. “Exploring Students’ Constructions of Data-Based Decision Trees after an Introductory Teaching Unit on Machine Learning.” <i>ZDM – Mathematics Education</i> 57, no. 1 (2025). <a href=\"https://doi.org/10.1007/s11858-025-01663-6\">https://doi.org/10.1007/s11858-025-01663-6</a>.","mla":"Fleischer, Yannik, and Rolf Biehler. “Exploring Students’ Constructions of Data-Based Decision Trees after an Introductory Teaching Unit on Machine Learning.” <i>ZDM – Mathematics Education</i>, vol. 57, no. 1, Springer Science and Business Media LLC, 2025, doi:<a href=\"https://doi.org/10.1007/s11858-025-01663-6\">10.1007/s11858-025-01663-6</a>.","ama":"Fleischer Y, Biehler R. Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning. <i>ZDM – Mathematics Education</i>. 2025;57(1). doi:<a href=\"https://doi.org/10.1007/s11858-025-01663-6\">10.1007/s11858-025-01663-6</a>","bibtex":"@article{Fleischer_Biehler_2025, title={Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning}, volume={57}, DOI={<a href=\"https://doi.org/10.1007/s11858-025-01663-6\">10.1007/s11858-025-01663-6</a>}, number={1}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Fleischer, Yannik and Biehler, Rolf}, year={2025} }"},"title":"Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning","year":"2025","author":[{"id":"42660","orcid":"https://orcid.org/0000-0003-0318-0329","last_name":"Fleischer","first_name":"Yannik","full_name":"Fleischer, Yannik"},{"id":"16274","full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler"}],"publication_identifier":{"issn":["1863-9690","1863-9704"]},"date_updated":"2025-04-22T08:00:59Z","publication_status":"published","intvolume":"        57","main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11858-025-01663-6"}],"language":[{"iso":"eng"}],"doi":"10.1007/s11858-025-01663-6","publication":"ZDM – Mathematics Education","issue":"1","abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n          <jats:p>This study explores how high school students construct decision trees using data cards and the software CODAP (codap.concord.org) in interviews after attending a teaching unit. We conceptualized data-based decision tree construction using nine key aspects that we intended to teach, tested variations of two design elements in teaching, and analyzed the interviews qualitatively to compare student behavior to intended outcomes. We found high alignment to intentions but also deviations in data activities and informal or context-based rather than data-based reasoning. The design element of context-free (blinded) data seems to enhance data-based reasoning, while the design element of data card use showed diagnostic potential.</jats:p>","lang":"eng"}],"date_created":"2025-04-22T07:59:07Z","type":"journal_article","department":[{"_id":"363"}]},{"title":"Emotions in mathematics learning: a systematic review and meta-analysis","year":"2025","status":"public","publication_identifier":{"issn":["1863-9690","1863-9704"]},"author":[{"full_name":"Schönherr, Johanna","last_name":"Schönherr","first_name":"Johanna","id":"99409"},{"full_name":"Schukajlow, Stanislaw","first_name":"Stanislaw","last_name":"Schukajlow"},{"full_name":"Pekrun, Reinhard","last_name":"Pekrun","first_name":"Reinhard"}],"date_updated":"2025-05-27T12:16:26Z","publication_status":"published","_id":"58516","language":[{"iso":"eng"}],"publisher":"Springer Science and Business Media LLC","doi":"10.1007/s11858-025-01651-w","user_id":"99409","publication":"ZDM – Mathematics Education","citation":{"mla":"Schönherr, Johanna, et al. “Emotions in Mathematics Learning: A Systematic Review and Meta-Analysis.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2025, doi:<a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>.","bibtex":"@article{Schönherr_Schukajlow_Pekrun_2025, title={Emotions in mathematics learning: a systematic review and meta-analysis}, DOI={<a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Schönherr, Johanna and Schukajlow, Stanislaw and Pekrun, Reinhard}, year={2025} }","ama":"Schönherr J, Schukajlow S, Pekrun R. Emotions in mathematics learning: a systematic review and meta-analysis. <i>ZDM – Mathematics Education</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>","ieee":"J. Schönherr, S. Schukajlow, and R. Pekrun, “Emotions in mathematics learning: a systematic review and meta-analysis,” <i>ZDM – Mathematics Education</i>, 2025, doi: <a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>.","apa":"Schönherr, J., Schukajlow, S., &#38; Pekrun, R. (2025). Emotions in mathematics learning: a systematic review and meta-analysis. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-025-01651-w\">https://doi.org/10.1007/s11858-025-01651-w</a>","chicago":"Schönherr, Johanna, Stanislaw Schukajlow, and Reinhard Pekrun. “Emotions in Mathematics Learning: A Systematic Review and Meta-Analysis.” <i>ZDM – Mathematics Education</i>, 2025. <a href=\"https://doi.org/10.1007/s11858-025-01651-w\">https://doi.org/10.1007/s11858-025-01651-w</a>.","short":"J. Schönherr, S. Schukajlow, R. Pekrun, ZDM – Mathematics Education (2025)."},"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n          <jats:p>Academic emotions play a crucial role in mathematics learning, significantly influencing motivation, academic achievement, and career aspirations in mathematics. With the notable increase in research on emotions in recent years, our review uses Pekrun’s control-value theory with two primary objectives: to systematically describe the characteristics of emotions in recent research through a systematic review, and to synthesize evidence on the relationships between specific emotions, control-value antecedents, and mathematics achievement via a meta-analysis. The systematic review of 112 studies revealed that more than 100 specific emotions have been addressed in recent research, which we analyzed based on key emotion characteristics: valence and activation, type of object, temporal stability, and social context. The findings from the systematic review provide an overview of mathematics-specific objects that emotions have referred to in the most recent research. The subsequent meta-analysis demonstrated that mathematics achievement (e.g., test scores and grades) was positively related to enjoyment, hope, and pride (<jats:inline-formula>\r\n              <jats:alternatives>\r\n                <jats:tex-math>$$\\overline{r}$$</jats:tex-math>\r\n                <mml:math xmlns:mml=\"http://www.w3.org/1998/Math/MathML\">\r\n                  <mml:mover>\r\n                    <mml:mi>r</mml:mi>\r\n                    <mml:mo>¯</mml:mo>\r\n                  </mml:mover>\r\n                </mml:math>\r\n              </jats:alternatives>\r\n            </jats:inline-formula> = .247, .224, and .344, respectively) but negatively related to anger, boredom, frustration, hopelessness, and shame (<jats:inline-formula>\r\n              <jats:alternatives>\r\n                <jats:tex-math>$$\\overline{r}$$</jats:tex-math>\r\n                <mml:math xmlns:mml=\"http://www.w3.org/1998/Math/MathML\">\r\n                  <mml:mover>\r\n                    <mml:mi>r</mml:mi>\r\n                    <mml:mo>¯</mml:mo>\r\n                  </mml:mover>\r\n                </mml:math>\r\n              </jats:alternatives>\r\n            </jats:inline-formula>= − .322, − .187, − .207, − .378, and − .291, respectively). Theoretical and practical implications of these results are discussed.</jats:p>"}],"date_created":"2025-02-05T08:19:34Z","type":"journal_article","department":[{"_id":"913"}]},{"volume":81,"user_id":"99409","doi":"10.1016/j.cedpsych.2025.102369","_id":"59703","publisher":"Elsevier BV","language":[{"iso":"eng"}],"article_number":"102369","intvolume":"        81","publication_status":"published","date_updated":"2025-05-27T12:15:42Z","author":[{"id":"99409","last_name":"Schönherr","first_name":"Johanna","full_name":"Schönherr, Johanna"},{"full_name":"Mayer, Richard E.","first_name":"Richard E.","last_name":"Mayer"}],"publication_identifier":{"issn":["0361-476X"]},"title":"Maximizing the benefits of student-generated drawing for real-world problem solving","status":"public","year":"2025","department":[{"_id":"913"}],"type":"journal_article","date_created":"2025-04-28T14:44:15Z","citation":{"ieee":"J. Schönherr and R. E. Mayer, “Maximizing the benefits of student-generated drawing for real-world problem solving,” <i>Contemporary Educational Psychology</i>, vol. 81, Art. no. 102369, 2025, doi: <a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">10.1016/j.cedpsych.2025.102369</a>.","apa":"Schönherr, J., &#38; Mayer, R. E. (2025). Maximizing the benefits of student-generated drawing for real-world problem solving. <i>Contemporary Educational Psychology</i>, <i>81</i>, Article 102369. <a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">https://doi.org/10.1016/j.cedpsych.2025.102369</a>","short":"J. Schönherr, R.E. Mayer, Contemporary Educational Psychology 81 (2025).","chicago":"Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated Drawing for Real-World Problem Solving.” <i>Contemporary Educational Psychology</i> 81 (2025). <a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">https://doi.org/10.1016/j.cedpsych.2025.102369</a>.","mla":"Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated Drawing for Real-World Problem Solving.” <i>Contemporary Educational Psychology</i>, vol. 81, 102369, Elsevier BV, 2025, doi:<a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">10.1016/j.cedpsych.2025.102369</a>.","bibtex":"@article{Schönherr_Mayer_2025, title={Maximizing the benefits of student-generated drawing for real-world problem solving}, volume={81}, DOI={<a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">10.1016/j.cedpsych.2025.102369</a>}, number={102369}, journal={Contemporary Educational Psychology}, publisher={Elsevier BV}, author={Schönherr, Johanna and Mayer, Richard E.}, year={2025} }","ama":"Schönherr J, Mayer RE. Maximizing the benefits of student-generated drawing for real-world problem solving. <i>Contemporary Educational Psychology</i>. 2025;81. doi:<a href=\"https://doi.org/10.1016/j.cedpsych.2025.102369\">10.1016/j.cedpsych.2025.102369</a>"},"publication":"Contemporary Educational Psychology"},{"_id":"60102","publisher":"Hogrefe Publishing Group","language":[{"iso":"ger"}],"user_id":"72183","doi":"10.1026/2191-9186/a000699","alternative_title":["Validierung eines Screenings in der Schweiz und in Deutschland"],"status":"public","year":"2025","title":"Erfassung der numerischen Kompetenzen im                     Kindergartenalter","publication_identifier":{"issn":["2191-9186","2191-9194"]},"author":[{"first_name":"Noemi","last_name":"Gloor","full_name":"Gloor, Noemi"},{"first_name":"Karin","last_name":"Kucian","full_name":"Kucian, Karin"},{"id":"72183","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","full_name":"Bruns, Julia"},{"full_name":"Gasteiger, Hedwig","first_name":"Hedwig","last_name":"Gasteiger"},{"full_name":"Moser Opitz, Elisabeth","first_name":"Elisabeth","last_name":"Moser Opitz"}],"publication_status":"published","date_updated":"2025-06-02T14:12:03Z","date_created":"2025-06-02T14:11:40Z","type":"journal_article","department":[{"_id":"611"}],"publication":"Frühe Bildung","citation":{"short":"N. Gloor, K. Kucian, J. Bruns, H. Gasteiger, E. Moser Opitz, Frühe Bildung (2025).","chicago":"Gloor, Noemi, Karin Kucian, Julia Bruns, Hedwig Gasteiger, and Elisabeth Moser Opitz. “Erfassung der numerischen Kompetenzen im                     Kindergartenalter.” <i>Frühe Bildung</i>, 2025. <a href=\"https://doi.org/10.1026/2191-9186/a000699\">https://doi.org/10.1026/2191-9186/a000699</a>.","apa":"Gloor, N., Kucian, K., Bruns, J., Gasteiger, H., &#38; Moser Opitz, E. (2025). Erfassung der numerischen Kompetenzen im                     Kindergartenalter. <i>Frühe Bildung</i>. <a href=\"https://doi.org/10.1026/2191-9186/a000699\">https://doi.org/10.1026/2191-9186/a000699</a>","ieee":"N. Gloor, K. Kucian, J. Bruns, H. Gasteiger, and E. Moser Opitz, “Erfassung der numerischen Kompetenzen im                     Kindergartenalter,” <i>Frühe Bildung</i>, 2025, doi: <a href=\"https://doi.org/10.1026/2191-9186/a000699\">10.1026/2191-9186/a000699</a>.","ama":"Gloor N, Kucian K, Bruns J, Gasteiger H, Moser Opitz E. Erfassung der numerischen Kompetenzen im                     Kindergartenalter. <i>Frühe Bildung</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1026/2191-9186/a000699\">10.1026/2191-9186/a000699</a>","bibtex":"@article{Gloor_Kucian_Bruns_Gasteiger_Moser Opitz_2025, title={Erfassung der numerischen Kompetenzen im                     Kindergartenalter}, DOI={<a href=\"https://doi.org/10.1026/2191-9186/a000699\">10.1026/2191-9186/a000699</a>}, journal={Frühe Bildung}, publisher={Hogrefe Publishing Group}, author={Gloor, Noemi and Kucian, Karin and Bruns, Julia and Gasteiger, Hedwig and Moser Opitz, Elisabeth}, year={2025} }","mla":"Gloor, Noemi, et al. “Erfassung der numerischen Kompetenzen im                     Kindergartenalter.” <i>Frühe Bildung</i>, Hogrefe Publishing Group, 2025, doi:<a href=\"https://doi.org/10.1026/2191-9186/a000699\">10.1026/2191-9186/a000699</a>."},"abstract":[{"lang":"eng","text":"<jats:p> Zusammenfassung: Studien haben gezeigt, dass frühe numerische Kompetenzen einen Einfluss auf die spätere mathematische Entwicklung haben. Vor diesem Hintergrund ist es wichtig, die numerischen Kompetenzen bereits im Kindergartenalter zu erfassen, um Kinder, denen wichtige Kompetenzen für die mathematische Entwicklung fehlen, und für die das Risiko der Entwicklung von Rechenschwierigkeiten besteht, frühzeitig und praxistauglich zu identifizieren. In der Studie wird ein Screening zur Erfassung der numerischen Kompetenzen im Kindergartenalter präsentiert, bei dem ausgewählte Aufgaben in einem Gruppensetting durchgeführt werden können. An der Validierung nahmen Kinder im Alter von vier bis sechs Jahren aus der Schweiz ( n = 431) und aus Deutschland ( n = 325) teil. Die Ergebnisse zeigen, dass mit dem Screening in verschiedenen Gruppen (Schweiz, Deutschland) mit wenigen Ausnahmen dieselben Eigenschaften gemessen werden. Die prognostische Validität für den Zeitpunkt kurz vor Schuleintritt ist zufriedenstellend. Der Testwert auf Basis des Gruppensettings lässt sich valide interpretieren, da sich keine Unterschiede zwischen Kindern, die die Aufgaben einzeln gelöst haben und Kindern, die die Aufgaben in Gruppen bearbeitet haben, gezeigt haben. Zusammenfassend lässt sich sagen, dass das Screening durch die Kombination von Einzel- und Kleingruppentests die Erfassung numerischer Fähigkeiten im Kindergarten in kurzer Zeit zuverlässig und valide ermöglicht. </jats:p>"}]},{"user_id":"93843","_id":"63622","language":[{"iso":"eng"}],"date_updated":"2026-01-15T10:23:49Z","year":"2025","title":"Towards design principles for learning environments based on theorem provers","status":"public","author":[{"last_name":"Garnelo Abellanas","first_name":"Irene","full_name":"Garnelo Abellanas, Irene","id":"93843"}],"type":"conference","department":[{"_id":"979"}],"date_created":"2026-01-15T10:23:32Z","publication":"Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)","citation":{"chicago":"Garnelo Abellanas, Irene. “Towards Design Principles for Learning Environments Based on Theorem Provers.” In <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, 2025.","short":"I. Garnelo Abellanas, in: Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), 2025.","ieee":"I. Garnelo Abellanas, “Towards design principles for learning environments based on theorem provers,” 2025.","apa":"Garnelo Abellanas, I. (2025). Towards design principles for learning environments based on theorem provers. <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>.","bibtex":"@inproceedings{Garnelo Abellanas_2025, title={Towards design principles for learning environments based on theorem provers}, booktitle={Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)}, author={Garnelo Abellanas, Irene}, year={2025} }","ama":"Garnelo Abellanas I. Towards design principles for learning environments based on theorem provers. In: <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>. ; 2025.","mla":"Garnelo Abellanas, Irene. “Towards Design Principles for Learning Environments Based on Theorem Provers.” <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, 2025."}},{"user_id":"93843","language":[{"iso":"eng"}],"_id":"63629","date_updated":"2026-01-15T10:31:29Z","title":"Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern","year":"2025","status":"public","author":[{"full_name":"Garnelo Abellanas, Irene","last_name":"Garnelo Abellanas","first_name":"Irene","id":"93843"}],"type":"conference","department":[{"_id":"979"}],"date_created":"2026-01-15T10:31:16Z","publication":"Beiträge zum Mathematikunterricht 2025","citation":{"short":"I. Garnelo Abellanas, in: Beiträge Zum Mathematikunterricht 2025, 2025.","chicago":"Garnelo Abellanas, Irene. “Ein Designprinzip Für Lernumgebungen Zu Inter-Aktiven Theorembeweisern.” In <i>Beiträge Zum Mathematikunterricht 2025</i>, 2025.","ieee":"I. Garnelo Abellanas, “Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern,” 2025.","apa":"Garnelo Abellanas, I. (2025). Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern. <i>Beiträge Zum Mathematikunterricht 2025</i>.","bibtex":"@inproceedings{Garnelo Abellanas_2025, title={Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern}, booktitle={Beiträge zum Mathematikunterricht 2025}, author={Garnelo Abellanas, Irene}, year={2025} }","ama":"Garnelo Abellanas I. Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern. In: <i>Beiträge Zum Mathematikunterricht 2025</i>. ; 2025.","mla":"Garnelo Abellanas, Irene. “Ein Designprinzip Für Lernumgebungen Zu Inter-Aktiven Theorembeweisern.” <i>Beiträge Zum Mathematikunterricht 2025</i>, 2025."}},{"date_created":"2026-01-22T08:30:16Z","type":"conference","oa":"1","department":[{"_id":"98"}],"publication":"Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik","citation":{"bibtex":"@inproceedings{Stallmeister_Rezat_2025, title={Die Bedeutung des Mathematikschulbuchs in Zeiten der Ressourcenvielfalt}, DOI={<a href=\"https://doi.org/10.17877/DE290R-26373\">10.17877/DE290R-26373</a>}, booktitle={Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik}, publisher={WTM-Verlag}, author={Stallmeister, Lea and Rezat, Sebastian}, editor={Schick, Lisa and Platz, Melanie and Lambert, Anselm}, year={2025} }","ama":"Stallmeister L, Rezat S. Die Bedeutung des Mathematikschulbuchs in Zeiten der Ressourcenvielfalt. In: Schick L, Platz M, Lambert A, eds. <i>Beiträge Zum Mathematikunterricht 2025. 58. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>. WTM-Verlag; 2025. doi:<a href=\"https://doi.org/10.17877/DE290R-26373\">10.17877/DE290R-26373</a>","mla":"Stallmeister, Lea, and Sebastian Rezat. “Die Bedeutung Des Mathematikschulbuchs in Zeiten Der Ressourcenvielfalt.” <i>Beiträge Zum Mathematikunterricht 2025. 58. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by Lisa Schick et al., WTM-Verlag, 2025, doi:<a href=\"https://doi.org/10.17877/DE290R-26373\">10.17877/DE290R-26373</a>.","chicago":"Stallmeister, Lea, and Sebastian Rezat. “Die Bedeutung Des Mathematikschulbuchs in Zeiten Der Ressourcenvielfalt.” In <i>Beiträge Zum Mathematikunterricht 2025. 58. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by Lisa Schick, Melanie Platz, and Anselm Lambert. WTM-Verlag, 2025. <a href=\"https://doi.org/10.17877/DE290R-26373\">https://doi.org/10.17877/DE290R-26373</a>.","short":"L. Stallmeister, S. Rezat, in: L. Schick, M. Platz, A. Lambert (Eds.), Beiträge Zum Mathematikunterricht 2025. 58. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik, WTM-Verlag, 2025.","ieee":"L. Stallmeister and S. Rezat, “Die Bedeutung des Mathematikschulbuchs in Zeiten der Ressourcenvielfalt,” in <i>Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, Universität des Saarlandes, Saarbrücken, 2025, doi: <a href=\"https://doi.org/10.17877/DE290R-26373\">10.17877/DE290R-26373</a>.","apa":"Stallmeister, L., &#38; Rezat, S. (2025). Die Bedeutung des Mathematikschulbuchs in Zeiten der Ressourcenvielfalt. In L. Schick, M. Platz, &#38; A. Lambert (Eds.), <i>Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>. WTM-Verlag. <a href=\"https://doi.org/10.17877/DE290R-26373\">https://doi.org/10.17877/DE290R-26373</a>"},"main_file_link":[{"url":"http://dx.doi.org/10.17877/DE290R-26373","open_access":"1"}],"publisher":"WTM-Verlag","_id":"63697","language":[{"iso":"eng"}],"doi":"10.17877/DE290R-26373","user_id":"63369","editor":[{"full_name":"Schick, Lisa","first_name":"Lisa","last_name":"Schick"},{"last_name":"Platz","first_name":"Melanie","full_name":"Platz, Melanie"},{"last_name":"Lambert","first_name":"Anselm","full_name":"Lambert, Anselm"}],"title":"Die Bedeutung des Mathematikschulbuchs in Zeiten der Ressourcenvielfalt","status":"public","year":"2025","conference":{"location":"Universität des Saarlandes, Saarbrücken","name":"58. Jahrestagung der Gesellschaft für Didaktik der Mathematik"},"author":[{"id":"63369","full_name":"Stallmeister, Lea","first_name":"Lea","last_name":"Stallmeister"},{"id":"31132","last_name":"Rezat","first_name":"Sebastian","full_name":"Rezat, Sebastian"}],"date_updated":"2026-01-22T08:36:01Z"},{"related_material":{"link":[{"relation":"confirmation","url":"https://hal.science/hal-05293284 "}]},"publication":"Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)","citation":{"bibtex":"@inproceedings{Neufeld_Häsel-Weide_2025, title={Learning support practices in the fostering of basic arithmetic skills}, booktitle={Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)}, author={Neufeld, Inga and Häsel-Weide, Uta}, editor={Bosch, M. and Bolondi, G. and Carreira, S. and Spagnolo, C. and Gaidoschik, M. and Free University of Bozen-Bolzano an ERME}, year={2025} }","ama":"Neufeld I, Häsel-Weide U. Learning support practices in the fostering of basic arithmetic skills. In: Bosch M, Bolondi G, Carreira S, Spagnolo C, Gaidoschik M, Free University of Bozen-Bolzano an ERME, eds. <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>. ; 2025.","mla":"Neufeld, Inga, and Uta Häsel-Weide. “Learning Support Practices in the Fostering of Basic Arithmetic Skills.” <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, edited by M. Bosch et al., 2025.","chicago":"Neufeld, Inga, and Uta Häsel-Weide. “Learning Support Practices in the Fostering of Basic Arithmetic Skills.” In <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, edited by M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, M. Gaidoschik, and Free University of Bozen-Bolzano an ERME, 2025.","short":"I. Neufeld, U. Häsel-Weide, in: M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, M. Gaidoschik, Free University of Bozen-Bolzano an ERME (Eds.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), 2025.","ieee":"I. Neufeld and U. Häsel-Weide, “Learning support practices in the fostering of basic arithmetic skills,” in <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, Bozen, Italy, 2025.","apa":"Neufeld, I., &#38; Häsel-Weide, U. (2025). Learning support practices in the fostering of basic arithmetic skills. In M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, M. Gaidoschik, &#38; Free University of Bozen-Bolzano an ERME (Eds.), <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>."},"type":"conference","department":[{"_id":"543"}],"date_created":"2025-11-04T09:00:29Z","date_updated":"2026-01-22T10:20:49Z","title":"Learning support practices in the fostering of basic arithmetic skills","status":"public","year":"2025","conference":{"name":"Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)","location":"Bozen, Italy"},"author":[{"last_name":"Neufeld","first_name":"Inga","full_name":"Neufeld, Inga","id":"61635"},{"id":"60267","full_name":"Häsel-Weide, Uta","orcid":"0000-0001-6278-4240","last_name":"Häsel-Weide","first_name":"Uta"}],"corporate_editor":["Free University of Bozen-Bolzano an ERME"],"user_id":"44184","editor":[{"first_name":"M.","last_name":"Bosch","full_name":"Bosch, M."},{"first_name":"G.","last_name":"Bolondi","full_name":"Bolondi, G."},{"full_name":"Carreira, S.","first_name":"S.","last_name":"Carreira"},{"last_name":"Spagnolo","first_name":"C.","full_name":"Spagnolo, C."},{"last_name":"Gaidoschik","first_name":"M.","full_name":"Gaidoschik, M."}],"language":[{"iso":"eng"}],"_id":"62062"},{"date_updated":"2026-01-22T10:20:55Z","title":"Practices in math discourses in inclusive primary school","year":"2025","status":"public","corporate_editor":["Free University of Bozen-Bolzano an ERME"],"author":[{"id":"60267","full_name":"Häsel-Weide, Uta","first_name":"Uta","orcid":"0000-0001-6278-4240","last_name":"Häsel-Weide"},{"full_name":"Nührenbörger, Marcus","first_name":"Marcus","last_name":"Nührenbörger"}],"conference":{"location":"Bozen, Italy","name":"Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)"},"user_id":"44184","editor":[{"first_name":"M.","last_name":"Bosch","full_name":"Bosch, M."},{"full_name":"Bolondi, G.","first_name":"G.","last_name":"Bolondi"},{"last_name":"Carreira","first_name":"S.","full_name":"Carreira, S."},{"full_name":"Spagnolo, C.","first_name":"C.","last_name":"Spagnolo"},{"last_name":"Gaidoschik","first_name":"M.","full_name":"Gaidoschik, M."}],"_id":"62063","language":[{"iso":"eng"}],"related_material":{"link":[{"relation":"confirmation","url":"https://hal.science/hal-05285878 "}]},"publication":"Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)","citation":{"apa":"Häsel-Weide, U., &#38; Nührenbörger, M. (2025). Practices in math discourses in inclusive primary school. In M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, M. Gaidoschik, &#38; Free University of Bozen-Bolzano an ERME (Eds.), <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>.","ieee":"U. Häsel-Weide and M. Nührenbörger, “Practices in math discourses in inclusive primary school,” in <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, Bozen, Italy, 2025.","short":"U. Häsel-Weide, M. Nührenbörger, in: M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, M. Gaidoschik, Free University of Bozen-Bolzano an ERME (Eds.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), 2025.","chicago":"Häsel-Weide, Uta, and Marcus Nührenbörger. “Practices in Math Discourses in Inclusive Primary School.” In <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, edited by M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, M. Gaidoschik, and Free University of Bozen-Bolzano an ERME, 2025.","mla":"Häsel-Weide, Uta, and Marcus Nührenbörger. “Practices in Math Discourses in Inclusive Primary School.” <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>, edited by M. Bosch et al., 2025.","ama":"Häsel-Weide U, Nührenbörger M. Practices in math discourses in inclusive primary school. In: Bosch M, Bolondi G, Carreira S, Spagnolo C, Gaidoschik M, Free University of Bozen-Bolzano an ERME, eds. <i>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</i>. ; 2025.","bibtex":"@inproceedings{Häsel-Weide_Nührenbörger_2025, title={Practices in math discourses in inclusive primary school}, booktitle={Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)}, author={Häsel-Weide, Uta and Nührenbörger, Marcus}, editor={Bosch, M. and Bolondi, G. and Carreira, S. and Spagnolo, C. and Gaidoschik, M. and Free University of Bozen-Bolzano an ERME}, year={2025} }"},"type":"conference","department":[{"_id":"543"}],"date_created":"2025-11-04T09:03:20Z"},{"place":"Bielefeld","date_created":"2026-01-26T11:23:48Z","type":"book_chapter","department":[{"_id":"611"}],"publication":"25 Jahre Berufskolleg - Wegspuren und Zukunftspfade","citation":{"mla":"Bruns, Julia, et al. “Frühe Mathematische Bildung Als Ausbildungsinhalt Der Erzieherinnen- Und Erzieher-Ausbildung Stärken.” <i>25 Jahre Berufskolleg - Wegspuren Und Zukunftspfade</i>, edited by Stephanie Pudenz et al., wbv, 2025, pp. 175–88.","bibtex":"@inbook{Bruns_Gasteiger_Lastering_Schopferer_Zech_2025, place={Bielefeld}, title={Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung stärken}, booktitle={25 Jahre Berufskolleg - Wegspuren und Zukunftspfade}, publisher={wbv}, author={Bruns, Julia and Gasteiger, Hedwig and Lastering, Bernd and Schopferer, Theresa and Zech, Detlev}, editor={Pudenz, Stephanie and Schoell, Oliver and Cleef, Maria}, year={2025}, pages={175–188} }","ama":"Bruns J, Gasteiger H, Lastering B, Schopferer T, Zech D. Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung stärken. In: Pudenz S, Schoell O, Cleef M, eds. <i>25 Jahre Berufskolleg - Wegspuren Und Zukunftspfade</i>. wbv; 2025:175-188.","ieee":"J. Bruns, H. Gasteiger, B. Lastering, T. Schopferer, and D. Zech, “Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung stärken,” in <i>25 Jahre Berufskolleg - Wegspuren und Zukunftspfade</i>, S. Pudenz, O. Schoell, and M. Cleef, Eds. Bielefeld: wbv, 2025, pp. 175–188.","apa":"Bruns, J., Gasteiger, H., Lastering, B., Schopferer, T., &#38; Zech, D. (2025). Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung stärken. In S. Pudenz, O. Schoell, &#38; M. Cleef (Eds.), <i>25 Jahre Berufskolleg - Wegspuren und Zukunftspfade</i> (pp. 175–188). wbv.","chicago":"Bruns, Julia, Hedwig Gasteiger, Bernd Lastering, Theresa Schopferer, and Detlev Zech. “Frühe Mathematische Bildung Als Ausbildungsinhalt Der Erzieherinnen- Und Erzieher-Ausbildung Stärken.” In <i>25 Jahre Berufskolleg - Wegspuren Und Zukunftspfade</i>, edited by Stephanie Pudenz, Oliver Schoell, and Maria Cleef, 175–88. Bielefeld: wbv, 2025.","short":"J. Bruns, H. Gasteiger, B. Lastering, T. Schopferer, D. Zech, in: S. Pudenz, O. Schoell, M. Cleef (Eds.), 25 Jahre Berufskolleg - Wegspuren Und Zukunftspfade, wbv, Bielefeld, 2025, pp. 175–188."},"page":"175-188","language":[{"iso":"eng"}],"_id":"63730","publisher":"wbv","user_id":"72183","editor":[{"full_name":"Pudenz, Stephanie","last_name":"Pudenz","first_name":"Stephanie"},{"full_name":"Schoell, Oliver","last_name":"Schoell","first_name":"Oliver"},{"first_name":"Maria","last_name":"Cleef","full_name":"Cleef, Maria"}],"title":"Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung stärken","status":"public","year":"2025","author":[{"id":"72183","full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia","last_name":"Bruns"},{"last_name":"Gasteiger","first_name":"Hedwig","full_name":"Gasteiger, Hedwig"},{"first_name":"Bernd","last_name":"Lastering","full_name":"Lastering, Bernd"},{"first_name":"Theresa","last_name":"Schopferer","full_name":"Schopferer, Theresa"},{"last_name":"Zech","first_name":"Detlev","full_name":"Zech, Detlev"}],"date_updated":"2026-01-26T11:23:55Z"},{"citation":{"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} }","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>","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>.","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).","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>."},"_id":"61518","publisher":"Springer Science and Business Media LLC","user_id":"72183","volume":46,"status":"public","date_created":"2025-10-05T17:55:20Z","type":"journal_article","department":[{"_id":"611"}],"issue":"1","publication":"Journal für Mathematik-Didaktik","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>"}],"article_number":"8","language":[{"iso":"eng"}],"doi":"10.1007/s13138-025-00259-7","year":"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","author":[{"id":"93186","last_name":"Richter","first_name":"Alix","full_name":"Richter, Alix"},{"last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia","full_name":"Bruns, Julia","id":"72183"},{"full_name":"Gasteiger, Hedwig","first_name":"Hedwig","last_name":"Gasteiger"}],"publication_identifier":{"issn":["0173-5322","1869-2699"]},"publication_status":"published","date_updated":"2025-10-05T17:55:53Z","intvolume":"        46"},{"date_created":"2025-10-05T17:56:06Z","type":"journal_article","department":[{"_id":"611"}],"publication":"Frühe Bildung","issue":"4","abstract":[{"lang":"eng","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>"}],"language":[{"iso":"ger"}],"doi":"10.1026/2191-9186/a000730","alternative_title":["Analyse von Gelegenheiten zur frühen mathematischen Bildung im Alltag einer Kindertagesstätte"],"title":"Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte erkunden?","year":"2025","publication_identifier":{"issn":["2191-9186","2191-9194"]},"author":[{"id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia","full_name":"Bruns, Julia"},{"full_name":"Mette, Tessa","last_name":"Mette","first_name":"Tessa"}],"publication_status":"published","date_updated":"2025-10-05T17:56:50Z","intvolume":"        14","citation":{"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>.","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} }","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>.","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>","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>.","short":"J. Bruns, T. Mette, Frühe Bildung 14 (2025) 193–200."},"page":"193-200","_id":"61519","publisher":"Hogrefe Publishing Group","user_id":"72183","volume":14,"status":"public"},{"page":"16–22","language":[{"iso":"ger"}],"_id":"62283","user_id":"31132","title":"Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen Denken","status":"public","year":"2025","author":[{"first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian","id":"31132"},{"full_name":"Doligkeit, Nadja","first_name":"Nadja","last_name":"Doligkeit"}],"date_updated":"2025-11-21T16:26:27Z","publication_status":"published","date_created":"2025-11-21T16:25:49Z","type":"journal_article","department":[{"_id":"360"}],"issue":"252","publication":"mathematik lehren","citation":{"chicago":"Rezat, Sebastian, and Nadja Doligkeit. “Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen Denken.” <i>mathematik lehren</i>, no. 252 (2025): 16–22.","short":"S. Rezat, N. Doligkeit, mathematik lehren (2025) 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.","apa":"Rezat, S., &#38; Doligkeit, N. (2025). Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen Denken. <i>mathematik lehren</i>, <i>252</i>, 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} }","ama":"Rezat S, Doligkeit N. Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen Denken. <i>mathematik lehren</i>. 2025;(252):16–22.","mla":"Rezat, Sebastian, and Nadja Doligkeit. “Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen Denken.” <i>mathematik lehren</i>, no. 252, 2025, pp. 16–22."}},{"status":"public","year":"2025","title":" Mathematik (Primarstufe) in der Lehrerinnen- und Lehrerbildung. Qualifizierung für das Lehren von Mathematik in der Grundschule","author":[{"orcid":"0000-0001-6278-4240","first_name":"Uta","last_name":"Häsel-Weide","full_name":"Häsel-Weide, Uta","id":"60267"},{"full_name":"Nührenbörger, Marcus","first_name":"Marcus","last_name":"Nührenbörger"}],"date_updated":"2025-11-27T10:53:52Z","page":"549-555","_id":"62645","edition":"2","language":[{"iso":"ger"}],"publisher":"Klinkhardt","doi":"10.35468/hblb2025-070","user_id":"44184","editor":[{"full_name":"Cramer, C.","last_name":"Cramer","first_name":"C."},{"first_name":"J.","last_name":"König","full_name":"König, J."},{"last_name":"Rothland","first_name":"M.","full_name":"Rothland, M."}],"publication":"Handbuch Lehrerinnen- und Lehrerbildung","citation":{"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.","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>.","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>","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>","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} }","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>."},"date_created":"2025-11-27T10:53:30Z","type":"book_chapter","department":[{"_id":"543"}]},{"file_date_updated":"2025-12-11T15:39:27Z","citation":{"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.","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.","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.","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.","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.","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} }","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."},"page":"72–91","_id":"63036","publisher":"Norwegian University of Science and Technology.","ddc":["370"],"user_id":"31132","editor":[{"last_name":"Pepin","first_name":"Birgit","full_name":"Pepin, Birgit"},{"full_name":"Kohanová, Iveta","last_name":"Kohanová","first_name":"Iveta"},{"full_name":"Langfeldt, Marit Buset","last_name":"Langfeldt","first_name":"Marit Buset"}],"status":"public","conference":{"name":"Fifth International Conference on Mathematics Textbook Research and Development (ICMT5)","start_date":"2025-06-17","location":"Trondheim, Norway","end_date":"2025-06-20"},"has_accepted_license":"1","file":[{"date_created":"2025-12-11T15:39:27Z","creator":"srezat","file_id":"63037","success":1,"content_type":"application/pdf","file_name":"Proceedings ICMT5 december 2026 Seiten 85-104.pdf","file_size":724455,"access_level":"closed","relation":"main_file","date_updated":"2025-12-11T15:39:27Z"}],"date_created":"2025-12-11T15:36:37Z","type":"conference","department":[{"_id":"360"}],"publication":"Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development.","language":[{"iso":"eng"}],"year":"2025","title":"The quality of print and digital mathematics curriculum resources","publication_identifier":{"isbn":["978-82-691902-2-9"]},"author":[{"id":"31132","last_name":"Rezat","first_name":"Sebastian","full_name":"Rezat, Sebastian"},{"full_name":"Glasnović Gracin, Dubravka","last_name":"Glasnović Gracin","first_name":"Dubravka"},{"last_name":"Van Steenbrugge","first_name":"Hendrik","full_name":"Van Steenbrugge, Hendrik"},{"last_name":"Sievert","first_name":"Henning","full_name":"Sievert, Henning"}],"date_updated":"2025-12-12T10:15:57Z","publication_status":"published"},{"citation":{"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.","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.","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.","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.","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.","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} }","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."},"publication":"Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development","date_created":"2025-12-11T13:15:07Z","oa":"1","department":[{"_id":"98"}],"type":"conference","conference":{"name":"Fifth International Conference on Mathematics Textbook Research and Development","start_date":"2025-06-17","location":"Trondheim, Norway","end_date":"2025-06-20"},"publication_identifier":{"isbn":["978-82-691902-2-9"]},"author":[{"id":"63369","full_name":"Stallmeister, Lea","first_name":"Lea","last_name":"Stallmeister"},{"id":"31132","full_name":"Rezat, Sebastian","last_name":"Rezat","first_name":"Sebastian"}],"status":"public","year":"2025","title":"Students’ use of different material resources for specific purposes in the process of learning mathematics","date_updated":"2025-12-12T10:17:46Z","publication_status":"published","_id":"63034","language":[{"iso":"eng"}],"publisher":"Norwegian University of Science and Technology","main_file_link":[{"open_access":"1","url":"https://www.ntnu.edu/documents/1317903369/0/Proceedings+ICMT5+december+2026.pdf"}],"editor":[{"full_name":"Pepin, Birgit","first_name":"Birgit","last_name":"Pepin"},{"first_name":"Iveta","last_name":"Kohanová","full_name":"Kohanová, Iveta"},{"full_name":"Langfeldt, Marit Buset","first_name":"Marit Buset","last_name":"Langfeldt"}],"user_id":"31132"},{"status":"public","has_accepted_license":"1","publisher":"Springer Science and Business Media LLC","_id":"60196","page":" 891–904","volume":57,"user_id":"31132","ddc":["370"],"citation":{"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} }","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>","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>.","short":"S. Rezat, ZDM – Mathematics Education 57 (2025) 891–904.","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>.","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>.","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>"},"file_date_updated":"2025-06-12T14:23:07Z","quality_controlled":"1","author":[{"id":"31132","first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian"}],"publication_identifier":{"issn":["1863-9690","1863-9704"]},"year":"2025","title":"The quality of digital curriculum resources for mathematics in German educational policy","article_type":"original","intvolume":"        57","publication_status":"published","date_updated":"2025-12-16T14:32:27Z","language":[{"iso":"eng"}],"doi":"10.1007/s11858-025-01708-w","publication":"ZDM – Mathematics Education","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","file":[{"date_created":"2025-06-12T14:23:07Z","creator":"srezat","success":1,"content_type":"application/pdf","file_id":"60197","access_level":"closed","file_size":1296774,"file_name":"s11858-025-01708-w.pdf","date_updated":"2025-06-12T14:23:07Z","relation":"main_file"}],"department":[{"_id":"360"}],"keyword":["governance","digital curriculum resources","digital textbooks","digital curriculum materials","quality"],"type":"journal_article"},{"author":[{"full_name":"Hoffmann, Max","first_name":"Max","last_name":"Hoffmann"}],"year":"2025","title":"Using scriptwriting as a response format for interface tasks: Exemplary analyses in the context of symmetry","status":"public","date_updated":"2026-01-04T21:29:36Z","language":[{"iso":"eng"}],"_id":"63434","main_file_link":[{"open_access":"1","url":"https://hal.science/CERME14/hal-05237875v1"}],"editor":[{"first_name":"Marianna","last_name":"Bosch","full_name":"Bosch, Marianna"},{"first_name":"Giorgio","last_name":"Bolondi","full_name":"Bolondi, Giorgio"},{"full_name":"Carreira, Susana","first_name":"Susana","last_name":"Carreira"},{"first_name":"Gaidoschik","last_name":"Michael","full_name":"Michael, Gaidoschik"},{"full_name":"Camilla, Spagnolo","first_name":"Spagnolo","last_name":"Camilla"}],"user_id":"32202","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>.","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.","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.","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.","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.","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} }"},"publication":"Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)","quality_controlled":"1","date_created":"2026-01-04T21:26:04Z","oa":"1","department":[{"_id":"97"},{"_id":"643"}],"keyword":["hoffmann","reviewed","proceedings"],"type":"conference"}]