[{"date_updated":"2024-09-25T08:29:42Z","publication_status":"published","status":"public","year":"2022","title":"Civic Statistics for Prospective Teachers: Developing Content and Pedagogical Content Knowledge Through Project Work","publication_identifier":{"isbn":["9783031207471","9783031207488"]},"author":[{"full_name":"Podworny, Susanne","last_name":"Podworny","first_name":"Susanne","orcid":"0000-0002-6313-5987","id":"30619"},{"full_name":"Frischemeier, Daniel","last_name":"Frischemeier","first_name":"Daniel"},{"id":"16274","last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf"}],"doi":"10.1007/978-3-031-20748-8_15","user_id":"37888","main_file_link":[{"url":"https://doi.org/10.1007/978-3-031-20748-8_15"}],"language":[{"iso":"eng"}],"_id":"43231","publisher":"Springer International Publishing","publication":"Statistics for Empowerment and Social Engagement","citation":{"mla":"Podworny, Susanne, et al. “Civic Statistics for Prospective Teachers: Developing Content and Pedagogical Content Knowledge Through Project Work.” <i>Statistics for Empowerment and Social Engagement</i>, Springer International Publishing, 2022, doi:<a href=\"https://doi.org/10.1007/978-3-031-20748-8_15\">10.1007/978-3-031-20748-8_15</a>.","ama":"Podworny S, Frischemeier D, Biehler R. Civic Statistics for Prospective Teachers: Developing Content and Pedagogical Content Knowledge Through Project Work. In: <i>Statistics for Empowerment and Social Engagement</i>. Springer International Publishing; 2022. doi:<a href=\"https://doi.org/10.1007/978-3-031-20748-8_15\">10.1007/978-3-031-20748-8_15</a>","bibtex":"@inbook{Podworny_Frischemeier_Biehler_2022, place={Cham}, title={Civic Statistics for Prospective Teachers: Developing Content and Pedagogical Content Knowledge Through Project Work}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-20748-8_15\">10.1007/978-3-031-20748-8_15</a>}, booktitle={Statistics for Empowerment and Social Engagement}, publisher={Springer International Publishing}, author={Podworny, Susanne and Frischemeier, Daniel and Biehler, Rolf}, year={2022} }","apa":"Podworny, S., Frischemeier, D., &#38; Biehler, R. (2022). Civic Statistics for Prospective Teachers: Developing Content and Pedagogical Content Knowledge Through Project Work. In <i>Statistics for Empowerment and Social Engagement</i>. Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-031-20748-8_15\">https://doi.org/10.1007/978-3-031-20748-8_15</a>","ieee":"S. Podworny, D. Frischemeier, and R. Biehler, “Civic Statistics for Prospective Teachers: Developing Content and Pedagogical Content Knowledge Through Project Work,” in <i>Statistics for Empowerment and Social Engagement</i>, Cham: Springer International Publishing, 2022.","chicago":"Podworny, Susanne, Daniel Frischemeier, and Rolf Biehler. “Civic Statistics for Prospective Teachers: Developing Content and Pedagogical Content Knowledge Through Project Work.” In <i>Statistics for Empowerment and Social Engagement</i>. Cham: Springer International Publishing, 2022. <a href=\"https://doi.org/10.1007/978-3-031-20748-8_15\">https://doi.org/10.1007/978-3-031-20748-8_15</a>.","short":"S. Podworny, D. Frischemeier, R. Biehler, in: Statistics for Empowerment and Social Engagement, Springer International Publishing, Cham, 2022."},"type":"book_chapter","department":[{"_id":"363"}],"place":"Cham","date_created":"2023-03-30T13:11:51Z"},{"publication_identifier":{"isbn":["9783031207471","9783031207488"]},"author":[{"full_name":"Frischemeier, Daniel","last_name":"Frischemeier","first_name":"Daniel"},{"last_name":"Podworny","orcid":"0000-0002-6313-5987","first_name":"Susanne","full_name":"Podworny, Susanne","id":"30619"},{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler","id":"16274"}],"year":"2022","title":"Data Visualization Packages for Non-inferential Civic Statistics in High School Classrooms","status":"public","date_updated":"2024-09-25T08:29:55Z","publication_status":"published","language":[{"iso":"eng"}],"_id":"43230","publisher":"Springer International Publishing","main_file_link":[{"url":"https://doi.org/10.1007/978-3-031-20748-8_9"}],"page":"199-236","doi":"10.1007/978-3-031-20748-8_9","user_id":"37888","citation":{"ieee":"D. Frischemeier, S. Podworny, and R. Biehler, “Data Visualization Packages for Non-inferential Civic Statistics in High School Classrooms,” in <i>Statistics for Empowerment and Social Engagement</i>, Cham: Springer International Publishing, 2022, pp. 199–236.","mla":"Frischemeier, Daniel, et al. “Data Visualization Packages for Non-Inferential Civic Statistics in High School Classrooms.” <i>Statistics for Empowerment and Social Engagement</i>, Springer International Publishing, 2022, pp. 199–236, doi:<a href=\"https://doi.org/10.1007/978-3-031-20748-8_9\">10.1007/978-3-031-20748-8_9</a>.","apa":"Frischemeier, D., Podworny, S., &#38; Biehler, R. (2022). Data Visualization Packages for Non-inferential Civic Statistics in High School Classrooms. In <i>Statistics for Empowerment and Social Engagement</i> (pp. 199–236). Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-031-20748-8_9\">https://doi.org/10.1007/978-3-031-20748-8_9</a>","bibtex":"@inbook{Frischemeier_Podworny_Biehler_2022, place={Cham}, title={Data Visualization Packages for Non-inferential Civic Statistics in High School Classrooms}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-20748-8_9\">10.1007/978-3-031-20748-8_9</a>}, booktitle={Statistics for Empowerment and Social Engagement}, publisher={Springer International Publishing}, author={Frischemeier, Daniel and Podworny, Susanne and Biehler, Rolf}, year={2022}, pages={199–236} }","short":"D. Frischemeier, S. Podworny, R. Biehler, in: Statistics for Empowerment and Social Engagement, Springer International Publishing, Cham, 2022, pp. 199–236.","ama":"Frischemeier D, Podworny S, Biehler R. Data Visualization Packages for Non-inferential Civic Statistics in High School Classrooms. In: <i>Statistics for Empowerment and Social Engagement</i>. Springer International Publishing; 2022:199-236. doi:<a href=\"https://doi.org/10.1007/978-3-031-20748-8_9\">10.1007/978-3-031-20748-8_9</a>","chicago":"Frischemeier, Daniel, Susanne Podworny, and Rolf Biehler. “Data Visualization Packages for Non-Inferential Civic Statistics in High School Classrooms.” In <i>Statistics for Empowerment and Social Engagement</i>, 199–236. Cham: Springer International Publishing, 2022. <a href=\"https://doi.org/10.1007/978-3-031-20748-8_9\">https://doi.org/10.1007/978-3-031-20748-8_9</a>."},"publication":"Statistics for Empowerment and Social Engagement","place":"Cham","date_created":"2023-03-30T13:08:32Z","department":[{"_id":"363"}],"type":"book_chapter"},{"_id":"39062","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://hal.science/hal-03749054"}],"user_id":"37888","author":[{"id":"30933","first_name":"Michael","last_name":"Liebendörfer","orcid":"0000-0001-9887-2074","full_name":"Liebendörfer, Michael"},{"full_name":"Profeta, Angelo","first_name":"Angelo","last_name":"Profeta"},{"full_name":"Krämer, Sandra","last_name":"Krämer","first_name":"Sandra"},{"last_name":"Schlüter","first_name":"Sarah","full_name":"Schlüter, Sarah"},{"full_name":"Becher, Silvia","last_name":"Becher","first_name":"Silvia"},{"full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf","id":"16274"},{"full_name":"Mai, Tobias","first_name":"Tobias","last_name":"Mai"},{"full_name":"Schmitz, Angela","first_name":"Angela","last_name":"Schmitz"}],"conference":{"end_date":"2022-02-06","location":"Bozen-Bolzano, Italy","name":"Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)","start_date":"2022-02-02"},"title":"Enriching videos with interactive questions to enhance students’ cognitive activity: concept and implementation","status":"public","year":"2022","date_updated":"2024-09-25T08:30:09Z","date_created":"2023-01-24T08:53:20Z","department":[{"_id":"363"},{"_id":"625"}],"type":"conference","citation":{"mla":"Liebendörfer, Michael, et al. <i>Enriching Videos with Interactive Questions to Enhance Students’ Cognitive Activity: Concept and Implementation</i>. 2022.","bibtex":"@inproceedings{Liebendörfer_Profeta_Krämer_Schlüter_Becher_Biehler_Mai_Schmitz_2022, title={Enriching videos with interactive questions to enhance students’ cognitive activity: concept and implementation}, author={Liebendörfer, Michael and Profeta, Angelo and Krämer, Sandra and Schlüter, Sarah and Becher, Silvia and Biehler, Rolf and Mai, Tobias and Schmitz, Angela}, year={2022} }","ama":"Liebendörfer M, Profeta A, Krämer S, et al. Enriching videos with interactive questions to enhance students’ cognitive activity: concept and implementation. In: ; 2022.","ieee":"M. Liebendörfer <i>et al.</i>, “Enriching videos with interactive questions to enhance students’ cognitive activity: concept and implementation,” presented at the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Bozen-Bolzano, Italy, 2022.","apa":"Liebendörfer, M., Profeta, A., Krämer, S., Schlüter, S., Becher, S., Biehler, R., Mai, T., &#38; Schmitz, A. (2022). <i>Enriching videos with interactive questions to enhance students’ cognitive activity: concept and implementation</i>. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Bozen-Bolzano, Italy.","short":"M. Liebendörfer, A. Profeta, S. Krämer, S. Schlüter, S. Becher, R. Biehler, T. Mai, A. Schmitz, in: 2022.","chicago":"Liebendörfer, Michael, Angelo Profeta, Sandra Krämer, Sarah Schlüter, Silvia Becher, Rolf Biehler, Tobias Mai, and Angela Schmitz. “Enriching Videos with Interactive Questions to Enhance Students’ Cognitive Activity: Concept and Implementation,” 2022."}},{"user_id":"37888","main_file_link":[{"url":"https://hal.archives-ouvertes.fr/hal-03751842"}],"language":[{"iso":"eng"}],"_id":"39064","date_updated":"2024-09-25T08:29:28Z","title":"An example of rich, real and multivariate survey data for use in school","status":"public","year":"2022","author":[{"id":"30619","full_name":"Podworny, Susanne","last_name":"Podworny","first_name":"Susanne","orcid":"0000-0002-6313-5987"},{"full_name":"Fleischer, Franz Yannik","last_name":"Fleischer","orcid":"https://orcid.org/0000-0003-0318-0329","first_name":"Franz Yannik","id":"42660"},{"first_name":"Dietlinde","last_name":"Stroop","full_name":"Stroop, Dietlinde"},{"full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf","id":"16274"}],"conference":{"start_date":"2022-02-02","name":"Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)","location":"Bozen-Bolzano, Italy","end_date":"2022-02-06"},"type":"conference","department":[{"_id":"363"}],"date_created":"2023-01-24T08:55:09Z","citation":{"bibtex":"@inproceedings{Podworny_Fleischer_Stroop_Biehler_2022, title={An example of rich, real and multivariate survey data for use in school}, author={Podworny, Susanne and Fleischer, Franz Yannik and Stroop, Dietlinde and Biehler, Rolf}, year={2022} }","ama":"Podworny S, Fleischer FY, Stroop D, Biehler R. An example of rich, real and multivariate survey data for use in school. In: ; 2022.","mla":"Podworny, Susanne, et al. <i>An Example of Rich, Real and Multivariate Survey Data for Use in School</i>. 2022.","chicago":"Podworny, Susanne, Franz Yannik Fleischer, Dietlinde Stroop, and Rolf Biehler. “An Example of Rich, Real and Multivariate Survey Data for Use in School,” 2022.","short":"S. Podworny, F.Y. Fleischer, D. Stroop, R. Biehler, in: 2022.","ieee":"S. Podworny, F. Y. Fleischer, D. Stroop, and R. Biehler, “An example of rich, real and multivariate survey data for use in school,” presented at the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Bozen-Bolzano, Italy, 2022.","apa":"Podworny, S., Fleischer, F. Y., Stroop, D., &#38; Biehler, R. (2022). <i>An example of rich, real and multivariate survey data for use in school</i>. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Bozen-Bolzano, Italy."}},{"file_date_updated":"2024-11-12T10:58:48Z","citation":{"apa":"Frischemeier, D., &#38; Biehler, R. (2022). Design of a teaching unit to develop primary school students ́ reasoning about uncertainty in multi-step chance experiments. <i>Decision Making Based on Data Proceedings IASE 2019 Satellite Conference</i>. <a href=\"https://doi.org/10.52041/srap.19304\">https://doi.org/10.52041/srap.19304</a>","ieee":"D. Frischemeier and R. Biehler, “Design of a teaching unit to develop primary school students ́ reasoning about uncertainty in multi-step chance experiments,” 2022, doi: <a href=\"https://doi.org/10.52041/srap.19304\">10.52041/srap.19304</a>.","short":"D. Frischemeier, R. Biehler, in: Decision Making Based on Data Proceedings IASE 2019 Satellite Conference, International Association for Statistical Education, 2022.","chicago":"Frischemeier, Daniel, and Rolf Biehler. “Design of a Teaching Unit to Develop Primary School Students ́ Reasoning about Uncertainty in Multi-Step Chance Experiments.” In <i>Decision Making Based on Data Proceedings IASE 2019 Satellite Conference</i>. International Association for Statistical Education, 2022. <a href=\"https://doi.org/10.52041/srap.19304\">https://doi.org/10.52041/srap.19304</a>.","mla":"Frischemeier, Daniel, and Rolf Biehler. “Design of a Teaching Unit to Develop Primary School Students ́ Reasoning about Uncertainty in Multi-Step Chance Experiments.” <i>Decision Making Based on Data Proceedings IASE 2019 Satellite Conference</i>, International Association for Statistical Education, 2022, doi:<a href=\"https://doi.org/10.52041/srap.19304\">10.52041/srap.19304</a>.","ama":"Frischemeier D, Biehler R. Design of a teaching unit to develop primary school students ́ reasoning about uncertainty in multi-step chance experiments. In: <i>Decision Making Based on Data Proceedings IASE 2019 Satellite Conference</i>. International Association for Statistical Education; 2022. doi:<a href=\"https://doi.org/10.52041/srap.19304\">10.52041/srap.19304</a>","bibtex":"@inproceedings{Frischemeier_Biehler_2022, title={Design of a teaching unit to develop primary school students ́ reasoning about uncertainty in multi-step chance experiments}, DOI={<a href=\"https://doi.org/10.52041/srap.19304\">10.52041/srap.19304</a>}, booktitle={Decision Making Based on Data Proceedings IASE 2019 Satellite Conference}, publisher={International Association for Statistical Education}, author={Frischemeier, Daniel and Biehler, Rolf}, year={2022} }"},"has_accepted_license":"1","status":"public","user_id":"37888","ddc":["510"],"publisher":"International Association for Statistical Education","_id":"56251","abstract":[{"lang":"eng","text":"<jats:p>Statistical reasoning and the confrontation with first ideas of uncertainty can already be enhanced in primary school. A challenge is how to relate theoretical-combinatorial aspects to empirical frequency aspects, given that fraction concepts are usually not available at primary school. In the frame of a Design Based Research approach we have designed and realized a teaching sequence consisting of seven lessons to develop statistical reasoning about uncertainty of grade 4 students (age 10-11). To supervise their learning processes we collected data on different levels: (a) written pre/post-tests, (b) working notes after each lesson and (c) interviews after the teaching unit. In this paper we will mainly present the design of teaching unit and first results from the analysis of pre- and posttests.</jats:p>"}],"publication":"Decision Making Based on Data Proceedings IASE 2019 Satellite Conference","type":"conference","department":[{"_id":"363"}],"file":[{"date_updated":"2024-11-12T10:58:48Z","relation":"main_file","access_level":"closed","file_size":877055,"file_name":"IASE2019_Satellite_136_FRISCHEM-2.pdf","content_type":"application/pdf","success":1,"file_id":"56996","creator":"krueter","date_created":"2024-11-12T10:58:48Z"}],"date_created":"2024-09-25T08:33:33Z","publication_status":"published","date_updated":"2024-11-12T10:59:05Z","year":"2022","title":"Design of a teaching unit to develop primary school students ́ reasoning about uncertainty in multi-step chance experiments","author":[{"full_name":"Frischemeier, Daniel","first_name":"Daniel","last_name":"Frischemeier"},{"id":"16274","first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf"}],"doi":"10.52041/srap.19304","main_file_link":[{"url":"https://www.academia.edu/download/114249671/srap.pdf"}],"language":[{"iso":"eng"}]},{"doi":"10.1007/978-3-658-34067-4_2","user_id":"37888","language":[{"iso":"ger"}],"_id":"56202","publisher":"Springer Fachmedien Wiesbaden","date_updated":"2024-11-26T11:48:53Z","publication_status":"published","status":"public","year":"2022","title":"Lehrerbildung als staatliche und gesellschaftliche Aufgabe angesichts gegenwärtiger und zukünftiger Herausforderungen","author":[{"full_name":"Sjuts, Johann","last_name":"Sjuts","first_name":"Johann"}],"publication_identifier":{"issn":["2197-8751","2197-876X"],"isbn":["9783658340667","9783658340674"]},"type":"book_chapter","department":[{"_id":"643"}],"place":"Wiesbaden","date_created":"2024-09-23T08:53:28Z","publication":"Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik","citation":{"ieee":"J. Sjuts, “Lehrerbildung als staatliche und gesellschaftliche Aufgabe angesichts gegenwärtiger und zukünftiger Herausforderungen,” in <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>, Wiesbaden: Springer Fachmedien Wiesbaden, 2022.","apa":"Sjuts, J. (2022). Lehrerbildung als staatliche und gesellschaftliche Aufgabe angesichts gegenwärtiger und zukünftiger Herausforderungen. In <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Springer Fachmedien Wiesbaden. <a href=\"https://doi.org/10.1007/978-3-658-34067-4_2\">https://doi.org/10.1007/978-3-658-34067-4_2</a>","short":"J. Sjuts, in: Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik, Springer Fachmedien Wiesbaden, Wiesbaden, 2022.","chicago":"Sjuts, Johann. “Lehrerbildung als staatliche und gesellschaftliche Aufgabe angesichts gegenwärtiger und zukünftiger Herausforderungen.” In <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. <a href=\"https://doi.org/10.1007/978-3-658-34067-4_2\">https://doi.org/10.1007/978-3-658-34067-4_2</a>.","mla":"Sjuts, Johann. “Lehrerbildung als staatliche und gesellschaftliche Aufgabe angesichts gegenwärtiger und zukünftiger Herausforderungen.” <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>, Springer Fachmedien Wiesbaden, 2022, doi:<a href=\"https://doi.org/10.1007/978-3-658-34067-4_2\">10.1007/978-3-658-34067-4_2</a>.","bibtex":"@inbook{Sjuts_2022, place={Wiesbaden}, title={Lehrerbildung als staatliche und gesellschaftliche Aufgabe angesichts gegenwärtiger und zukünftiger Herausforderungen}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-34067-4_2\">10.1007/978-3-658-34067-4_2</a>}, booktitle={Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}, publisher={Springer Fachmedien Wiesbaden}, author={Sjuts, Johann}, year={2022} }","ama":"Sjuts J. Lehrerbildung als staatliche und gesellschaftliche Aufgabe angesichts gegenwärtiger und zukünftiger Herausforderungen. In: <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Springer Fachmedien Wiesbaden; 2022. doi:<a href=\"https://doi.org/10.1007/978-3-658-34067-4_2\">10.1007/978-3-658-34067-4_2</a>"}},{"author":[{"first_name":"Max","last_name":"Hoffmann","full_name":"Hoffmann, Max","id":"32202"}],"title":"Rezension: Hendrik Kasten und Denis Vogel: Grundlagen der ebenen Geometrie – Eine zugängliche aber exakte Einführung in die ebene Geometrie","year":"2021","status":"public","intvolume":"        68","date_updated":"2022-05-22T15:58:33Z","publication_status":"published","_id":"31385","language":[{"iso":"ger"}],"main_file_link":[{"url":"https://link.springer.com/article/10.1007/s00591-021-00299-3","open_access":"1"}],"page":"295–297","volume":68,"doi":"10.1007/s00591-021-00299-3","user_id":"32202","citation":{"ama":"Hoffmann M. Rezension: Hendrik Kasten und Denis Vogel: Grundlagen der ebenen Geometrie – Eine zugängliche aber exakte Einführung in die ebene Geometrie. <i>Mathematische Semesterberichte</i>. 2021;68:295–297. doi:<a href=\"https://doi.org/10.1007/s00591-021-00299-3\">10.1007/s00591-021-00299-3</a>","bibtex":"@article{Hoffmann_2021, title={Rezension: Hendrik Kasten und Denis Vogel: Grundlagen der ebenen Geometrie – Eine zugängliche aber exakte Einführung in die ebene Geometrie}, volume={68}, DOI={<a href=\"https://doi.org/10.1007/s00591-021-00299-3\">10.1007/s00591-021-00299-3</a>}, journal={Mathematische Semesterberichte}, author={Hoffmann, Max}, year={2021}, pages={295–297} }","mla":"Hoffmann, Max. “Rezension: Hendrik Kasten und Denis Vogel: Grundlagen der ebenen Geometrie – Eine zugängliche aber exakte Einführung in die ebene Geometrie.” <i>Mathematische Semesterberichte</i>, vol. 68, 2021, pp. 295–297, doi:<a href=\"https://doi.org/10.1007/s00591-021-00299-3\">10.1007/s00591-021-00299-3</a>.","chicago":"Hoffmann, Max. “Rezension: Hendrik Kasten und Denis Vogel: Grundlagen der ebenen Geometrie – Eine zugängliche aber exakte Einführung in die ebene Geometrie.” <i>Mathematische Semesterberichte</i>, 2021. <a href=\"https://doi.org/10.1007/s00591-021-00299-3\">https://doi.org/10.1007/s00591-021-00299-3</a>.","short":"M. Hoffmann, Mathematische Semesterberichte 68 (2021) 295–297.","apa":"Hoffmann, M. (2021). Rezension: Hendrik Kasten und Denis Vogel: Grundlagen der ebenen Geometrie – Eine zugängliche aber exakte Einführung in die ebene Geometrie. In <i>Mathematische Semesterberichte</i> (Vol. 68, pp. 295–297). <a href=\"https://doi.org/10.1007/s00591-021-00299-3\">https://doi.org/10.1007/s00591-021-00299-3</a>","ieee":"M. Hoffmann, “Rezension: Hendrik Kasten und Denis Vogel: Grundlagen der ebenen Geometrie – Eine zugängliche aber exakte Einführung in die ebene Geometrie,” <i>Mathematische Semesterberichte</i>, vol. 68. pp. 295–297, 2021, doi: <a href=\"https://doi.org/10.1007/s00591-021-00299-3\">10.1007/s00591-021-00299-3</a>."},"publication":"Mathematische Semesterberichte","date_created":"2022-05-22T15:20:46Z","oa":"1","department":[{"_id":"97"}],"type":"review"},{"place":"Berlin, Heidelberg","citation":{"short":"M. Hoffmann, in: R. Biehler, A. Eichler, R. Hochmuth, S. Rach, N. Schaper (Eds.),  Lehrinnovationen in der Hochschulmathematik.  praxisrelevant – didaktisch fundiert – forschungsbasiert, Springer Berlin Heidelberg, Berlin, Heidelberg, 2021, pp. 179–204.","chicago":"Hoffmann, Max. “Einsatz von Schnittstellenaufgaben in Mathematikveranstaltungen – Praxisbeispiele aus der Universität Paderborn.” In <i> Lehrinnovationen in der Hochschulmathematik.  praxisrelevant – didaktisch fundiert – forschungsbasiert</i>, edited by Rolf Biehler, Andreas Eichler, Reinhard Hochmuth, Stefanie Rach, and Niclas Schaper, 179–204. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. <a href=\"https://doi.org/10.1007/978-3-662-62854-6_9\">https://doi.org/10.1007/978-3-662-62854-6_9</a>.","ieee":"M. Hoffmann, “Einsatz von Schnittstellenaufgaben in Mathematikveranstaltungen – Praxisbeispiele aus der Universität Paderborn,” in <i> Lehrinnovationen in der Hochschulmathematik.  praxisrelevant – didaktisch fundiert – forschungsbasiert</i>, R. Biehler, A. Eichler, R. Hochmuth, S. Rach, and N. Schaper, Eds. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021, pp. 179–204.","apa":"Hoffmann, M. (2021). Einsatz von Schnittstellenaufgaben in Mathematikveranstaltungen – Praxisbeispiele aus der Universität Paderborn. In R. Biehler, A. Eichler, R. Hochmuth, S. Rach, &#38; N. Schaper (Eds.), <i> Lehrinnovationen in der Hochschulmathematik.  praxisrelevant – didaktisch fundiert – forschungsbasiert</i> (pp. 179–204). 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Prediger. “Identifying Obstacles Is Not Enough for Everybody – Differential Efficacy of an Intervention Fostering Fifth Graders’ Comprehension for Word Problems.” <i>Studies in Educational Evaluation, 68 (100953)</i>, 2021, 1–15. <a href=\"https://doi.org/doi.org/10.1016/j.stueduc.2020.100953\">https://doi.org/doi.org/10.1016/j.stueduc.2020.100953</a>.","ieee":"J. Dröse and S. Prediger, “Identifying obstacles is not enough for everybody – Differential efficacy of an intervention fostering fifth graders’ comprehension for word problems,” <i>Studies in Educational Evaluation, 68 (100953)</i>, pp. 1–15, 2021, doi: <a href=\"https://doi.org/doi.org/10.1016/j.stueduc.2020.100953\">doi.org/10.1016/j.stueduc.2020.100953</a>.","apa":"Dröse, J., &#38; Prediger, S. (2021). Identifying obstacles is not enough for everybody – Differential efficacy of an intervention fostering fifth graders’ comprehension for word problems. <i>Studies in Educational Evaluation, 68 (100953)</i>, 1–15. <a href=\"https://doi.org/doi.org/10.1016/j.stueduc.2020.100953\">https://doi.org/doi.org/10.1016/j.stueduc.2020.100953</a>"},"publication":"Studies in Educational Evaluation, 68 (100953)","quality_controlled":"1","date_created":"2023-05-31T07:04:40Z","department":[{"_id":"98"}],"type":"journal_article","author":[{"full_name":"Dröse, Jennifer","last_name":"Dröse","first_name":"Jennifer","id":"85820"},{"last_name":"Prediger","first_name":"S.","full_name":"Prediger, S."}],"title":"Identifying obstacles is not enough for everybody – Differential efficacy of an intervention fostering fifth graders’ comprehension for word problems","year":"2021","status":"public","date_updated":"2023-11-02T08:08:35Z","language":[{"iso":"eng"}],"_id":"45380","page":"1-15","doi":"doi.org/10.1016/j.stueduc.2020.100953","user_id":"85820"},{"date_updated":"2023-11-24T16:50:54Z","publication_status":"published","intvolume":"         3","status":"public","title":"Mit Aufgaben im inklusiven Mathematikunterricht professionell umgehen - Erkenntnisse einer Interviewstudie mit Lehrpersonen der Sekundarstufe","year":"2021","author":[{"full_name":"Häsel-Weide, Uta","last_name":"Häsel-Weide","first_name":"Uta","id":"60267"},{"full_name":"Seitz, Simone","last_name":"Seitz","first_name":"Simone"},{"last_name":"Wallner","first_name":"Melina","full_name":"Wallner, Melina","id":"45445"},{"first_name":"Yannik","last_name":"Wilke","full_name":"Wilke, Yannik"},{"first_name":"Lara","last_name":"Heckmann","full_name":"Heckmann, Lara"}],"doi":"10.21248/qfi.57","user_id":"45445","volume":3,"language":[{"iso":"ger"}],"_id":"31578","publication":"QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte","issue":"1","citation":{"bibtex":"@article{Häsel-Weide_Seitz_Wallner_Wilke_Heckmann_2021, title={Mit Aufgaben im inklusiven Mathematikunterricht professionell umgehen - Erkenntnisse einer Interviewstudie mit Lehrpersonen der Sekundarstufe}, volume={3}, DOI={<a href=\"https://doi.org/10.21248/qfi.57\">10.21248/qfi.57</a>}, number={1}, journal={QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}, author={Häsel-Weide, Uta and Seitz, Simone and Wallner, Melina and Wilke, Yannik and Heckmann, Lara}, year={2021} }","ama":"Häsel-Weide U, Seitz S, Wallner M, Wilke Y, Heckmann L. Mit Aufgaben im inklusiven Mathematikunterricht professionell umgehen - Erkenntnisse einer Interviewstudie mit Lehrpersonen der Sekundarstufe. <i>QfI - Qualifizierung für Inklusion Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte</i>. 2021;3(1). doi:<a href=\"https://doi.org/10.21248/qfi.57\">10.21248/qfi.57</a>","mla":"Häsel-Weide, Uta, et al. “Mit Aufgaben im inklusiven Mathematikunterricht professionell umgehen - Erkenntnisse einer Interviewstudie mit Lehrpersonen der Sekundarstufe.” <i>QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte</i>, vol. 3, no. 1, 2021, doi:<a href=\"https://doi.org/10.21248/qfi.57\">10.21248/qfi.57</a>.","short":"U. Häsel-Weide, S. Seitz, M. Wallner, Y. Wilke, L. Heckmann, QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte 3 (2021).","chicago":"Häsel-Weide, Uta, Simone Seitz, Melina Wallner, Yannik Wilke, and Lara Heckmann. “Mit Aufgaben im inklusiven Mathematikunterricht professionell umgehen - Erkenntnisse einer Interviewstudie mit Lehrpersonen der Sekundarstufe.” <i>QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte</i> 3, no. 1 (2021). <a href=\"https://doi.org/10.21248/qfi.57\">https://doi.org/10.21248/qfi.57</a>.","ieee":"U. Häsel-Weide, S. Seitz, M. Wallner, Y. Wilke, and L. Heckmann, “Mit Aufgaben im inklusiven Mathematikunterricht professionell umgehen - Erkenntnisse einer Interviewstudie mit Lehrpersonen der Sekundarstufe,” <i>QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte</i>, vol. 3, no. 1, 2021, doi: <a href=\"https://doi.org/10.21248/qfi.57\">10.21248/qfi.57</a>.","apa":"Häsel-Weide, U., Seitz, S., Wallner, M., Wilke, Y., &#38; Heckmann, L. (2021). Mit Aufgaben im inklusiven Mathematikunterricht professionell umgehen - Erkenntnisse einer Interviewstudie mit Lehrpersonen der Sekundarstufe. <i>QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte</i>, <i>3</i>(1). <a href=\"https://doi.org/10.21248/qfi.57\">https://doi.org/10.21248/qfi.57</a>"},"type":"journal_article","department":[{"_id":"98"},{"_id":"543"}],"date_created":"2022-06-02T09:04:53Z"},{"intvolume":"         3","publication_status":"published","date_updated":"2023-11-24T16:59:03Z","author":[{"last_name":"Hattermann","first_name":"Mathias","full_name":"Hattermann, Mathias"},{"id":"60267","first_name":"Uta","last_name":"Häsel-Weide","full_name":"Häsel-Weide, Uta"},{"id":"45445","first_name":"Melina","last_name":"Wallner","full_name":"Wallner, Melina"}],"title":"Conceptualiziation processes of 6th graders for rotational symmetry","year":"2021","status":"public","volume":3,"editor":[{"full_name":"Inprasitha, M.","last_name":"Inprasitha","first_name":"M."},{"last_name":"Changsri","first_name":"N.","full_name":"Changsri, N."},{"full_name":"Boonsena, N.","first_name":"N.","last_name":"Boonsena"}],"user_id":"45445","_id":"31583","language":[{"iso":"eng"}],"page":"9-15","related_material":{"link":[{"relation":"confirmation","url":"https://www.igpme.org/publications/current-proceedings/"}]},"citation":{"short":"M. Hattermann, U. Häsel-Weide, M. Wallner, in: M. Inprasitha, N. Changsri, N. Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education , 2021, pp. 9–15.","chicago":"Hattermann, Mathias, Uta Häsel-Weide, and Melina Wallner. “Conceptualiziation Processes of 6th Graders for Rotational Symmetry.” In <i>Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education </i>, edited by M. Inprasitha, N. Changsri, and N. Boonsena, 3:9–15, 2021.","apa":"Hattermann, M., Häsel-Weide, U., &#38; Wallner, M. (2021). Conceptualiziation processes of 6th graders for rotational symmetry. In M. Inprasitha, N. Changsri, &#38; N. Boonsena (Eds.), <i>Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education </i> (Vol. 3, pp. 9–15).","ieee":"M. Hattermann, U. Häsel-Weide, and M. Wallner, “Conceptualiziation processes of 6th graders for rotational symmetry,” in <i>Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education </i>, 2021, vol. 3, pp. 9–15.","ama":"Hattermann M, Häsel-Weide U, Wallner M. Conceptualiziation processes of 6th graders for rotational symmetry. In: Inprasitha M, Changsri N, Boonsena N, eds. <i>Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education </i>. Vol 3. ; 2021:9-15.","bibtex":"@inproceedings{Hattermann_Häsel-Weide_Wallner_2021, title={Conceptualiziation processes of 6th graders for rotational symmetry}, volume={3}, booktitle={Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education }, author={Hattermann, Mathias and Häsel-Weide, Uta and Wallner, Melina}, editor={Inprasitha, M. and Changsri, N. and Boonsena, N.}, year={2021}, pages={9–15} }","mla":"Hattermann, Mathias, et al. “Conceptualiziation Processes of 6th Graders for Rotational Symmetry.” <i>Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education </i>, edited by M. Inprasitha et al., vol. 3, 2021, pp. 9–15."},"publication":"Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education ","department":[{"_id":"98"},{"_id":"543"}],"type":"conference","date_created":"2022-06-02T09:45:14Z"},{"citation":{"apa":"Bruns, J., Unterhauser, E., &#38; Gasteiger, H. (2021). Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat. <i>Journal für Mathematik-Didaktik</i>, <i>42</i>(2), 581–623. <a href=\"https://doi.org/10.1007/s13138-021-00185-4\">https://doi.org/10.1007/s13138-021-00185-4</a>","ieee":"J. Bruns, E. Unterhauser, and H. Gasteiger, “Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat,” <i>Journal für Mathematik-Didaktik</i>, vol. 42, no. 2, pp. 581–623, 2021, doi: <a href=\"https://doi.org/10.1007/s13138-021-00185-4\">10.1007/s13138-021-00185-4</a>.","chicago":"Bruns, Julia, Elisabeth Unterhauser, and Hedwig Gasteiger. “Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat.” <i>Journal für Mathematik-Didaktik</i> 42, no. 2 (2021): 581–623. <a href=\"https://doi.org/10.1007/s13138-021-00185-4\">https://doi.org/10.1007/s13138-021-00185-4</a>.","short":"J. Bruns, E. Unterhauser, H. Gasteiger, Journal für Mathematik-Didaktik 42 (2021) 581–623.","mla":"Bruns, Julia, et al. “Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat.” <i>Journal für Mathematik-Didaktik</i>, vol. 42, no. 2, Springer Science and Business Media LLC, 2021, pp. 581–623, doi:<a href=\"https://doi.org/10.1007/s13138-021-00185-4\">10.1007/s13138-021-00185-4</a>.","ama":"Bruns J, Unterhauser E, Gasteiger H. Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat. <i>Journal für Mathematik-Didaktik</i>. 2021;42(2):581-623. doi:<a href=\"https://doi.org/10.1007/s13138-021-00185-4\">10.1007/s13138-021-00185-4</a>","bibtex":"@article{Bruns_Unterhauser_Gasteiger_2021, title={Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat}, volume={42}, DOI={<a href=\"https://doi.org/10.1007/s13138-021-00185-4\">10.1007/s13138-021-00185-4</a>}, number={2}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Bruns, Julia and Unterhauser, Elisabeth and Gasteiger, Hedwig}, year={2021}, pages={581–623} }"},"quality_controlled":"1","status":"public","page":"581-623","publisher":"Springer Science and Business Media LLC","_id":"34827","user_id":"72183","volume":42,"issue":"2","publication":"Journal für Mathematik-Didaktik","abstract":[{"text":"<jats:title>Zusammenfassung</jats:title><jats:p>Zu den ersten geometrischen Begriffen, die Kinder bereits im Elementar- und Primarbereich lernen, zählen u. a. Viereck, Rechteck und Quadrat. Studien zeigen, dass Lernende bereits früh individuelle Vorstellungen, sog. <jats:italic>individuelle Begriffskonzepte,</jats:italic> zu diesen Begriffen aufbauen. Zwar wird die Entwicklung von Begriffsverständnis in verschiedenen mathematikdidaktischen Stufenmodellen dargestellt, diese sind jedoch generisch und beschreiben nicht explizit die Entwicklung der ersten <jats:italic>individuellen Begriffskonzepte </jats:italic>von Lernenden zu Viereck, Rechteck und Quadrat. Aus empirischer Sicht liegen verschiedene Studien vor, die einzelne Aspekte der individuellen Begriffskonzepte von Lernenden unterschiedlicher Altersgruppen zu diesen Begriffen ausleuchten. Um Begriffsbildungsprozesse aus empirischer Sicht detaillierter entlang der jeweils vorherrschenden individuellen Begriffskonzepte zu beschreiben, fehlen insbesondere Studien in der Grundschule, die alle vier Klassenstufen betrachten und dabei differenzierte Erkenntnisse zu verschiedenen theoretischen Indikatoren des Begriffsverständnisses liefern. Daher geht die vorliegende Studie der Frage nach, welches Verständnis der Begriffe Viereck, Rechteck und Quadrat Schülerinnen und Schüler der Jahrgangsstufen 1, 2, 3 und 4 zeigen. Dazu wurde eine Quasi-Längsschnittstudie mit <jats:italic>N</jats:italic> = 456 Grundschulkindern (ca. 100 pro Jahrgangsstufe) durchgeführt. Die Ergebnisse geben detaillierte Einblicke in die individuellen Begriffskonzepte der Lernenden und zeigen, dass Lernende zunehmend Eigenschaften der Figuren berücksichtigen, jedoch individuelle Begriffskonzepte über lange Zeit auch prototypisch geprägt sind. Implikationen dieser Ergebnisse für Forschung und Praxis werden diskutiert.</jats:p>","lang":"eng"}],"date_created":"2022-12-22T09:26:39Z","type":"journal_article","keyword":["Education","General Mathematics"],"department":[{"_id":"97"},{"_id":"611"}],"year":"2021","title":"Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat","author":[{"id":"72183","full_name":"Bruns, Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia"},{"full_name":"Unterhauser, Elisabeth","first_name":"Elisabeth","last_name":"Unterhauser"},{"last_name":"Gasteiger","first_name":"Hedwig","full_name":"Gasteiger, Hedwig"}],"publication_identifier":{"issn":["0173-5322","1869-2699"]},"date_updated":"2023-10-23T11:14:59Z","publication_status":"published","intvolume":"        42","language":[{"iso":"ger"}],"doi":"10.1007/s13138-021-00185-4"},{"publication":"Lernen und Lernstörungen, 10(2)","citation":{"ama":"Prediger S, Dröse J. Fehlerbearbeitung bei mathematischen Textaufgaben – Sprachliche und strategische Fehlerursachen und ihre Bearbeitung. <i>Lernen und Lernstörungen, 10(2)</i>. Published online 2021. doi:<a href=\"https://doi.org/doi.org/10.1024/2235-0977/a000330\">doi.org/10.1024/2235-0977/a000330</a>","bibtex":"@article{Prediger_Dröse_2021, title={Fehlerbearbeitung bei mathematischen Textaufgaben – Sprachliche und strategische Fehlerursachen und ihre Bearbeitung}, DOI={<a href=\"https://doi.org/doi.org/10.1024/2235-0977/a000330\">doi.org/10.1024/2235-0977/a000330</a>}, journal={Lernen und Lernstörungen, 10(2)}, author={Prediger, Susanne and Dröse, Jennifer}, year={2021} }","mla":"Prediger, Susanne, and Jennifer Dröse. “Fehlerbearbeitung bei mathematischen Textaufgaben – Sprachliche und strategische Fehlerursachen und ihre Bearbeitung.” <i>Lernen und Lernstörungen, 10(2)</i>, 2021, doi:<a href=\"https://doi.org/doi.org/10.1024/2235-0977/a000330\">doi.org/10.1024/2235-0977/a000330</a>.","chicago":"Prediger, Susanne, and Jennifer Dröse. “Fehlerbearbeitung bei mathematischen Textaufgaben – Sprachliche und strategische Fehlerursachen und ihre Bearbeitung.” <i>Lernen und Lernstörungen, 10(2)</i>, 2021. <a href=\"https://doi.org/doi.org/10.1024/2235-0977/a000330\">https://doi.org/doi.org/10.1024/2235-0977/a000330</a>.","short":"S. Prediger, J. Dröse, Lernen und Lernstörungen, 10(2) (2021).","apa":"Prediger, S., &#38; Dröse, J. (2021). Fehlerbearbeitung bei mathematischen Textaufgaben – Sprachliche und strategische Fehlerursachen und ihre Bearbeitung. <i>Lernen und Lernstörungen, 10(2)</i>. <a href=\"https://doi.org/doi.org/10.1024/2235-0977/a000330\">https://doi.org/doi.org/10.1024/2235-0977/a000330</a>","ieee":"S. Prediger and J. Dröse, “Fehlerbearbeitung bei mathematischen Textaufgaben – Sprachliche und strategische Fehlerursachen und ihre Bearbeitung,” <i>Lernen und Lernstörungen, 10(2)</i>, 2021, doi: <a href=\"https://doi.org/doi.org/10.1024/2235-0977/a000330\">doi.org/10.1024/2235-0977/a000330</a>."},"quality_controlled":"1","date_created":"2023-05-31T07:14:10Z","type":"journal_article","department":[{"_id":"98"}],"title":"Fehlerbearbeitung bei mathematischen Textaufgaben – Sprachliche und strategische Fehlerursachen und ihre Bearbeitung","year":"2021","status":"public","author":[{"full_name":"Prediger, Susanne","last_name":"Prediger","first_name":"Susanne"},{"first_name":"Jennifer","last_name":"Dröse","full_name":"Dröse, Jennifer","id":"85820"}],"date_updated":"2023-11-02T08:09:00Z","_id":"45382","language":[{"iso":"ger"}],"doi":"doi.org/10.1024/2235-0977/a000330","user_id":"85820"},{"status":"public","_id":"53363","publisher":"Springer Science and Business Media LLC","page":"1189-1206","volume":53,"user_id":"31132","citation":{"apa":"Rezat, S., Fan, L., &#38; Pepin, B. (2021). Mathematics textbooks and curriculum resources as instruments for change. <i>ZDM – Mathematics Education</i>, <i>53</i>(6), 1189–1206. <a href=\"https://doi.org/10.1007/s11858-021-01309-3\">https://doi.org/10.1007/s11858-021-01309-3</a>","mla":"Rezat, Sebastian, et al. “Mathematics Textbooks and Curriculum Resources as Instruments for Change.” <i>ZDM – Mathematics Education</i>, vol. 53, no. 6, Springer Science and Business Media LLC, 2021, pp. 1189–206, doi:<a href=\"https://doi.org/10.1007/s11858-021-01309-3\">10.1007/s11858-021-01309-3</a>.","ieee":"S. Rezat, L. Fan, and B. Pepin, “Mathematics textbooks and curriculum resources as instruments for change,” <i>ZDM – Mathematics Education</i>, vol. 53, no. 6, pp. 1189–1206, 2021, doi: <a href=\"https://doi.org/10.1007/s11858-021-01309-3\">10.1007/s11858-021-01309-3</a>.","chicago":"Rezat, Sebastian, Lianghuo Fan, and Birgit Pepin. “Mathematics Textbooks and Curriculum Resources as Instruments for Change.” <i>ZDM – Mathematics Education</i> 53, no. 6 (2021): 1189–1206. <a href=\"https://doi.org/10.1007/s11858-021-01309-3\">https://doi.org/10.1007/s11858-021-01309-3</a>.","short":"S. Rezat, L. Fan, B. Pepin, ZDM – Mathematics Education 53 (2021) 1189–1206.","ama":"Rezat S, Fan L, Pepin B. Mathematics textbooks and curriculum resources as instruments for change. <i>ZDM – Mathematics Education</i>. 2021;53(6):1189-1206. doi:<a href=\"https://doi.org/10.1007/s11858-021-01309-3\">10.1007/s11858-021-01309-3</a>","bibtex":"@article{Rezat_Fan_Pepin_2021, title={Mathematics textbooks and curriculum resources as instruments for change}, volume={53}, DOI={<a href=\"https://doi.org/10.1007/s11858-021-01309-3\">10.1007/s11858-021-01309-3</a>}, number={6}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Rezat, Sebastian and Fan, Lianghuo and Pepin, Birgit}, year={2021}, pages={1189–1206} }"},"publication_identifier":{"issn":["1863-9690","1863-9704"]},"author":[{"id":"31132","full_name":"Rezat, Sebastian","last_name":"Rezat","first_name":"Sebastian"},{"full_name":"Fan, Lianghuo","last_name":"Fan","first_name":"Lianghuo"},{"full_name":"Pepin, Birgit","first_name":"Birgit","last_name":"Pepin"}],"title":"Mathematics textbooks and curriculum resources as instruments for change","year":"2021","intvolume":"        53","publication_status":"published","date_updated":"2024-04-18T07:51:53Z","language":[{"iso":"eng"}],"doi":"10.1007/s11858-021-01309-3","publication":"ZDM – Mathematics Education","issue":"6","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>In this survey paper we aim to provide an overview of research on mathematics textbooks and, more broadly, curriculum resources as instruments for change related to mathematical content, instructional goals and practices, and student learning of mathematics. In particular, we elaborate on the following themes: (1) The role of curriculum resources as instruments for change from a theoretical perspective; (2) The design of curriculum resources to mediate the implementation of reform ideas and innovative practice; (3) Teachers’ influence on the implementation of change through curriculum resources; (4) Students’ influence on the implementation of change through curriculum resources; and (5) Evidence of curriculum resources yielding changes in student-related factors or variables. We claim that, whilst textbooks and curriculum resources are influential, they alone cannot change teachers’ teaching nor students’ learning practices in times of curricular change. Moreover, more knowledge is needed about features of curriculum resources that support the implementation of change. We contend that curriculum innovations are likely to be successful, if teachers and students are supported to co- and re-design the relevant curriculum trajectories and materials in line with the reform efforts and their own individual needs.</jats:p>","lang":"eng"}],"date_created":"2024-04-09T06:50:36Z","department":[{"_id":"360"}],"type":"journal_article","keyword":["General Mathematics","Education"]},{"date_updated":"2024-04-18T08:11:39Z","author":[{"id":"31132","last_name":"Rezat","first_name":"Sebastian","full_name":"Rezat, Sebastian"},{"full_name":"Schacht, Florian","first_name":"Florian","last_name":"Schacht"},{"full_name":"Häsel-Weide, Uta","last_name":"Häsel-Weide","first_name":"Uta","id":"60267"}],"year":"2021","status":"public","title":"Challenges of making sense of tasks and automated feedback in digital mathematics textbooks","editor":[{"full_name":"Clark-Wilson, A.","first_name":"A.","last_name":"Clark-Wilson"},{"last_name":"Donevska-Todorova","first_name":"A.","full_name":"Donevska-Todorova, A."},{"first_name":"E.","last_name":"Faggiano","full_name":"Faggiano, E."},{"last_name":"Trgalová ","first_name":"J.","full_name":"Trgalová , J."},{"last_name":"Weigang","first_name":"H.-G.","full_name":"Weigang, H.-G."}],"user_id":"31132","doi":"10.4324/9781003137580","publisher":"Routledge","_id":"34161","language":[{"iso":"eng"}],"page":"168-184","related_material":{"link":[{"url":"https://doi.org/10.4324/9781003137580","relation":"other"}]},"citation":{"ieee":"S. Rezat, F. Schacht, and U. Häsel-Weide, “Challenges of making sense of tasks and automated feedback in digital mathematics textbooks,” in <i>Mathematics Education in the Digital Age. Learning, Practice and Theory</i>, A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, J. Trgalová , and H.-G. Weigang, Eds. London: Routledge, 2021, pp. 168–184.","apa":"Rezat, S., Schacht, F., &#38; Häsel-Weide, U. (2021). Challenges of making sense of tasks and automated feedback in digital mathematics textbooks. In A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, J. Trgalová , &#38; H.-G. Weigang (Eds.), <i>Mathematics Education in the Digital Age. Learning, Practice and Theory</i> (pp. 168–184). Routledge. <a href=\"https://doi.org/10.4324/9781003137580\">https://doi.org/10.4324/9781003137580</a>","chicago":"Rezat, Sebastian, Florian Schacht, and Uta Häsel-Weide. “Challenges of Making Sense of Tasks and Automated Feedback in Digital Mathematics Textbooks.” In <i>Mathematics Education in the Digital Age. Learning, Practice and Theory</i>, edited by A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, J. Trgalová , and H.-G. Weigang, 168–84. London: Routledge, 2021. <a href=\"https://doi.org/10.4324/9781003137580\">https://doi.org/10.4324/9781003137580</a>.","short":"S. Rezat, F. Schacht, U. Häsel-Weide, in: A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, J. Trgalová , H.-G. Weigang (Eds.), Mathematics Education in the Digital Age. Learning, Practice and Theory, Routledge, London, 2021, pp. 168–184.","mla":"Rezat, Sebastian, et al. “Challenges of Making Sense of Tasks and Automated Feedback in Digital Mathematics Textbooks.” <i>Mathematics Education in the Digital Age. Learning, Practice and Theory</i>, edited by A. Clark-Wilson et al., Routledge, 2021, pp. 168–84, doi:<a href=\"https://doi.org/10.4324/9781003137580\">10.4324/9781003137580</a>.","bibtex":"@inbook{Rezat_Schacht_Häsel-Weide_2021, place={London}, title={Challenges of making sense of tasks and automated feedback in digital mathematics textbooks}, DOI={<a href=\"https://doi.org/10.4324/9781003137580\">10.4324/9781003137580</a>}, booktitle={Mathematics Education in the Digital Age. Learning, Practice and Theory}, publisher={Routledge}, author={Rezat, Sebastian and Schacht, Florian and Häsel-Weide, Uta}, editor={Clark-Wilson, A. and Donevska-Todorova, A. and Faggiano, E. and Trgalová , J. and Weigang, H.-G.}, year={2021}, pages={168–184} }","ama":"Rezat S, Schacht F, Häsel-Weide U. Challenges of making sense of tasks and automated feedback in digital mathematics textbooks. In: Clark-Wilson A, Donevska-Todorova A, Faggiano E, Trgalová  J, Weigang H-G, eds. <i>Mathematics Education in the Digital Age. Learning, Practice and Theory</i>. Routledge; 2021:168-184. doi:<a href=\"https://doi.org/10.4324/9781003137580\">10.4324/9781003137580</a>"},"publication":"Mathematics Education in the Digital Age. Learning, Practice and Theory","department":[{"_id":"360"},{"_id":"543"}],"type":"book_chapter","date_created":"2022-11-30T08:33:27Z","place":"London"},{"language":[{"iso":"eng"}],"doi":"10.1007/s11858-021-01263-0","title":"How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies","year":"2021","publication_identifier":{"issn":["1863-9690","1863-9704"]},"author":[{"full_name":"Rezat, Sebastian","first_name":"Sebastian","last_name":"Rezat","id":"31132"}],"publication_status":"published","date_updated":"2024-04-18T08:23:20Z","intvolume":"        53","date_created":"2023-05-09T13:01:30Z","keyword":["General Mathematics","Education"],"type":"journal_article","department":[{"_id":"360"}],"publication":"ZDM Mathematics Education","issue":"6","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>One of the most prevalent features of digital mathematics textbooks, compared to traditional ones, is the provision of automated feedback on students’ solutions. Since feedback is regarded as an important factor that influences learning, this is often seen as an affordance of digital mathematics textbooks. While there is a large body of mainly quantitative research on the effectiveness of feedback in general, very little is known about how feedback actually affects students’ individual content specific learning processes and conceptual development. A theoretical framework based on Rabardel’s theory of the instrument and Vergnaud’s theory of conceptual fields is developed to study qualitatively how feedback actually functions in the learning process. This framework was applied in a case study of two elementary school students’ learning processes when working on a probability task from a German 3rd grade digital textbook. The analysis allowed detailed reconstruction of how students made sense of the information provided by the feedback and adjusted their behavior accordingly. This in-depth analysis unveiled that feedback does not necessarily foster conceptual development in the desired way, and a correct solution does not always coincide with conceptual understanding. The results point to some obstacles that students face when working individually on tasks from digital mathematics textbooks with automated feedback, and indicate that feedback needs to be developed in design-based research cycles in order to yield the desired effects.</jats:p>","lang":"eng"}],"page":"1433-1445","_id":"44683","publisher":"Springer","user_id":"31132","volume":53,"status":"public","citation":{"ama":"Rezat S. How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies. <i>ZDM Mathematics Education</i>. 2021;53(6):1433-1445. doi:<a href=\"https://doi.org/10.1007/s11858-021-01263-0\">10.1007/s11858-021-01263-0</a>","bibtex":"@article{Rezat_2021, title={How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies}, volume={53}, DOI={<a href=\"https://doi.org/10.1007/s11858-021-01263-0\">10.1007/s11858-021-01263-0</a>}, number={6}, journal={ZDM Mathematics Education}, publisher={Springer}, author={Rezat, Sebastian}, year={2021}, pages={1433–1445} }","mla":"Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook Affects Primary Students’ Conceptual Development: Two Case Studies.” <i>ZDM Mathematics Education</i>, vol. 53, no. 6, Springer, 2021, pp. 1433–45, doi:<a href=\"https://doi.org/10.1007/s11858-021-01263-0\">10.1007/s11858-021-01263-0</a>.","chicago":"Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook Affects Primary Students’ Conceptual Development: Two Case Studies.” <i>ZDM Mathematics Education</i> 53, no. 6 (2021): 1433–45. <a href=\"https://doi.org/10.1007/s11858-021-01263-0\">https://doi.org/10.1007/s11858-021-01263-0</a>.","short":"S. Rezat, ZDM Mathematics Education 53 (2021) 1433–1445.","apa":"Rezat, S. (2021). How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies. <i>ZDM Mathematics Education</i>, <i>53</i>(6), 1433–1445. <a href=\"https://doi.org/10.1007/s11858-021-01263-0\">https://doi.org/10.1007/s11858-021-01263-0</a>","ieee":"S. Rezat, “How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies,” <i>ZDM Mathematics Education</i>, vol. 53, no. 6, pp. 1433–1445, 2021, doi: <a href=\"https://doi.org/10.1007/s11858-021-01263-0\">10.1007/s11858-021-01263-0</a>."},"quality_controlled":"1"}]