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WTM-Verlag, 2019, doi:<a href=\"https://doi.org/10.37626/ga9783959870986.0\">10.37626/ga9783959870986.0</a>.","bibtex":"@book{Klinger_Schüler-Meyer_Wessel_2019, place={Münster}, series={Reihe Schriften zur Hochschuldidaktik Mathematik}, title={Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018}, volume={6}, DOI={<a href=\"https://doi.org/10.37626/ga9783959870986.0\">10.37626/ga9783959870986.0</a>}, publisher={WTM-Verlag}, year={2019}, collection={Reihe Schriften zur Hochschuldidaktik Mathematik} }","ama":"Klinger M, Schüler-Meyer A, Wessel L, eds. <i>Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018</i>. Vol 6. WTM-Verlag; 2019. doi:<a href=\"https://doi.org/10.37626/ga9783959870986.0\">10.37626/ga9783959870986.0</a>","chicago":"Klinger, Marcel, Alexander Schüler-Meyer, and Lena Wessel, eds. <i>Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018</i>. Vol. 6. Reihe Schriften zur Hochschuldidaktik Mathematik. Münster: WTM-Verlag, 2019. <a href=\"https://doi.org/10.37626/ga9783959870986.0\">https://doi.org/10.37626/ga9783959870986.0</a>.","ieee":"M. Klinger, A. Schüler-Meyer, and L. Wessel, Eds., <i>Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018</i>, vol. 6. Münster: WTM-Verlag, 2019."},"intvolume":"         6","publication_status":"published","publication_identifier":{"isbn":["9783959870986"]},"title":"Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018","doi":"10.37626/ga9783959870986.0","publisher":"WTM-Verlag","date_updated":"2024-04-18T09:08:38Z","date_created":"2023-10-23T07:50:59Z","volume":6,"abstract":[{"text":"<jats:p>„Vielfalt, die verbindet“ ist ein Leitmotiv, welches das Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018 in Essen gut beschreibt. Zu diesem kamen Akteure von Fachhochschulen und Universitäten mit fachmathematischer wie fachdidaktischer Perspektive vom 9. bis 10. November zusammen, um die Problematik des Übergangs von Schule zu Hochschule im Kontext mathematischer Studiengänge zu diskutieren. Der vorliegende Band bündelt die vielfältigen Projekte und Forschungsaktivitäten rund um den Übergang Schule–Hochschule und zeigt Innovationen innerhalb der mathematischen Hochschullehre gleichermaßen praxisorientiert wie theoretisch fundiert auf. Neben drei Hauptbeiträgen von Bärbel Barzel, Frode Rønning sowie Nimet Sarikaya und Peter Furlan umfasst der Band weitere 13 Sektionsbeiträge, welche u. a. die nebenstehenden Schwerpunkte fokussieren. • Heranführen von Studierenden an hochschulmathematische Denk- und Arbeitsweisen • Anpassung von Strukturen und Aufgaben für einen konstruktiven Übergang von Schule zu Hochschule • Bewährte Unterstützungsmaßnahmen für ein erfolgreiches Selbstlernen, z. B. in Form von Peer Instruction. • Etablierte Flipped-Classroom- und Blended-Learning-Formate  • Messung vielfältiger Fähigkeitsprofile von Studierenden beim Eintritt in die Hochschule • Chancen der Digitalisierung nutzen: Lehren und Lernen mit digitalen Medien, z. B. mithilfe von Lernvideo oder durch dynamische Visualisierungen • Umgang mit zunehmender Heterogenität und unterschiedlichem Vorwissen auf Seite der Studierenden • Konzepte problembasierten Lernens in die Hochschullehre integrieren • Steigerung der Motivation von Studierenden • Umgang mit der doppelten Diskontinuität mathematischer Lehramtsstudiengänge</jats:p>","lang":"eng"}],"editor":[{"first_name":"Marcel","last_name":"Klinger","full_name":"Klinger, Marcel"},{"first_name":"Alexander","last_name":"Schüler-Meyer","full_name":"Schüler-Meyer, Alexander"},{"id":"85190","full_name":"Wessel, Lena","last_name":"Wessel","first_name":"Lena"}],"status":"public","type":"book_editor","alternative_title":["Beiträge zum gleichnamigen Symposium am 9. und 10. November 2018 an der Universität Duisburg-Essen"],"language":[{"iso":"ger"}],"_id":"48376","series_title":"Reihe Schriften zur Hochschuldidaktik Mathematik","user_id":"37888","department":[{"_id":"643"}]},{"_id":"48409","department":[{"_id":"643"}],"series_title":"Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)","user_id":"37888","keyword":["Vocational education","language","percentages","scaffolding","design research"],"article_number":"hal-02409325","language":[{"iso":"eng"}],"publication":"Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)","type":"conference","editor":[{"full_name":"Jankvist, Uffe Thomas","last_name":"Jankvist","first_name":"Uffe Thomas"},{"first_name":"Marja","full_name":"van den Heuvel-Panhuizen, Marja","last_name":"van den Heuvel-Panhuizen"},{"last_name":"Veldhuis","full_name":"Veldhuis, Michiel","first_name":"Michiel"}],"status":"public","publisher":"Freudenthal Group","date_updated":"2024-04-18T09:19:16Z","volume":"TWG07","date_created":"2023-10-24T07:56:11Z","author":[{"full_name":"Wessel, Lena","id":"85190","last_name":"Wessel","first_name":"Lena"}],"title":"How theories of language-responsive mathematics can inform teaching designs for vocational mathematics","main_file_link":[{"url":"https://hal.science/hal-02409325/"}],"issue":"12","place":"Utrecht, Netherlands","year":"2019","citation":{"chicago":"Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform Teaching Designs for Vocational Mathematics.” In <i>Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)</i>, edited by Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, and Michiel Veldhuis, Vol. TWG07. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Utrecht, Netherlands: Freudenthal Group, 2019.","ieee":"L. Wessel, “How theories of language-responsive mathematics can inform teaching designs for vocational mathematics,” in <i>Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)</i>, 2019, vol. TWG07, no. 12.","ama":"Wessel L. How theories of language-responsive mathematics can inform teaching designs for vocational mathematics. In: Jankvist UT, van den Heuvel-Panhuizen M, Veldhuis M, eds. <i>Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)</i>. Vol TWG07. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Freudenthal Group; 2019.","apa":"Wessel, L. (2019). How theories of language-responsive mathematics can inform teaching designs for vocational mathematics. In U. T. Jankvist, M. van den Heuvel-Panhuizen, &#38; M. Veldhuis (Eds.), <i>Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)</i> (hal-02409325; Vol. TWG07, Issue 12). Freudenthal Group.","bibtex":"@inproceedings{Wessel_2019, place={Utrecht, Netherlands}, series={Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)}, title={How theories of language-responsive mathematics can inform teaching designs for vocational mathematics}, volume={TWG07}, number={12hal-02409325}, booktitle={Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)}, publisher={Freudenthal Group}, author={Wessel, Lena}, editor={Jankvist, Uffe Thomas and van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel}, year={2019}, collection={Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)} }","short":"L. Wessel, in: U.T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis (Eds.), Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Freudenthal Group, Utrecht, Netherlands, 2019.","mla":"Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform Teaching Designs for Vocational Mathematics.” <i>Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)</i>, edited by Uffe Thomas Jankvist et al., vol. TWG07, no. 12, hal-02409325, Freudenthal Group, 2019."}},{"status":"public","type":"journal_article","publication":"Research in Mathematics Education","language":[{"iso":"eng"}],"keyword":["General Mathematics","Education"],"user_id":"37888","department":[{"_id":"643"}],"_id":"48324","citation":{"chicago":"Barwell, Richard, Lena Wessel, and Aldo Parra. “Language Diversity and Mathematics Education: New Developments.” <i>Research in Mathematics Education</i> 21, no. 2 (2019): 113–18. <a href=\"https://doi.org/10.1080/14794802.2019.1638824\">https://doi.org/10.1080/14794802.2019.1638824</a>.","ieee":"R. Barwell, L. Wessel, and A. Parra, “Language diversity and mathematics education: new developments,” <i>Research in Mathematics Education</i>, vol. 21, no. 2, pp. 113–118, 2019, doi: <a href=\"https://doi.org/10.1080/14794802.2019.1638824\">10.1080/14794802.2019.1638824</a>.","ama":"Barwell R, Wessel L, Parra A. 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Parra, Research in Mathematics Education 21 (2019) 113–118.","bibtex":"@article{Barwell_Wessel_Parra_2019, title={Language diversity and mathematics education: new developments}, volume={21}, DOI={<a href=\"https://doi.org/10.1080/14794802.2019.1638824\">10.1080/14794802.2019.1638824</a>}, number={2}, journal={Research in Mathematics Education}, publisher={Informa UK Limited}, author={Barwell, Richard and Wessel, Lena and Parra, Aldo}, year={2019}, pages={113–118} }","apa":"Barwell, R., Wessel, L., &#38; Parra, A. (2019). 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