[{"publication":"Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis","date_created":"2024-01-17T10:58:04Z","department":[{"_id":"643"}],"type":"book_chapter","publication_identifier":{"isbn":["978-3-11-074544-3"]},"author":[{"first_name":"Susanne","last_name":"Prediger","full_name":"Prediger, Susanne"},{"full_name":"Wessel, Lena","first_name":"Lena","last_name":"Wessel","id":"85190"}],"title":"31 Sprachbildung im berufsbezogenen Mathematikunterricht.","year":"2024","publication_status":"published","date_updated":"2024-04-18T08:58:14Z","language":[{"iso":"ger"}],"series_title":"DaZ-Handbücher","main_file_link":[{"url":"https://www.degruyter.com/document/doi/10.1515/9783110745504/pdf?licenseType=restricted#page=381","open_access":"1"}],"citation":{"mla":"Prediger, Susanne, and Lena Wessel. “31 Sprachbildung im berufsbezogenen Mathematikunterricht.” <i>Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis</i>, edited by Christian Efing and Zeynep Kalkavan-Aydin, vol. Band 3, DE GRUYTER, 2024, pp. 363–72.","bibtex":"@inbook{Prediger_Wessel_2024, place={Berlin}, series={DaZ-Handbücher}, title={31 Sprachbildung im berufsbezogenen Mathematikunterricht.}, volume={Band 3}, booktitle={Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis}, publisher={DE GRUYTER}, author={Prediger, Susanne and Wessel, Lena}, editor={Efing, Christian and Kalkavan-Aydin, Zeynep}, year={2024}, pages={363–372}, collection={DaZ-Handbücher} }","ama":"Prediger S, Wessel L. 31 Sprachbildung im berufsbezogenen Mathematikunterricht. In: Efing C, Kalkavan-Aydin Z, eds. <i>Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis</i>. Vol Band 3. DaZ-Handbücher. DE GRUYTER; 2024:363-372.","ieee":"S. Prediger and L. Wessel, “31 Sprachbildung im berufsbezogenen Mathematikunterricht.,” in <i>Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis</i>, vol. Band 3, C. Efing and Z. Kalkavan-Aydin, Eds. Berlin: DE GRUYTER, 2024, pp. 363–372.","apa":"Prediger, S., &#38; Wessel, L. (2024). 31 Sprachbildung im berufsbezogenen Mathematikunterricht. In C. Efing &#38; Z. Kalkavan-Aydin (Eds.), <i>Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis: Vol. Band 3</i> (pp. 363–372). DE GRUYTER.","chicago":"Prediger, Susanne, and Lena Wessel. “31 Sprachbildung im berufsbezogenen Mathematikunterricht.” In <i>Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis</i>, edited by Christian Efing and Zeynep Kalkavan-Aydin, Band 3:363–72. DaZ-Handbücher. Berlin: DE GRUYTER, 2024.","short":"S. Prediger, L. Wessel, in: C. Efing, Z. Kalkavan-Aydin (Eds.), Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis, DE GRUYTER, Berlin, 2024, pp. 363–372."},"place":"Berlin","oa":"1","status":"public","publisher":"DE GRUYTER","_id":"50554","page":"363-372","volume":"Band 3","editor":[{"full_name":"Efing, Christian","last_name":"Efing","first_name":"Christian"},{"last_name":"Kalkavan-Aydin","first_name":"Zeynep","full_name":"Kalkavan-Aydin, Zeynep"}],"user_id":"37888"},{"date_created":"2024-05-08T08:40:45Z","type":"journal_article","department":[{"_id":"543"}],"issue":"1","publication":"HLZ – Herausforderung Lehrer*innenbildung","citation":{"bibtex":"@article{Häsel-Weide_Graf_Höveler_Nührenbörger_2024, title={Fachbezogene Professionalisierung von fachfremd Mathematik unterrichtenden Lehrkräften: Retrospektive Selbsteinschätzungen zur Expertise im Umgang mit Schwierigkeiten beim Mathematiklernen im Anfangsunterricht der Grundschule}, volume={7}, DOI={<a href=\"https://doi.org/10.11576/hlz-6727\">10.11576/hlz-6727</a>}, number={1}, journal={HLZ – Herausforderung Lehrer*innenbildung}, author={Häsel-Weide, Uta and Graf, Lara Marie and Höveler, K. and Nührenbörger, M.}, year={2024} }","chicago":"Häsel-Weide, Uta, Lara Marie Graf, K. Höveler, and M. Nührenbörger. “Fachbezogene Professionalisierung von Fachfremd Mathematik Unterrichtenden Lehrkräften: Retrospektive Selbsteinschätzungen Zur Expertise Im Umgang Mit Schwierigkeiten Beim Mathematiklernen Im Anfangsunterricht Der Grundschule.” <i>HLZ – Herausforderung Lehrer*innenbildung</i> 7, no. 1 (2024). <a href=\"https://doi.org/10.11576/hlz-6727\">https://doi.org/10.11576/hlz-6727</a>.","ama":"Häsel-Weide U, Graf LM, Höveler K, Nührenbörger M. Fachbezogene Professionalisierung von fachfremd Mathematik unterrichtenden Lehrkräften: Retrospektive Selbsteinschätzungen zur Expertise im Umgang mit Schwierigkeiten beim Mathematiklernen im Anfangsunterricht der Grundschule. <i>HLZ – Herausforderung Lehrer*innenbildung</i>. 2024;7(1). doi:<a href=\"https://doi.org/10.11576/hlz-6727\">10.11576/hlz-6727</a>","short":"U. Häsel-Weide, L.M. Graf, K. Höveler, M. Nührenbörger, HLZ – Herausforderung Lehrer*innenbildung 7 (2024).","ieee":"U. Häsel-Weide, L. M. Graf, K. Höveler, and M. Nührenbörger, “Fachbezogene Professionalisierung von fachfremd Mathematik unterrichtenden Lehrkräften: Retrospektive Selbsteinschätzungen zur Expertise im Umgang mit Schwierigkeiten beim Mathematiklernen im Anfangsunterricht der Grundschule,” <i>HLZ – Herausforderung Lehrer*innenbildung</i>, vol. 7, no. 1, 2024, doi: <a href=\"https://doi.org/10.11576/hlz-6727\">10.11576/hlz-6727</a>.","mla":"Häsel-Weide, Uta, et al. “Fachbezogene Professionalisierung von Fachfremd Mathematik Unterrichtenden Lehrkräften: Retrospektive Selbsteinschätzungen Zur Expertise Im Umgang Mit Schwierigkeiten Beim Mathematiklernen Im Anfangsunterricht Der Grundschule.” <i>HLZ – Herausforderung Lehrer*innenbildung</i>, vol. 7, no. 1, 2024, doi:<a href=\"https://doi.org/10.11576/hlz-6727\">10.11576/hlz-6727</a>.","apa":"Häsel-Weide, U., Graf, L. M., Höveler, K., &#38; Nührenbörger, M. (2024). Fachbezogene Professionalisierung von fachfremd Mathematik unterrichtenden Lehrkräften: Retrospektive Selbsteinschätzungen zur Expertise im Umgang mit Schwierigkeiten beim Mathematiklernen im Anfangsunterricht der Grundschule. <i>HLZ – Herausforderung Lehrer*innenbildung</i>, <i>7</i>(1). <a href=\"https://doi.org/10.11576/hlz-6727\">https://doi.org/10.11576/hlz-6727</a>"},"language":[{"iso":"eng"}],"_id":"54078","user_id":"44184","doi":"10.11576/hlz-6727","volume":7,"title":"Fachbezogene Professionalisierung von fachfremd Mathematik unterrichtenden Lehrkräften: Retrospektive Selbsteinschätzungen zur Expertise im Umgang mit Schwierigkeiten beim Mathematiklernen im Anfangsunterricht der Grundschule","year":"2024","status":"public","author":[{"id":"60267","full_name":"Häsel-Weide, Uta","last_name":"Häsel-Weide","first_name":"Uta"},{"id":"89837","full_name":"Graf, Lara Marie","first_name":"Lara Marie","last_name":"Graf"},{"last_name":"Höveler","first_name":"K.","full_name":"Höveler, K."},{"last_name":"Nührenbörger","first_name":"M.","full_name":"Nührenbörger, M."}],"date_updated":"2024-05-08T08:42:20Z","intvolume":"         7"},{"title":"The meaning landscape of the concept of the total derivative in multivariable real analysis textbooks: an analysis based on a new model of meaning","status":"public","year":"2024","publication_identifier":{"issn":["1863-9690","1863-9704"]},"author":[{"first_name":"Elisa","last_name":"Lankeit","full_name":"Lankeit, Elisa"},{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler","id":"16274"}],"publication_status":"published","date_updated":"2024-05-10T07:49:19Z","language":[{"iso":"eng"}],"_id":"54144","publisher":"Springer Science and Business Media LLC","user_id":"37888","doi":"10.1007/s11858-024-01584-w","publication":"ZDM – Mathematics Education","citation":{"apa":"Lankeit, E., &#38; Biehler, R. (2024). The meaning landscape of the concept of the total derivative in multivariable real analysis textbooks: an analysis based on a new model of meaning. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-024-01584-w\">https://doi.org/10.1007/s11858-024-01584-w</a>","ieee":"E. Lankeit and R. Biehler, “The meaning landscape of the concept of the total derivative in multivariable real analysis textbooks: an analysis based on a new model of meaning,” <i>ZDM – Mathematics Education</i>, 2024, doi: <a href=\"https://doi.org/10.1007/s11858-024-01584-w\">10.1007/s11858-024-01584-w</a>.","short":"E. Lankeit, R. Biehler, ZDM – Mathematics Education (2024).","chicago":"Lankeit, Elisa, and Rolf Biehler. “The Meaning Landscape of the Concept of the Total Derivative in Multivariable Real Analysis Textbooks: An Analysis Based on a New Model of Meaning.” <i>ZDM – Mathematics Education</i>, 2024. <a href=\"https://doi.org/10.1007/s11858-024-01584-w\">https://doi.org/10.1007/s11858-024-01584-w</a>.","mla":"Lankeit, Elisa, and Rolf Biehler. “The Meaning Landscape of the Concept of the Total Derivative in Multivariable Real Analysis Textbooks: An Analysis Based on a New Model of Meaning.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2024, doi:<a href=\"https://doi.org/10.1007/s11858-024-01584-w\">10.1007/s11858-024-01584-w</a>.","ama":"Lankeit E, Biehler R. The meaning landscape of the concept of the total derivative in multivariable real analysis textbooks: an analysis based on a new model of meaning. <i>ZDM – Mathematics Education</i>. Published online 2024. doi:<a href=\"https://doi.org/10.1007/s11858-024-01584-w\">10.1007/s11858-024-01584-w</a>","bibtex":"@article{Lankeit_Biehler_2024, title={The meaning landscape of the concept of the total derivative in multivariable real analysis textbooks: an analysis based on a new model of meaning}, DOI={<a href=\"https://doi.org/10.1007/s11858-024-01584-w\">10.1007/s11858-024-01584-w</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Lankeit, Elisa and Biehler, Rolf}, year={2024} }"},"abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>In this paper, we propose a novel conceptual framework tailored for modeling the meaning of mathematical concepts in university-level mathematics, addressing their rigorous nature and their relationships with related concepts as well as interpretations in various contexts. Within this framework, we present a model of meaning for the concepts of total differentiability and total derivative that provides a variety of possible interpretations and aspects. We then use the proposed model of meaning as a tool for analyzing three different textbooks for mathematics majors on the topic of multidimensional differentiability. Our paper is an example of a subject matter analysis of a topic in university mathematics carried out in a structured way. The model of meaning for total differentiability presented in this paper could inspire course design and analysis including the design of assignments and assessments for students. Moreover, it could serve as a valuable research tool for further analyses. For example, it could be used as a framework for analyzing courses taught or as a basis for developing a test instrument to assess students’ understanding. With our textbook analysis, we begin to examine the landscape of textbooks regarding differentiability concepts in the multidimensional case, shedding light on the diversity of meaning facets that are covered in the textbooks. These results could be useful for guiding instructors and learners in selecting and using textbooks for teaching and learning based on their respective needs.</jats:p>","lang":"eng"}],"date_created":"2024-05-10T07:48:10Z","type":"journal_article","department":[{"_id":"363"}]},{"place":"Shanghai, China","citation":{"ieee":"S. Rezat, J. Visnovska, G. Yan, M. Leshota, and H. Sabra, “Topic Study Group 41: Research and development on textbooks and resources for learning and teaching mathematics,” in <i>Proceedings of the 14th International Congress on Mathematical Education</i>, 2024, vol. 1, pp. 537–545, doi: <a href=\"https://doi.org/10.1142/9789811287152_0065\">10.1142/9789811287152_0065</a>.","mla":"Rezat, Sebastian, et al. “Topic Study Group 41: Research and Development on Textbooks and Resources for Learning and Teaching Mathematics.” <i>Proceedings of the 14th International Congress on Mathematical Education</i>, vol. 1, World Scientific, 2024, pp. 537–545, doi:<a href=\"https://doi.org/10.1142/9789811287152_0065\">10.1142/9789811287152_0065</a>.","apa":"Rezat, S., Visnovska, J., Yan, G., Leshota, M., &#38; Sabra, H. (2024). Topic Study Group 41: Research and development on textbooks and resources for learning and teaching mathematics. <i>Proceedings of the 14th International Congress on Mathematical Education</i>, <i>1</i>, 537–545. <a href=\"https://doi.org/10.1142/9789811287152_0065\">https://doi.org/10.1142/9789811287152_0065</a>","bibtex":"@inproceedings{Rezat_Visnovska_Yan_Leshota_Sabra_2024, place={Shanghai, China}, title={Topic Study Group 41: Research and development on textbooks and resources for learning and teaching mathematics}, volume={1}, DOI={<a href=\"https://doi.org/10.1142/9789811287152_0065\">10.1142/9789811287152_0065</a>}, booktitle={Proceedings of the 14th International Congress on Mathematical Education}, publisher={World Scientific}, author={Rezat, Sebastian and Visnovska, Jana and Yan, Guorui and Leshota, Moneoang and Sabra, Hussein}, year={2024}, pages={537–545} }","short":"S. Rezat, J. Visnovska, G. Yan, M. Leshota, H. Sabra, in: Proceedings of the 14th International Congress on Mathematical Education, World Scientific, Shanghai, China, 2024, pp. 537–545.","ama":"Rezat S, Visnovska J, Yan G, Leshota M, Sabra H. Topic Study Group 41: Research and development on textbooks and resources for learning and teaching mathematics. In: <i>Proceedings of the 14th International Congress on Mathematical Education</i>. Vol 1. World Scientific; 2024:537–545. doi:<a href=\"https://doi.org/10.1142/9789811287152_0065\">10.1142/9789811287152_0065</a>","chicago":"Rezat, Sebastian, Jana Visnovska, Guorui Yan, Moneoang Leshota, and Hussein Sabra. “Topic Study Group 41: Research and Development on Textbooks and Resources for Learning and Teaching Mathematics.” In <i>Proceedings of the 14th International Congress on Mathematical Education</i>, 1:537–545. Shanghai, China: World Scientific, 2024. <a href=\"https://doi.org/10.1142/9789811287152_0065\">https://doi.org/10.1142/9789811287152_0065</a>."},"publisher":"World Scientific","_id":"55191","page":"537–545","volume":1,"user_id":"31132","status":"public","date_created":"2024-07-12T06:58:06Z","department":[{"_id":"360"}],"type":"conference","keyword":["Mathematics","Mathematik","Textbook","Curriculum Resources","Schulbuch"],"publication":"Proceedings of the 14th International Congress on Mathematical Education","language":[{"iso":"eng"}],"doi":"10.1142/9789811287152_0065","author":[{"id":"31132","last_name":"Rezat","first_name":"Sebastian","full_name":"Rezat, Sebastian"},{"full_name":"Visnovska, Jana","first_name":"Jana","last_name":"Visnovska"},{"full_name":"Yan, Guorui","first_name":"Guorui","last_name":"Yan"},{"last_name":"Leshota","first_name":"Moneoang","full_name":"Leshota, Moneoang"},{"full_name":"Sabra, Hussein","last_name":"Sabra","first_name":"Hussein"}],"year":"2024","title":"Topic Study Group 41: Research and development on textbooks and resources for learning and teaching mathematics","intvolume":"         1","publication_status":"published","date_updated":"2024-07-12T07:02:20Z"},{"department":[{"_id":"97"},{"_id":"643"},{"_id":"548"}],"type":"book","date_created":"2024-07-12T08:36:42Z","place":"Berlin, Heidelberg","citation":{"bibtex":"@book{Hoffmann_Hilgert_Weich_2024, place={Berlin, Heidelberg}, title={Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-67357-7\">10.1007/978-3-662-67357-7</a>}, publisher={Springer Berlin Heidelberg}, author={Hoffmann, Max and Hilgert, Joachim and Weich, Tobias}, year={2024} }","ama":"Hoffmann M, Hilgert J, Weich T. <i>Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik</i>. Springer Berlin Heidelberg; 2024. doi:<a href=\"https://doi.org/10.1007/978-3-662-67357-7\">10.1007/978-3-662-67357-7</a>","mla":"Hoffmann, Max, et al. <i>Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik</i>. Springer Berlin Heidelberg, 2024, doi:<a href=\"https://doi.org/10.1007/978-3-662-67357-7\">10.1007/978-3-662-67357-7</a>.","short":"M. Hoffmann, J. Hilgert, T. Weich, Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik, Springer Berlin Heidelberg, Berlin, Heidelberg, 2024.","chicago":"Hoffmann, Max, Joachim Hilgert, and Tobias Weich. <i>Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik</i>. Berlin, Heidelberg: Springer Berlin Heidelberg, 2024. <a href=\"https://doi.org/10.1007/978-3-662-67357-7\">https://doi.org/10.1007/978-3-662-67357-7</a>.","ieee":"M. Hoffmann, J. Hilgert, and T. Weich, <i>Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik</i>. Berlin, Heidelberg: Springer Berlin Heidelberg, 2024.","apa":"Hoffmann, M., Hilgert, J., &#38; Weich, T. (2024). <i>Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik</i>. Springer Berlin Heidelberg. <a href=\"https://doi.org/10.1007/978-3-662-67357-7\">https://doi.org/10.1007/978-3-662-67357-7</a>"},"user_id":"220","doi":"10.1007/978-3-662-67357-7","language":[{"iso":"ger"}],"_id":"55193","publisher":"Springer Berlin Heidelberg","publication_status":"published","date_updated":"2024-08-08T08:05:30Z","publication_identifier":{"isbn":["9783662673560","9783662673577"]},"author":[{"first_name":"Max","last_name":"Hoffmann","orcid":"0000-0002-6964-7123","full_name":"Hoffmann, Max","id":"32202"},{"id":"220","full_name":"Hilgert, Joachim","last_name":"Hilgert","first_name":"Joachim"},{"id":"49178","full_name":"Weich, Tobias","last_name":"Weich","first_name":"Tobias","orcid":"0000-0002-9648-6919"}],"year":"2024","title":"Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik","status":"public"},{"citation":{"ama":"Fleischer FY, Podworny S, Biehler R. Teaching and Learning to Construct Data-Based Decision Trees Using Data Cards as the First Introduction to Machine Learning in Middle School. <i>Statistics Education Research Journal</i>. 2024;23(1). doi:<a href=\"https://doi.org/10.52041/serj.v23i1.450\">10.52041/serj.v23i1.450</a>","bibtex":"@article{Fleischer_Podworny_Biehler_2024, title={Teaching and Learning to Construct Data-Based Decision Trees Using Data Cards as the First Introduction to Machine Learning in Middle School}, volume={23}, DOI={<a href=\"https://doi.org/10.52041/serj.v23i1.450\">10.52041/serj.v23i1.450</a>}, number={13}, journal={Statistics Education Research Journal}, publisher={International Association for Statistical Education}, author={Fleischer, Franz Yannik and Podworny, Susanne and Biehler, Rolf}, year={2024} }","mla":"Fleischer, Franz Yannik, et al. “Teaching and Learning to Construct Data-Based Decision Trees Using Data Cards as the First Introduction to Machine Learning in Middle School.” <i>Statistics Education Research Journal</i>, vol. 23, no. 1, 3, International Association for Statistical Education, 2024, doi:<a href=\"https://doi.org/10.52041/serj.v23i1.450\">10.52041/serj.v23i1.450</a>.","chicago":"Fleischer, Franz Yannik, Susanne Podworny, and Rolf Biehler. “Teaching and Learning to Construct Data-Based Decision Trees Using Data Cards as the First Introduction to Machine Learning in Middle School.” <i>Statistics Education Research Journal</i> 23, no. 1 (2024). <a href=\"https://doi.org/10.52041/serj.v23i1.450\">https://doi.org/10.52041/serj.v23i1.450</a>.","short":"F.Y. Fleischer, S. Podworny, R. Biehler, Statistics Education Research Journal 23 (2024).","apa":"Fleischer, F. Y., Podworny, S., &#38; Biehler, R. (2024). Teaching and Learning to Construct Data-Based Decision Trees Using Data Cards as the First Introduction to Machine Learning in Middle School. <i>Statistics Education Research Journal</i>, <i>23</i>(1), Article 3. <a href=\"https://doi.org/10.52041/serj.v23i1.450\">https://doi.org/10.52041/serj.v23i1.450</a>","ieee":"F. Y. Fleischer, S. Podworny, and R. Biehler, “Teaching and Learning to Construct Data-Based Decision Trees Using Data Cards as the First Introduction to Machine Learning in Middle School,” <i>Statistics Education Research Journal</i>, vol. 23, no. 1, Art. no. 3, 2024, doi: <a href=\"https://doi.org/10.52041/serj.v23i1.450\">10.52041/serj.v23i1.450</a>."},"oa":"1","status":"public","user_id":"37888","volume":23,"_id":"55667","publisher":"International Association for Statistical Education","abstract":[{"lang":"eng","text":"<jats:p>This study investigates how 11- to 12-year-old students construct data-based decision trees using data cards for classification purposes. We examine the students' heuristics and reasoning during this process. The research is based on an eight-week teaching unit during which students labeled data, built decision trees, and assessed them using test data. They learned to manually construct decision trees to classify food items as recommendable or not. They utilized data cards with a heuristic that is a simplified form of a machine learning algorithm. We report on evidence that this topic is teachable to middle school students, along with insights for refining our teaching approach and broader implications for teaching machine learning at the school level.</jats:p>"}],"issue":"1","publication":"Statistics Education Research Journal","type":"journal_article","department":[{"_id":"363"}],"date_created":"2024-08-21T09:59:33Z","publication_status":"published","date_updated":"2024-08-21T10:02:38Z","intvolume":"        23","year":"2024","title":"Teaching and Learning to Construct Data-Based Decision Trees Using Data Cards as the First Introduction to Machine Learning in Middle School","publication_identifier":{"issn":["1570-1824"]},"author":[{"id":"42660","full_name":"Fleischer, Franz Yannik","last_name":"Fleischer","first_name":"Franz Yannik","orcid":"https://orcid.org/0000-0003-0318-0329"},{"id":"30619","last_name":"Podworny","orcid":"0000-0002-6313-5987","first_name":"Susanne","full_name":"Podworny, Susanne"},{"last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf","id":"16274"}],"doi":"10.52041/serj.v23i1.450","article_number":"3","main_file_link":[{"url":"https://doi.org/10.52041/serj.v23i1.450","open_access":"1"}],"language":[{"iso":"eng"}]},{"type":"book_chapter","oa":"1","department":[{"_id":"363"}],"place":"Wiesbaden","date_created":"2024-08-26T09:18:57Z","publication":"Inklusives Lehren und Lernen von Mathematik","citation":{"bibtex":"@inbook{Biehler_Frischemeier_2024, place={Wiesbaden}, title={Eine inklusive Lehr-Lernumgebung für die Leitidee „Daten und Zufall“ in der Primarstufe}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-43964-4_13\">10.1007/978-3-658-43964-4_13</a>}, booktitle={Inklusives Lehren und Lernen von Mathematik}, publisher={Springer Fachmedien Wiesbaden}, author={Biehler, Rolf and Frischemeier, Daniel}, year={2024} }","ama":"Biehler R, Frischemeier D. Eine inklusive Lehr-Lernumgebung für die Leitidee „Daten und Zufall“ in der Primarstufe. In: <i>Inklusives Lehren und Lernen von Mathematik</i>. Springer Fachmedien Wiesbaden; 2024. doi:<a href=\"https://doi.org/10.1007/978-3-658-43964-4_13\">10.1007/978-3-658-43964-4_13</a>","mla":"Biehler, Rolf, and Daniel Frischemeier. “Eine inklusive Lehr-Lernumgebung für die Leitidee „Daten und Zufall“ in der Primarstufe.” <i>Inklusives Lehren und Lernen von Mathematik</i>, Springer Fachmedien Wiesbaden, 2024, doi:<a href=\"https://doi.org/10.1007/978-3-658-43964-4_13\">10.1007/978-3-658-43964-4_13</a>.","chicago":"Biehler, Rolf, and Daniel Frischemeier. “Eine inklusive Lehr-Lernumgebung für die Leitidee „Daten und Zufall“ in der Primarstufe.” In <i>Inklusives Lehren und Lernen von Mathematik</i>. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. <a href=\"https://doi.org/10.1007/978-3-658-43964-4_13\">https://doi.org/10.1007/978-3-658-43964-4_13</a>.","short":"R. Biehler, D. Frischemeier, in: Inklusives Lehren und Lernen von Mathematik, Springer Fachmedien Wiesbaden, Wiesbaden, 2024.","ieee":"R. Biehler and D. Frischemeier, “Eine inklusive Lehr-Lernumgebung für die Leitidee „Daten und Zufall“ in der Primarstufe,” in <i>Inklusives Lehren und Lernen von Mathematik</i>, Wiesbaden: Springer Fachmedien Wiesbaden, 2024.","apa":"Biehler, R., &#38; Frischemeier, D. (2024). Eine inklusive Lehr-Lernumgebung für die Leitidee „Daten und Zufall“ in der Primarstufe. In <i>Inklusives Lehren und Lernen von Mathematik</i>. Springer Fachmedien Wiesbaden. <a href=\"https://doi.org/10.1007/978-3-658-43964-4_13\">https://doi.org/10.1007/978-3-658-43964-4_13</a>"},"doi":"10.1007/978-3-658-43964-4_13","user_id":"37888","main_file_link":[{"url":"https://doi.org/10.1007/978-3-658-43964-4_13","open_access":"1"}],"language":[{"iso":"ger"}],"_id":"55756","publisher":"Springer Fachmedien Wiesbaden","date_updated":"2024-08-26T09:33:50Z","publication_status":"published","year":"2024","title":"Eine inklusive Lehr-Lernumgebung für die Leitidee „Daten und Zufall“ in der Primarstufe","status":"public","author":[{"full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf","id":"16274"},{"full_name":"Frischemeier, Daniel","first_name":"Daniel","last_name":"Frischemeier"}],"publication_identifier":{"isbn":["9783658439637","9783658439644"]}},{"_id":"55758","language":[{"iso":"eng"}],"publisher":"Klett Kallmeyer","user_id":"37888","author":[{"first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274"},{"full_name":"Frischemeier, Daniel","last_name":"Frischemeier","first_name":"Daniel"}],"status":"public","title":"Daten-Spürnasen auf Spurensuche: Datenanalyse in der Grundschule mit digitalen Werkzeugen","year":"2024","date_updated":"2024-08-26T09:38:17Z","date_created":"2024-08-26T09:38:05Z","department":[{"_id":"363"}],"type":"book","citation":{"ama":"Biehler R, Frischemeier D. <i>Daten-Spürnasen Auf Spurensuche: Datenanalyse in Der Grundschule Mit Digitalen Werkzeugen</i>. Klett Kallmeyer; 2024.","bibtex":"@book{Biehler_Frischemeier_2024, title={Daten-Spürnasen auf Spurensuche: Datenanalyse in der Grundschule mit digitalen Werkzeugen}, publisher={Klett Kallmeyer}, author={Biehler, Rolf and Frischemeier, Daniel}, year={2024} }","mla":"Biehler, Rolf, and Daniel Frischemeier. <i>Daten-Spürnasen Auf Spurensuche: Datenanalyse in Der Grundschule Mit Digitalen Werkzeugen</i>. Klett Kallmeyer, 2024.","chicago":"Biehler, Rolf, and Daniel Frischemeier. <i>Daten-Spürnasen Auf Spurensuche: Datenanalyse in Der Grundschule Mit Digitalen Werkzeugen</i>. Klett Kallmeyer, 2024.","short":"R. Biehler, D. Frischemeier, Daten-Spürnasen Auf Spurensuche: Datenanalyse in Der Grundschule Mit Digitalen Werkzeugen, Klett Kallmeyer, 2024.","apa":"Biehler, R., &#38; Frischemeier, D. (2024). <i>Daten-Spürnasen auf Spurensuche: Datenanalyse in der Grundschule mit digitalen Werkzeugen</i>. Klett Kallmeyer.","ieee":"R. Biehler and D. Frischemeier, <i>Daten-Spürnasen auf Spurensuche: Datenanalyse in der Grundschule mit digitalen Werkzeugen</i>. Klett Kallmeyer, 2024."}},{"oa":"1","quality_controlled":"1","citation":{"ieee":"M. Hoffmann and R. Biehler, “Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures,” <i>ZDM – Mathematics Education</i>, 2024, doi: <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>.","apa":"Hoffmann, M., &#38; Biehler, R. (2024). Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">https://doi.org/10.1007/s11858-024-01633-4</a>","short":"M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2024).","chicago":"Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge When Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about Rotationally Symmetric Figures.” <i>ZDM – Mathematics Education</i>, 2024. <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">https://doi.org/10.1007/s11858-024-01633-4</a>.","mla":"Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge When Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about Rotationally Symmetric Figures.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2024, doi:<a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>.","bibtex":"@article{Hoffmann_Biehler_2024, title={Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures}, DOI={<a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Hoffmann, Max and Biehler, Rolf}, year={2024} }","ama":"Hoffmann M, Biehler R. Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures. <i>ZDM – Mathematics Education</i>. Published online 2024. doi:<a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>"},"user_id":"32202","publisher":"Springer Science and Business Media LLC","_id":"56016","status":"public","type":"journal_article","department":[{"_id":"97"},{"_id":"643"}],"date_created":"2024-09-04T09:32:26Z","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Special tasks for pre-service teachers (PSTs) in university mathematics courses (“interface tasks”) are a common innovation in recent years to overcome the second discontinuity. By this, we mean tasks that are situated by typical everyday challenges of mathematics teaching and in which PSTs must use their mathematical knowledge and skills in a professionally relevant way. In this paper, we analyze answers that PSTs have created to an interface task on symmetry. The PSTs were asked to clarify a student’s question from a mathematical perspective and then give a suitable elementarized answer. We situate these two steps theoretically and reconstruct the mathematical reasoning in PSTs' answers. Through qualitative content analysis, we examined how PSTs justify figures' symmetries from a university mathematics perspective and when responding to the fictitious student. The scenario of a student questioning the existence of 100° rotationally symmetrical figures elicited rich and varied responses, proving suitable for an interface task. We compared PSTs' reasoning related to mathematical clarification with the reasoning related to elementarization. In many cases, this revealed a productive use of course content. An interesting result is that there is no uniform picture as to whether the arguments are more detailed in the mathematical clarification or in the elementarization.</jats:p>"}],"publication":"ZDM – Mathematics Education","doi":"10.1007/s11858-024-01633-4","main_file_link":[{"open_access":"1","url":"https://link.springer.com/content/pdf/10.1007/s11858-024-01633-4.pdf"}],"language":[{"iso":"eng"}],"date_updated":"2024-09-04T09:33:45Z","publication_status":"published","article_type":"original","title":"Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures","year":"2024","publication_identifier":{"issn":["1863-9690","1863-9704"]},"author":[{"id":"32202","orcid":"0000-0002-6964-7123","first_name":"Max","last_name":"Hoffmann","full_name":"Hoffmann, Max"},{"id":"16274","full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler"}]},{"_id":"56021","language":[{"iso":"ger"}],"publisher":"Springer Fachmedien Wiesbaden","page":"97-113","editor":[{"first_name":"B.","last_name":"Barzel","full_name":"Barzel, B."},{"first_name":"A.","last_name":"Büchter","full_name":"Büchter, A."},{"last_name":"Rütten","first_name":"C.","full_name":"Rütten, C."},{"full_name":"Schacht, F.","first_name":"F.","last_name":"Schacht"},{"first_name":"S.","last_name":"Weskamp-Kleine","full_name":"Weskamp-Kleine, S."}],"doi":"https://doi.org/10.1007/978-3-658-43964-4_7 ","user_id":"44184","author":[{"last_name":"Häsel-Weide","first_name":"Uta","full_name":"Häsel-Weide, Uta","id":"60267"},{"first_name":"M.","last_name":"Nührenbörger","full_name":"Nührenbörger, M."}],"status":"public","title":"Produktives Fördern im inklusiven Mathematikunterricht","year":"2024","date_updated":"2024-09-05T07:22:02Z","date_created":"2024-09-05T07:18:03Z","department":[{"_id":"543"}],"type":"book_chapter","citation":{"apa":"Häsel-Weide, U., &#38; Nührenbörger, M. (2024). Produktives Fördern im inklusiven Mathematikunterricht. In B. Barzel, A. Büchter, C. Rütten, F. Schacht, &#38; S. Weskamp-Kleine (Eds.), <i>Inklusives Lehren und Lernen von Mathematik: Konzepte und Beispiele mit Fokus auf Grund- und Förderschule</i> (pp. 97–113). Springer Fachmedien Wiesbaden. <a href=\"https://doi.org/10.1007/978-3-658-43964-4_7 \">https://doi.org/10.1007/978-3-658-43964-4_7 </a>","ieee":"U. Häsel-Weide and M. Nührenbörger, “Produktives Fördern im inklusiven Mathematikunterricht,” in <i>Inklusives Lehren und Lernen von Mathematik: Konzepte und Beispiele mit Fokus auf Grund- und Förderschule</i>, B. Barzel, A. Büchter, C. Rütten, F. Schacht, and S. Weskamp-Kleine, Eds. Springer Fachmedien Wiesbaden, 2024, pp. 97–113.","chicago":"Häsel-Weide, Uta, and M. Nührenbörger. “Produktives Fördern im inklusiven Mathematikunterricht.” In <i>Inklusives Lehren und Lernen von Mathematik: Konzepte und Beispiele mit Fokus auf Grund- und Förderschule</i>, edited by B. Barzel, A. Büchter, C. Rütten, F. Schacht, and S. Weskamp-Kleine, 97–113. Springer Fachmedien Wiesbaden, 2024. <a href=\"https://doi.org/10.1007/978-3-658-43964-4_7 \">https://doi.org/10.1007/978-3-658-43964-4_7 </a>.","short":"U. Häsel-Weide, M. Nührenbörger, in: B. Barzel, A. Büchter, C. Rütten, F. Schacht, S. Weskamp-Kleine (Eds.), Inklusives Lehren und Lernen von Mathematik: Konzepte und Beispiele mit Fokus auf Grund- und Förderschule, Springer Fachmedien Wiesbaden, 2024, pp. 97–113.","mla":"Häsel-Weide, Uta, and M. Nührenbörger. “Produktives Fördern im inklusiven Mathematikunterricht.” <i>Inklusives Lehren und Lernen von Mathematik: Konzepte und Beispiele mit Fokus auf Grund- und Förderschule</i>, edited by B. Barzel et al., Springer Fachmedien Wiesbaden, 2024, pp. 97–113, doi:<a href=\"https://doi.org/10.1007/978-3-658-43964-4_7 \">https://doi.org/10.1007/978-3-658-43964-4_7 </a>.","ama":"Häsel-Weide U, Nührenbörger M. Produktives Fördern im inklusiven Mathematikunterricht. In: Barzel B, Büchter A, Rütten C, Schacht F, Weskamp-Kleine S, eds. <i>Inklusives Lehren und Lernen von Mathematik: Konzepte und Beispiele mit Fokus auf Grund- und Förderschule</i>. Springer Fachmedien Wiesbaden; 2024:97-113. doi:<a href=\"https://doi.org/10.1007/978-3-658-43964-4_7 \">https://doi.org/10.1007/978-3-658-43964-4_7 </a>","bibtex":"@inbook{Häsel-Weide_Nührenbörger_2024, title={Produktives Fördern im inklusiven Mathematikunterricht}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-43964-4_7 \">https://doi.org/10.1007/978-3-658-43964-4_7 </a>}, booktitle={Inklusives Lehren und Lernen von Mathematik: Konzepte und Beispiele mit Fokus auf Grund- und Förderschule}, publisher={Springer Fachmedien Wiesbaden}, author={Häsel-Weide, Uta and Nührenbörger, M.}, editor={Barzel, B. and Büchter, A. and Rütten, C. and Schacht, F. and Weskamp-Kleine, S.}, year={2024}, pages={97–113} }"},"publication":"Inklusives Lehren und Lernen von Mathematik: Konzepte und Beispiele mit Fokus auf Grund- und Förderschule"},{"citation":{"short":"U. Häsel-Weide, M. Wallner, Journal Für Mathematik-Didaktik 45 (2024).","chicago":"Häsel-Weide, Uta, and Melina Wallner. “Achsensymmetrisch?! Praktiken, Soziale Und Sozio-Mathematische Normen Der Begründung Der Achsensymmetrie Ebener Figuren in Der Grundschule.” <i>Journal Für Mathematik-Didaktik</i> 45, no. 2 (2024). <a href=\"https://doi.org/10.1007/s13138-024-00241-9\">https://doi.org/10.1007/s13138-024-00241-9</a>.","apa":"Häsel-Weide, U., &#38; Wallner, M. (2024). Achsensymmetrisch?! Praktiken, soziale und sozio-mathematische Normen der Begründung der Achsensymmetrie ebener Figuren in der Grundschule. <i>Journal Für Mathematik-Didaktik</i>, <i>45</i>(2), Article 18. <a href=\"https://doi.org/10.1007/s13138-024-00241-9\">https://doi.org/10.1007/s13138-024-00241-9</a>","ieee":"U. Häsel-Weide and M. Wallner, “Achsensymmetrisch?! Praktiken, soziale und sozio-mathematische Normen der Begründung der Achsensymmetrie ebener Figuren in der Grundschule,” <i>Journal für Mathematik-Didaktik</i>, vol. 45, no. 2, Art. no. 18, 2024, doi: <a href=\"https://doi.org/10.1007/s13138-024-00241-9\">https://doi.org/10.1007/s13138-024-00241-9</a>.","ama":"Häsel-Weide U, Wallner M. Achsensymmetrisch?! Praktiken, soziale und sozio-mathematische Normen der Begründung der Achsensymmetrie ebener Figuren in der Grundschule. <i>Journal für Mathematik-Didaktik</i>. 2024;45(2). doi:<a href=\"https://doi.org/10.1007/s13138-024-00241-9\">https://doi.org/10.1007/s13138-024-00241-9</a>","bibtex":"@article{Häsel-Weide_Wallner_2024, title={Achsensymmetrisch?! Praktiken, soziale und sozio-mathematische Normen der Begründung der Achsensymmetrie ebener Figuren in der Grundschule}, volume={45}, DOI={<a href=\"https://doi.org/10.1007/s13138-024-00241-9\">https://doi.org/10.1007/s13138-024-00241-9</a>}, number={218}, journal={Journal für Mathematik-Didaktik}, author={Häsel-Weide, Uta and Wallner, Melina}, year={2024} }","mla":"Häsel-Weide, Uta, and Melina Wallner. “Achsensymmetrisch?! Praktiken, Soziale Und Sozio-Mathematische Normen Der Begründung Der Achsensymmetrie Ebener Figuren in Der Grundschule.” <i>Journal Für Mathematik-Didaktik</i>, vol. 45, no. 2, 18, 2024, doi:<a href=\"https://doi.org/10.1007/s13138-024-00241-9\">https://doi.org/10.1007/s13138-024-00241-9</a>."},"issue":"2","publication":"Journal für Mathematik-Didaktik","department":[{"_id":"543"}],"type":"journal_article","date_created":"2024-09-05T07:21:55Z","intvolume":"        45","date_updated":"2024-09-05T07:22:06Z","author":[{"id":"60267","first_name":"Uta","last_name":"Häsel-Weide","full_name":"Häsel-Weide, Uta"},{"id":"45445","last_name":"Wallner","first_name":"Melina","full_name":"Wallner, Melina"}],"year":"2024","title":"Achsensymmetrisch?! Praktiken, soziale und sozio-mathematische Normen der Begründung der Achsensymmetrie ebener Figuren in der Grundschule","status":"public","volume":45,"user_id":"44184","doi":"https://doi.org/10.1007/s13138-024-00241-9","_id":"56022","language":[{"iso":"eng"}],"article_number":"18"},{"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Special tasks for pre-service teachers (PSTs) in university mathematics courses (“interface tasks”) are a common innovation in recent years to overcome the second discontinuity. By this, we mean tasks that are situated by typical everyday challenges of mathematics teaching and in which PSTs must use their mathematical knowledge and skills in a professionally relevant way. In this paper, we analyze answers that PSTs have created to an interface task on symmetry. The PSTs were asked to clarify a student’s question from a mathematical perspective and then give a suitable elementarized answer. We situate these two steps theoretically and reconstruct the mathematical reasoning in PSTs' answers. Through qualitative content analysis, we examined how PSTs justify figures' symmetries from a university mathematics perspective and when responding to the fictitious student. The scenario of a student questioning the existence of 100° rotationally symmetrical figures elicited rich and varied responses, proving suitable for an interface task. We compared PSTs' reasoning related to mathematical clarification with the reasoning related to elementarization. In many cases, this revealed a productive use of course content. An interesting result is that there is no uniform picture as to whether the arguments are more detailed in the mathematical clarification or in the elementarization.</jats:p>"}],"publication":"ZDM – Mathematics Education","citation":{"ama":"Hoffmann M, Biehler R. Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures. <i>ZDM – Mathematics Education</i>. 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Biehler, ZDM – Mathematics Education (2024).","chicago":"Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge When Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about Rotationally Symmetric Figures.” <i>ZDM – Mathematics Education</i>, 2024. <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">https://doi.org/10.1007/s11858-024-01633-4</a>.","apa":"Hoffmann, M., &#38; Biehler, R. (2024). Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">https://doi.org/10.1007/s11858-024-01633-4</a>","ieee":"M. Hoffmann and R. Biehler, “Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures,” <i>ZDM – Mathematics Education</i>, 2024, doi: <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>."},"type":"journal_article","department":[{"_id":"363"}],"date_created":"2024-09-23T07:36:35Z","date_updated":"2024-09-23T07:44:49Z","publication_status":"published","title":"Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures","year":"2024","status":"public","publication_identifier":{"issn":["1863-9690","1863-9704"]},"author":[{"id":"32202","full_name":"Hoffmann, Max","orcid":"0000-0002-6964-7123","first_name":"Max","last_name":"Hoffmann"},{"id":"16274","last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf"}],"doi":"10.1007/s11858-024-01633-4","user_id":"37888","main_file_link":[{"url":"https://doi.org/10.1007/s11858-024-01633-4"}],"_id":"56197","publisher":"Springer Science and Business Media LLC","language":[{"iso":"eng"}]},{"publication_status":"published","date_updated":"2024-09-25T08:26:10Z","title":"Lernvideos in der Mathematik – Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität Paderborn und der TH Köln","year":"2024","status":"public","user_id":"37888","editor":[{"id":"30933","full_name":"Liebendörfer, Michael","orcid":"0000-0001-9887-2074","first_name":"Michael","last_name":"Liebendörfer"},{"last_name":"Schmitz","first_name":"Angelika","full_name":"Schmitz, Angelika"},{"first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274"}],"main_file_link":[{"url":"https://kobra.uni-kassel.de/handle/123456789/15993"}],"language":[{"iso":"ger"}],"_id":"56199","citation":{"mla":"Liebendörfer, Michael, et al., editors. <i>Lernvideos in der Mathematik – Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität Paderborn und der TH Köln</i>. 2024.","ama":"Liebendörfer M, Schmitz A, Biehler R, eds. <i>Lernvideos in der Mathematik – Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität Paderborn und der TH Köln</i>.; 2024.","bibtex":"@book{Liebendörfer_Schmitz_Biehler_2024, title={Lernvideos in der Mathematik – Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität Paderborn und der TH Köln}, year={2024} }","apa":"Liebendörfer, M., Schmitz, A., &#38; Biehler, R. (Eds.). (2024). <i>Lernvideos in der Mathematik – Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität Paderborn und der TH Köln</i>.","ieee":"M. Liebendörfer, A. Schmitz, and R. Biehler, Eds., <i>Lernvideos in der Mathematik – Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität Paderborn und der TH Köln</i>. 2024.","chicago":"Liebendörfer, Michael, Angelika Schmitz, and Rolf Biehler, eds. <i>Lernvideos in der Mathematik – Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität Paderborn und der TH Köln</i>, 2024.","short":"M. Liebendörfer, A. Schmitz, R. Biehler, eds., Lernvideos in der Mathematik – Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität Paderborn und der TH Köln, 2024."},"type":"book_editor","department":[{"_id":"363"}],"date_created":"2024-09-23T07:42:26Z"},{"date_created":"2024-10-29T09:22:06Z","type":"journal_article","department":[{"_id":"363"}],"publication":"ZDM – Mathematics Education","citation":{"mla":"Biehler, Rolf, et al. “New Trends in Didactic Research in University Mathematics Education.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2024, doi:<a href=\"https://doi.org/10.1007/s11858-024-01643-2\">10.1007/s11858-024-01643-2</a>.","bibtex":"@article{Biehler_Durand-Guerrier_Trigueros_2024, title={New trends in didactic research in university mathematics education}, DOI={<a href=\"https://doi.org/10.1007/s11858-024-01643-2\">10.1007/s11858-024-01643-2</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Biehler, Rolf and Durand-Guerrier, Viviane and Trigueros, María}, year={2024} }","ama":"Biehler R, Durand-Guerrier V, Trigueros M. New trends in didactic research in university mathematics education. <i>ZDM – Mathematics Education</i>. Published online 2024. doi:<a href=\"https://doi.org/10.1007/s11858-024-01643-2\">10.1007/s11858-024-01643-2</a>","ieee":"R. Biehler, V. Durand-Guerrier, and M. Trigueros, “New trends in didactic research in university mathematics education,” <i>ZDM – Mathematics Education</i>, 2024, doi: <a href=\"https://doi.org/10.1007/s11858-024-01643-2\">10.1007/s11858-024-01643-2</a>.","apa":"Biehler, R., Durand-Guerrier, V., &#38; Trigueros, M. (2024). New trends in didactic research in university mathematics education. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-024-01643-2\">https://doi.org/10.1007/s11858-024-01643-2</a>","short":"R. Biehler, V. Durand-Guerrier, M. Trigueros, ZDM – Mathematics Education (2024).","chicago":"Biehler, Rolf, Viviane Durand-Guerrier, and María Trigueros. “New Trends in Didactic Research in University Mathematics Education.” <i>ZDM – Mathematics Education</i>, 2024. <a href=\"https://doi.org/10.1007/s11858-024-01643-2\">https://doi.org/10.1007/s11858-024-01643-2</a>."},"abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>Recent research in university mathematics education has moved beyond the traditional focus on the transition from secondary to tertiary education and students' understanding of introductory courses such as pre-calculus and calculus. There is growing interest in the challenges students face as they move into more advanced mathematics courses that require a shift toward formal reasoning, proof, modeling, and problem-solving skills. This survey paper explores emerging trends and innovations in the field, focusing on three key areas: innovations in teaching and learning advanced mathematical topics, transitions between different levels and contexts of mathematics education, and the role of proof and proving in advanced university mathematics. The survey reflects the evolving landscape of mathematics education research and addresses the theoretical and practical challenges of teaching and learning advanced mathematics across various contexts.</jats:p>","lang":"eng"}],"main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11858-024-01643-2"}],"_id":"56780","publisher":"Springer Science and Business Media LLC","language":[{"iso":"eng"}],"user_id":"37888","doi":"10.1007/s11858-024-01643-2","title":"New trends in didactic research in university mathematics education","year":"2024","status":"public","author":[{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler","id":"16274"},{"full_name":"Durand-Guerrier, Viviane","first_name":"Viviane","last_name":"Durand-Guerrier"},{"full_name":"Trigueros, María","last_name":"Trigueros","first_name":"María"}],"publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","date_updated":"2024-10-29T10:56:14Z"},{"author":[{"full_name":"Dettelbach, Andrea","last_name":"Dettelbach","first_name":"Andrea"},{"full_name":"Häsel-Weide, Uta","first_name":"Uta","last_name":"Häsel-Weide","id":"60267"}],"title":"Operative Beziehungen erkennen, beschreiben und nutzen – Initiierung von Lernprozessen unter Einbeziehung der App ‚Rechenfeld‘","year":"2024","status":"public","date_updated":"2025-01-20T11:44:37Z","_id":"58269","language":[{"iso":"ger"}],"publisher":"WTM-Verlag","page":"184-200","editor":[{"full_name":"Bierbrauer, C.","last_name":"Bierbrauer","first_name":"C."},{"full_name":"Ladel, S.","first_name":"S.","last_name":"Ladel"},{"first_name":"M.","last_name":"Platz","full_name":"Platz, M."}],"user_id":"44184","citation":{"bibtex":"@inbook{Dettelbach_Häsel-Weide_2024, title={Operative Beziehungen erkennen, beschreiben und nutzen – Initiierung von Lernprozessen unter Einbeziehung der App ‚Rechenfeld‘}, booktitle={Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen Objekten und Werkzeugen arbeiten}, publisher={WTM-Verlag}, author={Dettelbach, Andrea and Häsel-Weide, Uta}, editor={Bierbrauer, C. and Ladel, S. and Platz, M.}, year={2024}, pages={184–200} }","chicago":"Dettelbach, Andrea, and Uta Häsel-Weide. “Operative Beziehungen erkennen, beschreiben und nutzen – Initiierung von Lernprozessen unter Einbeziehung der App ‚Rechenfeld‘.” In <i>Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen Objekten und Werkzeugen arbeiten</i>, edited by C. Bierbrauer, S. Ladel, and M. Platz, 184–200. WTM-Verlag, 2024.","short":"A. Dettelbach, U. Häsel-Weide, in: C. Bierbrauer, S. Ladel, M. Platz (Eds.), Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen Objekten und Werkzeugen arbeiten, WTM-Verlag, 2024, pp. 184–200.","ama":"Dettelbach A, Häsel-Weide U. Operative Beziehungen erkennen, beschreiben und nutzen – Initiierung von Lernprozessen unter Einbeziehung der App ‚Rechenfeld‘. In: Bierbrauer C, Ladel S, Platz M, eds. <i>Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen Objekten und Werkzeugen arbeiten</i>. WTM-Verlag; 2024:184-200.","ieee":"A. Dettelbach and U. Häsel-Weide, “Operative Beziehungen erkennen, beschreiben und nutzen – Initiierung von Lernprozessen unter Einbeziehung der App ‚Rechenfeld‘,” in <i>Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen Objekten und Werkzeugen arbeiten</i>, C. Bierbrauer, S. Ladel, and M. Platz, Eds. WTM-Verlag, 2024, pp. 184–200.","mla":"Dettelbach, Andrea, and Uta Häsel-Weide. “Operative Beziehungen erkennen, beschreiben und nutzen – Initiierung von Lernprozessen unter Einbeziehung der App ‚Rechenfeld‘.” <i>Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen Objekten und Werkzeugen arbeiten</i>, edited by C. Bierbrauer et al., WTM-Verlag, 2024, pp. 184–200.","apa":"Dettelbach, A., &#38; Häsel-Weide, U. (2024). Operative Beziehungen erkennen, beschreiben und nutzen – Initiierung von Lernprozessen unter Einbeziehung der App ‚Rechenfeld‘. In C. Bierbrauer, S. Ladel, &#38; M. Platz (Eds.), <i>Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen Objekten und Werkzeugen arbeiten</i> (pp. 184–200). WTM-Verlag."},"publication":"Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen Objekten und Werkzeugen arbeiten","related_material":{"link":[{"url":"https://doi.org/10.37626/GA9783959873246.0 ","relation":"confirmation"}]},"date_created":"2025-01-20T11:43:51Z","department":[{"_id":"543"}],"type":"book_chapter"},{"conference":{"end_date":"2024-03-08","location":"Essen","start_date":"2024-03-04","name":"57. Jahretagunt der Gesellschaft für Didaktik der Mathematik"},"author":[{"full_name":"Werth, Gerda","first_name":"Gerda","last_name":"Werth","id":"578"}],"year":"2024","title":"Der Einzug der Mathematik in die Bildungspläne der höheren Mädchenschulen zu Beginn des 20. Jahrhunderts","status":"public","date_updated":"2025-01-29T13:02:41Z","publication_status":"published","language":[{"iso":"eng"}],"_id":"58391","page":"1505-1508","doi":"https://doi.org/10.37626/GA9783959872782.0","user_id":"578","citation":{"ieee":"G. Werth, “Der Einzug der Mathematik in die Bildungspläne der höheren Mädchenschulen zu Beginn des 20. Jahrhunderts,” in <i>Beiträge zum Mathematikunterricht 2024</i>, Essen, 2024, pp. 1505–1508, doi: <a href=\"https://doi.org/10.37626/GA9783959872782.0\">https://doi.org/10.37626/GA9783959872782.0</a>.","apa":"Werth, G. (2024). Der Einzug der Mathematik in die Bildungspläne der höheren Mädchenschulen zu Beginn des 20. Jahrhunderts. <i>Beiträge Zum Mathematikunterricht 2024</i>, 1505–1508. <a href=\"https://doi.org/10.37626/GA9783959872782.0\">https://doi.org/10.37626/GA9783959872782.0</a>","short":"G. Werth, in: Beiträge Zum Mathematikunterricht 2024, 2024, pp. 1505–1508.","chicago":"Werth, Gerda. “Der Einzug Der Mathematik in Die Bildungspläne Der Höheren Mädchenschulen Zu Beginn Des 20. Jahrhunderts.” In <i>Beiträge Zum Mathematikunterricht 2024</i>, 1505–8, 2024. <a href=\"https://doi.org/10.37626/GA9783959872782.0\">https://doi.org/10.37626/GA9783959872782.0</a>.","mla":"Werth, Gerda. “Der Einzug Der Mathematik in Die Bildungspläne Der Höheren Mädchenschulen Zu Beginn Des 20. Jahrhunderts.” <i>Beiträge Zum Mathematikunterricht 2024</i>, 2024, pp. 1505–08, doi:<a href=\"https://doi.org/10.37626/GA9783959872782.0\">https://doi.org/10.37626/GA9783959872782.0</a>.","bibtex":"@inproceedings{Werth_2024, title={Der Einzug der Mathematik in die Bildungspläne der höheren Mädchenschulen zu Beginn des 20. Jahrhunderts}, DOI={<a href=\"https://doi.org/10.37626/GA9783959872782.0\">https://doi.org/10.37626/GA9783959872782.0</a>}, booktitle={Beiträge zum Mathematikunterricht 2024}, author={Werth, Gerda}, year={2024}, pages={1505–1508} }","ama":"Werth G. Der Einzug der Mathematik in die Bildungspläne der höheren Mädchenschulen zu Beginn des 20. Jahrhunderts. In: <i>Beiträge Zum Mathematikunterricht 2024</i>. ; 2024:1505-1508. doi:<a href=\"https://doi.org/10.37626/GA9783959872782.0\">https://doi.org/10.37626/GA9783959872782.0</a>"},"publication":"Beiträge zum Mathematikunterricht 2024","date_created":"2025-01-29T13:01:31Z","department":[{"_id":"34"},{"_id":"10"},{"_id":"98"},{"_id":"360"}],"type":"conference"},{"publication":"Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024","department":[{"_id":"363"}],"type":"conference","date_created":"2025-04-10T07:38:59Z","file":[{"date_created":"2025-04-10T07:44:19Z","creator":"krueter","file_id":"59470","content_type":"application/pdf","success":1,"relation":"main_file","date_updated":"2025-04-10T07:44:19Z","file_name":"ICLS2024_1863-1870.pdf","file_size":343448,"access_level":"closed"}],"date_updated":"2025-04-10T09:12:03Z","author":[{"full_name":"Miller, Katherine M","first_name":"Katherine M","last_name":"Miller"},{"full_name":"Polman, Joseph L","last_name":"Polman","first_name":"Joseph L"},{"full_name":"Yoon, Susan A","first_name":"Susan A","last_name":"Yoon"},{"full_name":"Shim, Jooeun","last_name":"Shim","first_name":"Jooeun"},{"full_name":"Leung, Vivian Y","last_name":"Leung","first_name":"Vivian Y"},{"full_name":"Nguyen, Yen","last_name":"Nguyen","first_name":"Yen"},{"last_name":"Rubin","first_name":"Andee","full_name":"Rubin, Andee"},{"full_name":"Higgins, Traci","last_name":"Higgins","first_name":"Traci"},{"last_name":"Karch","first_name":"Jessica M","full_name":"Karch, Jessica M"},{"last_name":"Hammerman","first_name":"James KL","full_name":"Hammerman, James KL"},{"first_name":"Camillia","last_name":"Matuk","full_name":"Matuk, Camillia"},{"full_name":"DesPortes, Kayla","last_name":"DesPortes","first_name":"Kayla"},{"full_name":"Amato, Anna","last_name":"Amato","first_name":"Anna"},{"full_name":"Dikker, Suzanne","last_name":"Dikker","first_name":"Suzanne"},{"first_name":"Xavier","last_name":"Ochoa","full_name":"Ochoa, Xavier"},{"full_name":"Romero, Esteban","last_name":"Romero","first_name":"Esteban"},{"id":"30619","full_name":"Podworny, Susanne","first_name":"Susanne","orcid":"0000-0002-6313-5987","last_name":"Podworny"},{"id":"42660","full_name":"Fleischer, Yannik","first_name":"Yannik","orcid":"https://orcid.org/0000-0003-0318-0329","last_name":"Fleischer"},{"id":"16274","last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf"},{"first_name":"Justice T.","last_name":"Walker","full_name":"Walker, Justice T."},{"full_name":"Barany, Amanda","first_name":"Amanda","last_name":"Barany"},{"first_name":"Alex","last_name":"Acquah","full_name":"Acquah, Alex"},{"full_name":"Scarola, Andi","first_name":"Andi","last_name":"Scarola"},{"last_name":"Reza","first_name":"Sayed","full_name":"Reza, Sayed"},{"first_name":"Trang C.","last_name":"Tran","full_name":"Tran, Trang C."},{"first_name":"Ralph","last_name":"Vacca","full_name":"Vacca, Ralph"},{"full_name":"Silander, Megan","first_name":"Megan","last_name":"Silander"},{"last_name":"Woods","first_name":"Peter J.","full_name":"Woods, Peter J."},{"first_name":"Cassia","last_name":"Fernandez","full_name":"Fernandez, Cassia"},{"full_name":"Eloy, Adelmo","last_name":"Eloy","first_name":"Adelmo"},{"full_name":"Blikstein, Paulo","first_name":"Paulo","last_name":"Blikstein"},{"full_name":"de Deus Lopes, Roseli","last_name":"de Deus Lopes","first_name":"Roseli"},{"full_name":"Radinsky, Josh","first_name":"Josh","last_name":"Radinsky"},{"full_name":"Tabak, Iris","last_name":"Tabak","first_name":"Iris"},{"full_name":"Lee, Victor R.","first_name":"Victor R.","last_name":"Lee"},{"full_name":"Demszky, Dorottya","last_name":"Demszky","first_name":"Dorottya"},{"last_name":"Levine","first_name":"Sarah","full_name":"Levine, Sarah"},{"first_name":"Josephine","last_name":"Louie","full_name":"Louie, Josephine"}],"year":"2024","title":"Data and Social Worlds: How Data Science Education Supports Civic Participation and Social Discourse","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://repository.isls.org/handle/1/10830"}],"citation":{"apa":"Miller, K. M., Polman, J. L., Yoon, S. A., Shim, J., Leung, V. Y., Nguyen, Y., Rubin, A., Higgins, T., Karch, J. M., Hammerman, J. K., Matuk, C., DesPortes, K., Amato, A., Dikker, S., Ochoa, X., Romero, E., Podworny, S., Fleischer, Y., Biehler, R., … Louie, J. (2024). Data and Social Worlds: How Data Science Education Supports Civic Participation and Social Discourse. In R. Lindgren, T. I. Asino, E. A. Kyza, C. K. Looi, D. T. Keifert, &#38; E. Suárez (Eds.), <i>Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024</i> (pp. 1863–1870). International Society of the Learning Sciences.","ieee":"K. M. Miller <i>et al.</i>, “Data and Social Worlds: How Data Science Education Supports Civic Participation and Social Discourse,” in <i>Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024</i>, 2024, pp. 1863–1870.","chicago":"Miller, Katherine M, Joseph L Polman, Susan A Yoon, Jooeun Shim, Vivian Y Leung, Yen Nguyen, Andee Rubin, et al. “Data and Social Worlds: How Data Science Education Supports Civic Participation and Social Discourse.” In <i>Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024</i>, edited by R. Lindgren, T. I. Asino, E. A. Kyza, C. K. Looi, D. T. Keifert, and E. Suárez, 1863–70. International Society of the Learning Sciences, 2024.","short":"K.M. Miller, J.L. Polman, S.A. Yoon, J. Shim, V.Y. Leung, Y. Nguyen, A. Rubin, T. Higgins, J.M. Karch, J.K. Hammerman, C. Matuk, K. DesPortes, A. Amato, S. Dikker, X. Ochoa, E. Romero, S. Podworny, Y. Fleischer, R. Biehler, J.T. Walker, A. Barany, A. Acquah, A. Scarola, S. Reza, T.C. Tran, R. Vacca, M. Silander, P.J. Woods, C. Fernandez, A. Eloy, P. Blikstein, R. de Deus Lopes, J. Radinsky, I. Tabak, V.R. Lee, D. Demszky, S. Levine, J. Louie, in: R. Lindgren, T.I. Asino, E.A. Kyza, C.K. Looi, D.T. Keifert, E. Suárez (Eds.), Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, International Society of the Learning Sciences, 2024, pp. 1863–1870.","mla":"Miller, Katherine M., et al. “Data and Social Worlds: How Data Science Education Supports Civic Participation and Social Discourse.” <i>Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024</i>, edited by R. Lindgren et al., International Society of the Learning Sciences, 2024, pp. 1863–70.","ama":"Miller KM, Polman JL, Yoon SA, et al. Data and Social Worlds: How Data Science Education Supports Civic Participation and Social Discourse. In: Lindgren R, Asino TI, Kyza EA, Looi CK, Keifert DT, Suárez E, eds. <i>Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024</i>. International Society of the Learning Sciences; 2024:1863-1870.","bibtex":"@inproceedings{Miller_Polman_Yoon_Shim_Leung_Nguyen_Rubin_Higgins_Karch_Hammerman_et al._2024, title={Data and Social Worlds: How Data Science Education Supports Civic Participation and Social Discourse}, booktitle={Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024}, publisher={International Society of the Learning Sciences}, author={Miller, Katherine M and Polman, Joseph L and Yoon, Susan A and Shim, Jooeun and Leung, Vivian Y and Nguyen, Yen and Rubin, Andee and Higgins, Traci and Karch, Jessica M and Hammerman, James KL and et al.}, editor={Lindgren, R. and Asino, T. I. and Kyza, E. A. and Looi, C. K. and Keifert, D. T. and Suárez, E.}, year={2024}, pages={1863–1870} }"},"file_date_updated":"2025-04-10T07:44:19Z","oa":"1","has_accepted_license":"1","status":"public","editor":[{"full_name":"Lindgren, R.","last_name":"Lindgren","first_name":"R."},{"first_name":"T. I.","last_name":"Asino","full_name":"Asino, T. I."},{"full_name":"Kyza, E. A.","last_name":"Kyza","first_name":"E. A."},{"full_name":"Looi, C. K.","first_name":"C. K.","last_name":"Looi"},{"first_name":"D. T.","last_name":"Keifert","full_name":"Keifert, D. T."},{"full_name":"Suárez, E.","first_name":"E.","last_name":"Suárez"}],"ddc":["510"],"user_id":"37888","publisher":"International Society of the Learning Sciences","_id":"59467","page":"1863-1870"},{"status":"public","volume":94,"user_id":"99409","_id":"56236","publisher":"Wiley","page":"407-424","citation":{"ieee":"J. Schönherr, “Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value,” <i>British Journal of Educational Psychology</i>, vol. 94, no. 2, pp. 407–424, 2024, doi: <a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>.","mla":"Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility Value.” <i>British Journal of Educational Psychology</i>, vol. 94, no. 2, Wiley, 2024, pp. 407–24, doi:<a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>.","apa":"Schönherr, J. (2024). Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value. <i>British Journal of Educational Psychology</i>, <i>94</i>(2), 407–424. <a href=\"https://doi.org/10.1111/bjep.12653\">https://doi.org/10.1111/bjep.12653</a>","bibtex":"@article{Schönherr_2024, title={Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value}, volume={94}, DOI={<a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>}, number={2}, journal={British Journal of Educational Psychology}, publisher={Wiley}, author={Schönherr, Johanna}, year={2024}, pages={407–424} }","ama":"Schönherr J. Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value. <i>British Journal of Educational Psychology</i>. 2024;94(2):407-424. doi:<a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>","short":"J. Schönherr, British Journal of Educational Psychology 94 (2024) 407–424.","chicago":"Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility Value.” <i>British Journal of Educational Psychology</i> 94, no. 2 (2024): 407–24. <a href=\"https://doi.org/10.1111/bjep.12653\">https://doi.org/10.1111/bjep.12653</a>."},"intvolume":"        94","publication_status":"published","date_updated":"2025-05-27T12:15:31Z","publication_identifier":{"issn":["0007-0998","2044-8279"]},"author":[{"full_name":"Schönherr, Johanna","first_name":"Johanna","last_name":"Schönherr","id":"99409"}],"title":"Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value","year":"2024","doi":"10.1111/bjep.12653","language":[{"iso":"eng"}],"abstract":[{"text":"<jats:title>Abstract</jats:title><jats:sec><jats:title>Background</jats:title><jats:p>Real‐world problems are important in math instruction, but they do not necessarily trigger students' task motivation. Personalizing real‐world problems by (1) matching problems to students' shared living environment (context personalization) and (2) asking students to pose their own problems (active personalization) might be two interventions to increase students' task motivation.</jats:p></jats:sec><jats:sec><jats:title>Aim</jats:title><jats:p>In the current study, we investigated the effects of context personalization and active personalization on students' self‐efficacy expectations, intrinsic value, attainment value, utility value, and cost.</jats:p></jats:sec><jats:sec><jats:title>Sample</jats:title><jats:p>The participants were 28 fifth‐ and sixth‐grade students who voluntarily took part in a six‐month afterschool program in which they posed problems with the aim of creating a math walk in their hometown.</jats:p></jats:sec><jats:sec><jats:title>Method</jats:title><jats:p>Using a within‐subjects design, at the end of the afterschool program, the students rated their self‐efficacy expectations and task values for four self‐developed problems associated with their hometown, four peer‐developed problems associated with their hometown, and four instructor‐provided problems associated with unfamiliar locations.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>Students reported higher self‐efficacy expectations, intrinsic value, attainment value, and utility value for active‐personalized than non‐personalized problems. To a lesser extent, context personalization promoted intrinsic value and attainment value. No effect was found for cost.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>Active personalization (i.e. asking students to pose their own real‐world problems) is suited to enhance students' task motivation, specifically their self‐efficacy expectations, intrinsic value, attainment value, and utility value. Context personalization still boosts students' intrinsic value and attainment value. Implementation in classroom instruction is discussed.</jats:p></jats:sec>","lang":"eng"}],"issue":"2","publication":"British Journal of Educational Psychology","department":[{"_id":"913"}],"type":"journal_article","date_created":"2024-09-24T18:02:43Z"},{"article_number":"104659","_id":"54836","publisher":"Elsevier BV","language":[{"iso":"eng"}],"doi":"10.1016/j.tate.2024.104659","user_id":"99409","volume":148,"status":"public","title":"Preservice teachers' judgments of students’ expectations of success and task values: Close relations with their personal task motivation","year":"2024","author":[{"id":"99409","last_name":"Schönherr","first_name":"Johanna","full_name":"Schönherr, Johanna"},{"first_name":"Stanislaw","last_name":"Schukajlow","full_name":"Schukajlow, Stanislaw"}],"publication_identifier":{"issn":["0742-051X"]},"date_updated":"2025-05-27T12:16:47Z","publication_status":"published","intvolume":"       148","date_created":"2024-06-20T12:30:38Z","type":"journal_article","department":[{"_id":"913"}],"publication":"Teaching and Teacher Education","citation":{"chicago":"Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments of Students’ Expectations of Success and Task Values: Close Relations with Their Personal Task Motivation.” <i>Teaching and Teacher Education</i> 148 (2024). <a href=\"https://doi.org/10.1016/j.tate.2024.104659\">https://doi.org/10.1016/j.tate.2024.104659</a>.","short":"J. Schönherr, S. Schukajlow, Teaching and Teacher Education 148 (2024).","apa":"Schönherr, J., &#38; Schukajlow, S. (2024). Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation. <i>Teaching and Teacher Education</i>, <i>148</i>, Article 104659. <a href=\"https://doi.org/10.1016/j.tate.2024.104659\">https://doi.org/10.1016/j.tate.2024.104659</a>","ieee":"J. Schönherr and S. Schukajlow, “Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation,” <i>Teaching and Teacher Education</i>, vol. 148, Art. no. 104659, 2024, doi: <a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>.","ama":"Schönherr J, Schukajlow S. Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation. <i>Teaching and Teacher Education</i>. 2024;148. doi:<a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>","bibtex":"@article{Schönherr_Schukajlow_2024, title={Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation}, volume={148}, DOI={<a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>}, number={104659}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Schönherr, Johanna and Schukajlow, Stanislaw}, year={2024} }","mla":"Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments of Students’ Expectations of Success and Task Values: Close Relations with Their Personal Task Motivation.” <i>Teaching and Teacher Education</i>, vol. 148, 104659, Elsevier BV, 2024, doi:<a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>."}},{"publisher":"Elsevier BV","_id":"56235","language":[{"iso":"eng"}],"article_number":"100639","volume":45,"doi":"10.1016/j.edurev.2024.100639","user_id":"99409","author":[{"last_name":"Schönherr","first_name":"Johanna","full_name":"Schönherr, Johanna","id":"99409"},{"full_name":"Strohmaier, Anselm R.","last_name":"Strohmaier","first_name":"Anselm R."},{"full_name":"Schukajlow, Stanislaw","last_name":"Schukajlow","first_name":"Stanislaw"}],"publication_identifier":{"issn":["1747-938X"]},"status":"public","year":"2024","title":"Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education","intvolume":"        45","date_updated":"2025-05-27T12:16:09Z","publication_status":"published","date_created":"2024-09-24T17:59:41Z","department":[{"_id":"913"}],"type":"journal_article","citation":{"ama":"Schönherr J, Strohmaier AR, Schukajlow S. Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education. <i>Educational Research Review</i>. 2024;45. doi:<a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>","bibtex":"@article{Schönherr_Strohmaier_Schukajlow_2024, title={Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education}, volume={45}, DOI={<a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>}, number={100639}, journal={Educational Research Review}, publisher={Elsevier BV}, author={Schönherr, Johanna and Strohmaier, Anselm R. and Schukajlow, Stanislaw}, year={2024} }","mla":"Schönherr, Johanna, et al. “Learning with Visualizations Helps: A Meta-Analysis of Visualization Interventions in Mathematics Education.” <i>Educational Research Review</i>, vol. 45, 100639, Elsevier BV, 2024, doi:<a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>.","short":"J. Schönherr, A.R. Strohmaier, S. Schukajlow, Educational Research Review 45 (2024).","chicago":"Schönherr, Johanna, Anselm R. Strohmaier, and Stanislaw Schukajlow. “Learning with Visualizations Helps: A Meta-Analysis of Visualization Interventions in Mathematics Education.” <i>Educational Research Review</i> 45 (2024). <a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">https://doi.org/10.1016/j.edurev.2024.100639</a>.","apa":"Schönherr, J., Strohmaier, A. R., &#38; Schukajlow, S. (2024). Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education. <i>Educational Research Review</i>, <i>45</i>, Article 100639. <a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">https://doi.org/10.1016/j.edurev.2024.100639</a>","ieee":"J. Schönherr, A. R. Strohmaier, and S. Schukajlow, “Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education,” <i>Educational Research Review</i>, vol. 45, Art. no. 100639, 2024, doi: <a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>."},"publication":"Educational Research Review"}]