---
_id: '58353'
abstract:
- lang: eng
text: "Abstract\r\n Statistics and machine
learning are critical because they play an essential role in our everyday lives
and the careers we may pursue in the future. It may be beneficial to introduce
machine learning, such as decision trees (DTs), at an early stage of education.
The data-based construction of DTs is an example of a machine learning process,
which can be addressed in mathematics or statistics teaching because of relatively
low prior knowledge requirements. This paper focuses on investigating how sixth-grade
students create and evaluate data-based DTs. The basis is a teaching unit that
aims to lay the foundation for machine learning and enhance students’ understanding
of the process. We investigate students’ processes in detail while they build
DTs with data cards about food items to predict whether a new item is recommendable.
After the teaching unit, an interview study examines students’ strategies for
creating decision trees. The findings contribute to understanding students’ learning
processes and the challenges when working with decision trees."
author:
- first_name: Susanne
full_name: Podworny, Susanne
id: '30619'
last_name: Podworny
orcid: 0000-0002-6313-5987
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Yannik
full_name: Fleischer, Yannik
id: '42660'
last_name: Fleischer
orcid: https://orcid.org/0000-0003-0318-0329
citation:
ama: Podworny S, Biehler R, Fleischer Y. Young students’ engagement with data to
create decision trees. ZDM – Mathematics Education. Published online 2025.
doi:10.1007/s11858-024-01649-w
apa: Podworny, S., Biehler, R., & Fleischer, Y. (2025). Young students’ engagement
with data to create decision trees. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-024-01649-w
bibtex: '@article{Podworny_Biehler_Fleischer_2025, title={Young students’ engagement
with data to create decision trees}, DOI={10.1007/s11858-024-01649-w},
journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
Media LLC}, author={Podworny, Susanne and Biehler, Rolf and Fleischer, Yannik},
year={2025} }'
chicago: Podworny, Susanne, Rolf Biehler, and Yannik Fleischer. “Young Students’
Engagement with Data to Create Decision Trees.” ZDM – Mathematics Education,
2025. https://doi.org/10.1007/s11858-024-01649-w.
ieee: 'S. Podworny, R. Biehler, and Y. Fleischer, “Young students’ engagement with
data to create decision trees,” ZDM – Mathematics Education, 2025, doi:
10.1007/s11858-024-01649-w.'
mla: Podworny, Susanne, et al. “Young Students’ Engagement with Data to Create Decision
Trees.” ZDM – Mathematics Education, Springer Science and Business Media
LLC, 2025, doi:10.1007/s11858-024-01649-w.
short: S. Podworny, R. Biehler, Y. Fleischer, ZDM – Mathematics Education (2025).
date_created: 2025-01-24T07:55:53Z
date_updated: 2025-01-24T07:57:00Z
department:
- _id: '363'
doi: 10.1007/s11858-024-01649-w
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/article/10.1007/s11858-024-01649-w
oa: '1'
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Young students’ engagement with data to create decision trees
type: journal_article
user_id: '37888'
year: '2025'
...
---
_id: '59414'
author:
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
orcid: 0000-0001-6278-4240
- first_name: M.
full_name: Nührenbörger, M.
last_name: Nührenbörger
citation:
ama: Häsel-Weide U, Nührenbörger M. Unterrichtsintegrierte Förderung von mathematischen
Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung
im Mathematikunterricht der Grundschule. Zeitschrift für Grundschulforschung.
Published online 2025. doi: https://doi.org/10.1007/s42278-025-00223-x
apa: Häsel-Weide, U., & Nührenbörger, M. (2025). Unterrichtsintegrierte Förderung
von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender
Praktiken der Förderung im Mathematikunterricht der Grundschule. Zeitschrift
für Grundschulforschung. https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x
bibtex: '@article{Häsel-Weide_Nührenbörger_2025, title={Unterrichtsintegrierte Förderung
von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender
Praktiken der Förderung im Mathematikunterricht der Grundschule}, DOI={ https://doi.org/10.1007/s42278-025-00223-x
}, journal={Zeitschrift für Grundschulforschung}, author={Häsel-Weide, Uta
and Nührenbörger, M.}, year={2025} }'
chicago: Häsel-Weide, Uta, and M. Nührenbörger. “Unterrichtsintegrierte Förderung
von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender
Praktiken der Förderung im Mathematikunterricht der Grundschule.” Zeitschrift
für Grundschulforschung, 2025. https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x .
ieee: 'U. Häsel-Weide and M. Nührenbörger, “Unterrichtsintegrierte Förderung von
mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken
der Förderung im Mathematikunterricht der Grundschule,” Zeitschrift für Grundschulforschung,
2025, doi: https://doi.org/10.1007/s42278-025-00223-x .'
mla: Häsel-Weide, Uta, and M. Nührenbörger. “Unterrichtsintegrierte Förderung von
mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken
der Förderung im Mathematikunterricht der Grundschule.” Zeitschrift für Grundschulforschung,
2025, doi: https://doi.org/10.1007/s42278-025-00223-x .
short: U. Häsel-Weide, M. Nührenbörger, Zeitschrift für Grundschulforschung (2025).
date_created: 2025-04-07T10:48:48Z
date_updated: 2025-04-07T10:49:18Z
department:
- _id: '543'
doi: ' https://doi.org/10.1007/s42278-025-00223-x '
language:
- iso: ger
publication: Zeitschrift für Grundschulforschung
status: public
title: Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische
Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht
der Grundschule
type: journal_article
user_id: '44184'
year: '2025'
...
---
_id: '59622'
abstract:
- lang: eng
text: "Abstract\r\n This study explores
how high school students construct decision trees using data cards and the software
CODAP (codap.concord.org) in interviews after attending a teaching unit. We conceptualized
data-based decision tree construction using nine key aspects that we intended
to teach, tested variations of two design elements in teaching, and analyzed the
interviews qualitatively to compare student behavior to intended outcomes. We
found high alignment to intentions but also deviations in data activities and
informal or context-based rather than data-based reasoning. The design element
of context-free (blinded) data seems to enhance data-based reasoning, while the
design element of data card use showed diagnostic potential."
author:
- first_name: Yannik
full_name: Fleischer, Yannik
id: '42660'
last_name: Fleischer
orcid: https://orcid.org/0000-0003-0318-0329
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: Fleischer Y, Biehler R. Exploring students’ constructions of data-based decision
trees after an introductory teaching unit on machine learning. ZDM – Mathematics
Education. 2025;57(1). doi:10.1007/s11858-025-01663-6
apa: Fleischer, Y., & Biehler, R. (2025). Exploring students’ constructions
of data-based decision trees after an introductory teaching unit on machine learning.
ZDM – Mathematics Education, 57(1). https://doi.org/10.1007/s11858-025-01663-6
bibtex: '@article{Fleischer_Biehler_2025, title={Exploring students’ constructions
of data-based decision trees after an introductory teaching unit on machine learning},
volume={57}, DOI={10.1007/s11858-025-01663-6},
number={1}, journal={ZDM – Mathematics Education}, publisher={Springer Science
and Business Media LLC}, author={Fleischer, Yannik and Biehler, Rolf}, year={2025}
}'
chicago: Fleischer, Yannik, and Rolf Biehler. “Exploring Students’ Constructions
of Data-Based Decision Trees after an Introductory Teaching Unit on Machine Learning.”
ZDM – Mathematics Education 57, no. 1 (2025). https://doi.org/10.1007/s11858-025-01663-6.
ieee: 'Y. Fleischer and R. Biehler, “Exploring students’ constructions of data-based
decision trees after an introductory teaching unit on machine learning,” ZDM
– Mathematics Education, vol. 57, no. 1, 2025, doi: 10.1007/s11858-025-01663-6.'
mla: Fleischer, Yannik, and Rolf Biehler. “Exploring Students’ Constructions of
Data-Based Decision Trees after an Introductory Teaching Unit on Machine Learning.”
ZDM – Mathematics Education, vol. 57, no. 1, Springer Science and Business
Media LLC, 2025, doi:10.1007/s11858-025-01663-6.
short: Y. Fleischer, R. Biehler, ZDM – Mathematics Education 57 (2025).
date_created: 2025-04-22T07:59:07Z
date_updated: 2025-04-22T08:00:59Z
department:
- _id: '363'
doi: 10.1007/s11858-025-01663-6
intvolume: ' 57'
issue: '1'
language:
- iso: eng
main_file_link:
- url: https://link.springer.com/article/10.1007/s11858-025-01663-6
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Exploring students’ constructions of data-based decision trees after an introductory
teaching unit on machine learning
type: journal_article
user_id: '37888'
volume: 57
year: '2025'
...
---
_id: '58516'
abstract:
- lang: eng
text: "Abstract\r\n Academic emotions
play a crucial role in mathematics learning, significantly influencing motivation,
academic achievement, and career aspirations in mathematics. With the notable
increase in research on emotions in recent years, our review uses Pekrun’s control-value
theory with two primary objectives: to systematically describe the characteristics
of emotions in recent research through a systematic review, and to synthesize
evidence on the relationships between specific emotions, control-value antecedents,
and mathematics achievement via a meta-analysis. The systematic review of 112
studies revealed that more than 100 specific emotions have been addressed in recent
research, which we analyzed based on key emotion characteristics: valence and
activation, type of object, temporal stability, and social context. The findings
from the systematic review provide an overview of mathematics-specific objects
that emotions have referred to in the most recent research. The subsequent meta-analysis
demonstrated that mathematics achievement (e.g., test scores and grades) was positively
related to enjoyment, hope, and pride (\r\n \r\n
\ $$\\overline{r}$$\r\n \r\n \r\n
\ r\r\n ¯\r\n
\ \r\n \r\n \r\n
\ = .247, .224, and .344, respectively) but negatively
related to anger, boredom, frustration, hopelessness, and shame (\r\n
\ \r\n $$\\overline{r}$$\r\n
\ \r\n
\ \r\n r\r\n ¯\r\n
\ \r\n \r\n \r\n
\ = − .322, − .187, − .207, − .378, and − .291,
respectively). Theoretical and practical implications of these results are discussed."
author:
- first_name: Johanna
full_name: Schönherr, Johanna
id: '99409'
last_name: Schönherr
- first_name: Stanislaw
full_name: Schukajlow, Stanislaw
last_name: Schukajlow
- first_name: Reinhard
full_name: Pekrun, Reinhard
last_name: Pekrun
citation:
ama: 'Schönherr J, Schukajlow S, Pekrun R. Emotions in mathematics learning: a systematic
review and meta-analysis. ZDM – Mathematics Education. Published online
2025. doi:10.1007/s11858-025-01651-w'
apa: 'Schönherr, J., Schukajlow, S., & Pekrun, R. (2025). Emotions in mathematics
learning: a systematic review and meta-analysis. ZDM – Mathematics Education.
https://doi.org/10.1007/s11858-025-01651-w'
bibtex: '@article{Schönherr_Schukajlow_Pekrun_2025, title={Emotions in mathematics
learning: a systematic review and meta-analysis}, DOI={10.1007/s11858-025-01651-w},
journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
Media LLC}, author={Schönherr, Johanna and Schukajlow, Stanislaw and Pekrun, Reinhard},
year={2025} }'
chicago: 'Schönherr, Johanna, Stanislaw Schukajlow, and Reinhard Pekrun. “Emotions
in Mathematics Learning: A Systematic Review and Meta-Analysis.” ZDM – Mathematics
Education, 2025. https://doi.org/10.1007/s11858-025-01651-w.'
ieee: 'J. Schönherr, S. Schukajlow, and R. Pekrun, “Emotions in mathematics learning:
a systematic review and meta-analysis,” ZDM – Mathematics Education, 2025,
doi: 10.1007/s11858-025-01651-w.'
mla: 'Schönherr, Johanna, et al. “Emotions in Mathematics Learning: A Systematic
Review and Meta-Analysis.” ZDM – Mathematics Education, Springer Science
and Business Media LLC, 2025, doi:10.1007/s11858-025-01651-w.'
short: J. Schönherr, S. Schukajlow, R. Pekrun, ZDM – Mathematics Education (2025).
date_created: 2025-02-05T08:19:34Z
date_updated: 2025-05-27T12:16:26Z
department:
- _id: '913'
doi: 10.1007/s11858-025-01651-w
language:
- iso: eng
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Emotions in mathematics learning: a systematic review and meta-analysis'
type: journal_article
user_id: '99409'
year: '2025'
...
---
_id: '59703'
article_number: '102369'
author:
- first_name: Johanna
full_name: Schönherr, Johanna
id: '99409'
last_name: Schönherr
- first_name: Richard E.
full_name: Mayer, Richard E.
last_name: Mayer
citation:
ama: Schönherr J, Mayer RE. Maximizing the benefits of student-generated drawing
for real-world problem solving. Contemporary Educational Psychology. 2025;81.
doi:10.1016/j.cedpsych.2025.102369
apa: Schönherr, J., & Mayer, R. E. (2025). Maximizing the benefits of student-generated
drawing for real-world problem solving. Contemporary Educational Psychology,
81, Article 102369. https://doi.org/10.1016/j.cedpsych.2025.102369
bibtex: '@article{Schönherr_Mayer_2025, title={Maximizing the benefits of student-generated
drawing for real-world problem solving}, volume={81}, DOI={10.1016/j.cedpsych.2025.102369},
number={102369}, journal={Contemporary Educational Psychology}, publisher={Elsevier
BV}, author={Schönherr, Johanna and Mayer, Richard E.}, year={2025} }'
chicago: Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated
Drawing for Real-World Problem Solving.” Contemporary Educational Psychology
81 (2025). https://doi.org/10.1016/j.cedpsych.2025.102369.
ieee: 'J. Schönherr and R. E. Mayer, “Maximizing the benefits of student-generated
drawing for real-world problem solving,” Contemporary Educational Psychology,
vol. 81, Art. no. 102369, 2025, doi: 10.1016/j.cedpsych.2025.102369.'
mla: Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated
Drawing for Real-World Problem Solving.” Contemporary Educational Psychology,
vol. 81, 102369, Elsevier BV, 2025, doi:10.1016/j.cedpsych.2025.102369.
short: J. Schönherr, R.E. Mayer, Contemporary Educational Psychology 81 (2025).
date_created: 2025-04-28T14:44:15Z
date_updated: 2025-05-27T12:15:42Z
department:
- _id: '913'
doi: 10.1016/j.cedpsych.2025.102369
intvolume: ' 81'
language:
- iso: eng
publication: Contemporary Educational Psychology
publication_identifier:
issn:
- 0361-476X
publication_status: published
publisher: Elsevier BV
status: public
title: Maximizing the benefits of student-generated drawing for real-world problem
solving
type: journal_article
user_id: '99409'
volume: 81
year: '2025'
...
---
_id: '60102'
abstract:
- lang: eng
text: ' Zusammenfassung: Studien haben gezeigt, dass frühe numerische Kompetenzen
einen Einfluss auf die spätere mathematische Entwicklung haben. Vor diesem Hintergrund
ist es wichtig, die numerischen Kompetenzen bereits im Kindergartenalter zu erfassen,
um Kinder, denen wichtige Kompetenzen für die mathematische Entwicklung fehlen,
und für die das Risiko der Entwicklung von Rechenschwierigkeiten besteht, frühzeitig
und praxistauglich zu identifizieren. In der Studie wird ein Screening zur Erfassung
der numerischen Kompetenzen im Kindergartenalter präsentiert, bei dem ausgewählte
Aufgaben in einem Gruppensetting durchgeführt werden können. An der Validierung
nahmen Kinder im Alter von vier bis sechs Jahren aus der Schweiz ( n = 431) und
aus Deutschland ( n = 325) teil. Die Ergebnisse zeigen, dass mit dem Screening
in verschiedenen Gruppen (Schweiz, Deutschland) mit wenigen Ausnahmen dieselben
Eigenschaften gemessen werden. Die prognostische Validität für den Zeitpunkt kurz
vor Schuleintritt ist zufriedenstellend. Der Testwert auf Basis des Gruppensettings
lässt sich valide interpretieren, da sich keine Unterschiede zwischen Kindern,
die die Aufgaben einzeln gelöst haben und Kindern, die die Aufgaben in Gruppen
bearbeitet haben, gezeigt haben. Zusammenfassend lässt sich sagen, dass das Screening
durch die Kombination von Einzel- und Kleingruppentests die Erfassung numerischer
Fähigkeiten im Kindergarten in kurzer Zeit zuverlässig und valide ermöglicht.
'
alternative_title:
- Validierung eines Screenings in der Schweiz und in Deutschland
author:
- first_name: Noemi
full_name: Gloor, Noemi
last_name: Gloor
- first_name: Karin
full_name: Kucian, Karin
last_name: Kucian
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
- first_name: Elisabeth
full_name: Moser Opitz, Elisabeth
last_name: Moser Opitz
citation:
ama: Gloor N, Kucian K, Bruns J, Gasteiger H, Moser Opitz E. Erfassung der numerischen
Kompetenzen im Kindergartenalter. Frühe Bildung. Published
online 2025. doi:10.1026/2191-9186/a000699
apa: Gloor, N., Kucian, K., Bruns, J., Gasteiger, H., & Moser Opitz, E. (2025).
Erfassung der numerischen Kompetenzen im Kindergartenalter.
Frühe Bildung. https://doi.org/10.1026/2191-9186/a000699
bibtex: '@article{Gloor_Kucian_Bruns_Gasteiger_Moser Opitz_2025, title={Erfassung
der numerischen Kompetenzen im Kindergartenalter}, DOI={10.1026/2191-9186/a000699},
journal={Frühe Bildung}, publisher={Hogrefe Publishing Group}, author={Gloor,
Noemi and Kucian, Karin and Bruns, Julia and Gasteiger, Hedwig and Moser Opitz,
Elisabeth}, year={2025} }'
chicago: Gloor, Noemi, Karin Kucian, Julia Bruns, Hedwig Gasteiger, and Elisabeth
Moser Opitz. “Erfassung der numerischen Kompetenzen im Kindergartenalter.”
Frühe Bildung, 2025. https://doi.org/10.1026/2191-9186/a000699.
ieee: 'N. Gloor, K. Kucian, J. Bruns, H. Gasteiger, and E. Moser Opitz, “Erfassung
der numerischen Kompetenzen im Kindergartenalter,” Frühe
Bildung, 2025, doi: 10.1026/2191-9186/a000699.'
mla: Gloor, Noemi, et al. “Erfassung der numerischen Kompetenzen im
Kindergartenalter.” Frühe Bildung, Hogrefe Publishing Group, 2025,
doi:10.1026/2191-9186/a000699.
short: N. Gloor, K. Kucian, J. Bruns, H. Gasteiger, E. Moser Opitz, Frühe Bildung
(2025).
date_created: 2025-06-02T14:11:40Z
date_updated: 2025-06-02T14:12:03Z
department:
- _id: '611'
doi: 10.1026/2191-9186/a000699
language:
- iso: ger
publication: Frühe Bildung
publication_identifier:
issn:
- 2191-9186
- 2191-9194
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Erfassung der numerischen Kompetenzen im Kindergartenalter
type: journal_article
user_id: '72183'
year: '2025'
...
---
_id: '63622'
author:
- first_name: Irene
full_name: Garnelo Abellanas, Irene
id: '93843'
last_name: Garnelo Abellanas
citation:
ama: 'Garnelo Abellanas I. Towards design principles for learning environments based
on theorem provers. In: Proceedings of the Fourteenth Congress of the European
Society for Research in Mathematics Education (CERME14). ; 2025.'
apa: Garnelo Abellanas, I. (2025). Towards design principles for learning environments
based on theorem provers. Proceedings of the Fourteenth Congress of the European
Society for Research in Mathematics Education (CERME14).
bibtex: '@inproceedings{Garnelo Abellanas_2025, title={Towards design principles
for learning environments based on theorem provers}, booktitle={Proceedings of
the Fourteenth Congress of the European Society for Research in Mathematics Education
(CERME14)}, author={Garnelo Abellanas, Irene}, year={2025} }'
chicago: Garnelo Abellanas, Irene. “Towards Design Principles for Learning Environments
Based on Theorem Provers.” In Proceedings of the Fourteenth Congress of the
European Society for Research in Mathematics Education (CERME14), 2025.
ieee: I. Garnelo Abellanas, “Towards design principles for learning environments
based on theorem provers,” 2025.
mla: Garnelo Abellanas, Irene. “Towards Design Principles for Learning Environments
Based on Theorem Provers.” Proceedings of the Fourteenth Congress of the European
Society for Research in Mathematics Education (CERME14), 2025.
short: 'I. Garnelo Abellanas, in: Proceedings of the Fourteenth Congress of the
European Society for Research in Mathematics Education (CERME14), 2025.'
date_created: 2026-01-15T10:23:32Z
date_updated: 2026-01-15T10:23:49Z
department:
- _id: '979'
language:
- iso: eng
publication: Proceedings of the Fourteenth Congress of the European Society for Research
in Mathematics Education (CERME14)
status: public
title: Towards design principles for learning environments based on theorem provers
type: conference
user_id: '93843'
year: '2025'
...
---
_id: '63629'
author:
- first_name: Irene
full_name: Garnelo Abellanas, Irene
id: '93843'
last_name: Garnelo Abellanas
citation:
ama: 'Garnelo Abellanas I. Ein Designprinzip für Lernumgebungen zu inter-aktiven
Theorembeweisern. In: Beiträge Zum Mathematikunterricht 2025. ; 2025.'
apa: Garnelo Abellanas, I. (2025). Ein Designprinzip für Lernumgebungen zu inter-aktiven
Theorembeweisern. Beiträge Zum Mathematikunterricht 2025.
bibtex: '@inproceedings{Garnelo Abellanas_2025, title={Ein Designprinzip für Lernumgebungen
zu inter-aktiven Theorembeweisern}, booktitle={Beiträge zum Mathematikunterricht
2025}, author={Garnelo Abellanas, Irene}, year={2025} }'
chicago: Garnelo Abellanas, Irene. “Ein Designprinzip Für Lernumgebungen Zu Inter-Aktiven
Theorembeweisern.” In Beiträge Zum Mathematikunterricht 2025, 2025.
ieee: I. Garnelo Abellanas, “Ein Designprinzip für Lernumgebungen zu inter-aktiven
Theorembeweisern,” 2025.
mla: Garnelo Abellanas, Irene. “Ein Designprinzip Für Lernumgebungen Zu Inter-Aktiven
Theorembeweisern.” Beiträge Zum Mathematikunterricht 2025, 2025.
short: 'I. Garnelo Abellanas, in: Beiträge Zum Mathematikunterricht 2025, 2025.'
date_created: 2026-01-15T10:31:16Z
date_updated: 2026-01-15T10:31:29Z
department:
- _id: '979'
language:
- iso: eng
publication: Beiträge zum Mathematikunterricht 2025
status: public
title: Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern
type: conference
user_id: '93843'
year: '2025'
...
---
_id: '63697'
author:
- first_name: Lea
full_name: Stallmeister, Lea
id: '63369'
last_name: Stallmeister
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Stallmeister L, Rezat S. Die Bedeutung des Mathematikschulbuchs in Zeiten
der Ressourcenvielfalt. In: Schick L, Platz M, Lambert A, eds. Beiträge Zum
Mathematikunterricht 2025. 58. Jahrestagung Der Gesellschaft Für Didaktik Der
Mathematik. WTM-Verlag; 2025. doi:10.17877/DE290R-26373'
apa: Stallmeister, L., & Rezat, S. (2025). Die Bedeutung des Mathematikschulbuchs
in Zeiten der Ressourcenvielfalt. In L. Schick, M. Platz, & A. Lambert (Eds.),
Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für
Didaktik der Mathematik. WTM-Verlag. https://doi.org/10.17877/DE290R-26373
bibtex: '@inproceedings{Stallmeister_Rezat_2025, title={Die Bedeutung des Mathematikschulbuchs
in Zeiten der Ressourcenvielfalt}, DOI={10.17877/DE290R-26373},
booktitle={Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft
für Didaktik der Mathematik}, publisher={WTM-Verlag}, author={Stallmeister, Lea
and Rezat, Sebastian}, editor={Schick, Lisa and Platz, Melanie and Lambert, Anselm},
year={2025} }'
chicago: Stallmeister, Lea, and Sebastian Rezat. “Die Bedeutung Des Mathematikschulbuchs
in Zeiten Der Ressourcenvielfalt.” In Beiträge Zum Mathematikunterricht 2025.
58. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik, edited by Lisa
Schick, Melanie Platz, and Anselm Lambert. WTM-Verlag, 2025. https://doi.org/10.17877/DE290R-26373.
ieee: 'L. Stallmeister and S. Rezat, “Die Bedeutung des Mathematikschulbuchs in
Zeiten der Ressourcenvielfalt,” in Beiträge zum Mathematikunterricht 2025.
58. Jahrestagung der Gesellschaft für Didaktik der Mathematik, Universität
des Saarlandes, Saarbrücken, 2025, doi: 10.17877/DE290R-26373.'
mla: Stallmeister, Lea, and Sebastian Rezat. “Die Bedeutung Des Mathematikschulbuchs
in Zeiten Der Ressourcenvielfalt.” Beiträge Zum Mathematikunterricht 2025.
58. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik, edited by Lisa
Schick et al., WTM-Verlag, 2025, doi:10.17877/DE290R-26373.
short: 'L. Stallmeister, S. Rezat, in: L. Schick, M. Platz, A. Lambert (Eds.), Beiträge
Zum Mathematikunterricht 2025. 58. Jahrestagung Der Gesellschaft Für Didaktik
Der Mathematik, WTM-Verlag, 2025.'
conference:
location: Universität des Saarlandes, Saarbrücken
name: 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik
date_created: 2026-01-22T08:30:16Z
date_updated: 2026-01-22T08:36:01Z
department:
- _id: '98'
doi: 10.17877/DE290R-26373
editor:
- first_name: Lisa
full_name: Schick, Lisa
last_name: Schick
- first_name: Melanie
full_name: Platz, Melanie
last_name: Platz
- first_name: Anselm
full_name: Lambert, Anselm
last_name: Lambert
language:
- iso: eng
main_file_link:
- open_access: '1'
url: http://dx.doi.org/10.17877/DE290R-26373
oa: '1'
publication: Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft
für Didaktik der Mathematik
publisher: WTM-Verlag
status: public
title: Die Bedeutung des Mathematikschulbuchs in Zeiten der Ressourcenvielfalt
type: conference
user_id: '63369'
year: '2025'
...
---
_id: '62062'
author:
- first_name: Inga
full_name: Neufeld, Inga
id: '61635'
last_name: Neufeld
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
orcid: 0000-0001-6278-4240
citation:
ama: 'Neufeld I, Häsel-Weide U. Learning support practices in the fostering of basic
arithmetic skills. In: Bosch M, Bolondi G, Carreira S, Spagnolo C, Gaidoschik
M, Free University of Bozen-Bolzano an ERME, eds. Proceedings of the Fourteenth
Congress of the European Society for Research in Mathematics Education (CERME14).
; 2025.'
apa: Neufeld, I., & Häsel-Weide, U. (2025). Learning support practices in the
fostering of basic arithmetic skills. In M. Bosch, G. Bolondi, S. Carreira, C.
Spagnolo, M. Gaidoschik, & Free University of Bozen-Bolzano an ERME (Eds.),
Proceedings of the Fourteenth Congress of the European Society for Research
in Mathematics Education (CERME14).
bibtex: '@inproceedings{Neufeld_Häsel-Weide_2025, title={Learning support practices
in the fostering of basic arithmetic skills}, booktitle={Proceedings of the Fourteenth
Congress of the European Society for Research in Mathematics Education (CERME14)},
author={Neufeld, Inga and Häsel-Weide, Uta}, editor={Bosch, M. and Bolondi, G.
and Carreira, S. and Spagnolo, C. and Gaidoschik, M. and Free University of Bozen-Bolzano
an ERME}, year={2025} }'
chicago: Neufeld, Inga, and Uta Häsel-Weide. “Learning Support Practices in the
Fostering of Basic Arithmetic Skills.” In Proceedings of the Fourteenth Congress
of the European Society for Research in Mathematics Education (CERME14), edited
by M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, M. Gaidoschik, and Free University
of Bozen-Bolzano an ERME, 2025.
ieee: I. Neufeld and U. Häsel-Weide, “Learning support practices in the fostering
of basic arithmetic skills,” in Proceedings of the Fourteenth Congress of the
European Society for Research in Mathematics Education (CERME14), Bozen, Italy,
2025.
mla: Neufeld, Inga, and Uta Häsel-Weide. “Learning Support Practices in the Fostering
of Basic Arithmetic Skills.” Proceedings of the Fourteenth Congress of the
European Society for Research in Mathematics Education (CERME14), edited by
M. Bosch et al., 2025.
short: 'I. Neufeld, U. Häsel-Weide, in: M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo,
M. Gaidoschik, Free University of Bozen-Bolzano an ERME (Eds.), Proceedings of
the Fourteenth Congress of the European Society for Research in Mathematics Education
(CERME14), 2025.'
conference:
location: Bozen, Italy
name: Fourteenth Congress of the European Society for Research in Mathematics Education
(CERME14)
corporate_editor:
- Free University of Bozen-Bolzano an ERME
date_created: 2025-11-04T09:00:29Z
date_updated: 2026-01-22T10:20:49Z
department:
- _id: '543'
editor:
- first_name: M.
full_name: Bosch, M.
last_name: Bosch
- first_name: G.
full_name: Bolondi, G.
last_name: Bolondi
- first_name: S.
full_name: Carreira, S.
last_name: Carreira
- first_name: C.
full_name: Spagnolo, C.
last_name: Spagnolo
- first_name: M.
full_name: Gaidoschik, M.
last_name: Gaidoschik
language:
- iso: eng
publication: Proceedings of the Fourteenth Congress of the European Society for Research
in Mathematics Education (CERME14)
related_material:
link:
- relation: confirmation
url: 'https://hal.science/hal-05293284 '
status: public
title: Learning support practices in the fostering of basic arithmetic skills
type: conference
user_id: '44184'
year: '2025'
...
---
_id: '62063'
author:
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
orcid: 0000-0001-6278-4240
- first_name: Marcus
full_name: Nührenbörger, Marcus
last_name: Nührenbörger
citation:
ama: 'Häsel-Weide U, Nührenbörger M. Practices in math discourses in inclusive primary
school. In: Bosch M, Bolondi G, Carreira S, Spagnolo C, Gaidoschik M, Free University
of Bozen-Bolzano an ERME, eds. Proceedings of the Fourteenth Congress of the
European Society for Research in Mathematics Education (CERME14). ; 2025.'
apa: Häsel-Weide, U., & Nührenbörger, M. (2025). Practices in math discourses
in inclusive primary school. In M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo,
M. Gaidoschik, & Free University of Bozen-Bolzano an ERME (Eds.), Proceedings
of the Fourteenth Congress of the European Society for Research in Mathematics
Education (CERME14).
bibtex: '@inproceedings{Häsel-Weide_Nührenbörger_2025, title={Practices in math
discourses in inclusive primary school}, booktitle={Proceedings of the Fourteenth
Congress of the European Society for Research in Mathematics Education (CERME14)},
author={Häsel-Weide, Uta and Nührenbörger, Marcus}, editor={Bosch, M. and Bolondi,
G. and Carreira, S. and Spagnolo, C. and Gaidoschik, M. and Free University of
Bozen-Bolzano an ERME}, year={2025} }'
chicago: Häsel-Weide, Uta, and Marcus Nührenbörger. “Practices in Math Discourses
in Inclusive Primary School.” In Proceedings of the Fourteenth Congress of
the European Society for Research in Mathematics Education (CERME14), edited
by M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, M. Gaidoschik, and Free University
of Bozen-Bolzano an ERME, 2025.
ieee: U. Häsel-Weide and M. Nührenbörger, “Practices in math discourses in inclusive
primary school,” in Proceedings of the Fourteenth Congress of the European
Society for Research in Mathematics Education (CERME14), Bozen, Italy, 2025.
mla: Häsel-Weide, Uta, and Marcus Nührenbörger. “Practices in Math Discourses in
Inclusive Primary School.” Proceedings of the Fourteenth Congress of the European
Society for Research in Mathematics Education (CERME14), edited by M. Bosch
et al., 2025.
short: 'U. Häsel-Weide, M. Nührenbörger, in: M. Bosch, G. Bolondi, S. Carreira,
C. Spagnolo, M. Gaidoschik, Free University of Bozen-Bolzano an ERME (Eds.), Proceedings
of the Fourteenth Congress of the European Society for Research in Mathematics
Education (CERME14), 2025.'
conference:
location: Bozen, Italy
name: Fourteenth Congress of the European Society for Research in Mathematics Education
(CERME14)
corporate_editor:
- Free University of Bozen-Bolzano an ERME
date_created: 2025-11-04T09:03:20Z
date_updated: 2026-01-22T10:20:55Z
department:
- _id: '543'
editor:
- first_name: M.
full_name: Bosch, M.
last_name: Bosch
- first_name: G.
full_name: Bolondi, G.
last_name: Bolondi
- first_name: S.
full_name: Carreira, S.
last_name: Carreira
- first_name: C.
full_name: Spagnolo, C.
last_name: Spagnolo
- first_name: M.
full_name: Gaidoschik, M.
last_name: Gaidoschik
language:
- iso: eng
publication: Proceedings of the Fourteenth Congress of the European Society for Research
in Mathematics Education (CERME14)
related_material:
link:
- relation: confirmation
url: 'https://hal.science/hal-05285878 '
status: public
title: Practices in math discourses in inclusive primary school
type: conference
user_id: '44184'
year: '2025'
...
---
_id: '63730'
author:
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
- first_name: Bernd
full_name: Lastering, Bernd
last_name: Lastering
- first_name: Theresa
full_name: Schopferer, Theresa
last_name: Schopferer
- first_name: Detlev
full_name: Zech, Detlev
last_name: Zech
citation:
ama: 'Bruns J, Gasteiger H, Lastering B, Schopferer T, Zech D. Frühe mathematische
Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung stärken.
In: Pudenz S, Schoell O, Cleef M, eds. 25 Jahre Berufskolleg - Wegspuren Und
Zukunftspfade. wbv; 2025:175-188.'
apa: Bruns, J., Gasteiger, H., Lastering, B., Schopferer, T., & Zech, D. (2025).
Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung
stärken. In S. Pudenz, O. Schoell, & M. Cleef (Eds.), 25 Jahre Berufskolleg
- Wegspuren und Zukunftspfade (pp. 175–188). wbv.
bibtex: '@inbook{Bruns_Gasteiger_Lastering_Schopferer_Zech_2025, place={Bielefeld},
title={Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und
Erzieher-Ausbildung stärken}, booktitle={25 Jahre Berufskolleg - Wegspuren und
Zukunftspfade}, publisher={wbv}, author={Bruns, Julia and Gasteiger, Hedwig and
Lastering, Bernd and Schopferer, Theresa and Zech, Detlev}, editor={Pudenz, Stephanie
and Schoell, Oliver and Cleef, Maria}, year={2025}, pages={175–188} }'
chicago: 'Bruns, Julia, Hedwig Gasteiger, Bernd Lastering, Theresa Schopferer, and
Detlev Zech. “Frühe Mathematische Bildung Als Ausbildungsinhalt Der Erzieherinnen-
Und Erzieher-Ausbildung Stärken.” In 25 Jahre Berufskolleg - Wegspuren Und
Zukunftspfade, edited by Stephanie Pudenz, Oliver Schoell, and Maria Cleef,
175–88. Bielefeld: wbv, 2025.'
ieee: 'J. Bruns, H. Gasteiger, B. Lastering, T. Schopferer, and D. Zech, “Frühe
mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung
stärken,” in 25 Jahre Berufskolleg - Wegspuren und Zukunftspfade, S. Pudenz,
O. Schoell, and M. Cleef, Eds. Bielefeld: wbv, 2025, pp. 175–188.'
mla: Bruns, Julia, et al. “Frühe Mathematische Bildung Als Ausbildungsinhalt Der
Erzieherinnen- Und Erzieher-Ausbildung Stärken.” 25 Jahre Berufskolleg - Wegspuren
Und Zukunftspfade, edited by Stephanie Pudenz et al., wbv, 2025, pp. 175–88.
short: 'J. Bruns, H. Gasteiger, B. Lastering, T. Schopferer, D. Zech, in: S. Pudenz,
O. Schoell, M. Cleef (Eds.), 25 Jahre Berufskolleg - Wegspuren Und Zukunftspfade,
wbv, Bielefeld, 2025, pp. 175–188.'
date_created: 2026-01-26T11:23:48Z
date_updated: 2026-01-26T11:23:55Z
department:
- _id: '611'
editor:
- first_name: Stephanie
full_name: Pudenz, Stephanie
last_name: Pudenz
- first_name: Oliver
full_name: Schoell, Oliver
last_name: Schoell
- first_name: Maria
full_name: Cleef, Maria
last_name: Cleef
language:
- iso: eng
page: 175-188
place: Bielefeld
publication: 25 Jahre Berufskolleg - Wegspuren und Zukunftspfade
publisher: wbv
status: public
title: Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung
stärken
type: book_chapter
user_id: '72183'
year: '2025'
...
---
_id: '61518'
abstract:
- lang: eng
text: "Abstract\r\n Teacher professional
development (TPD) is a crucial support mechanism for mathematics teachers. Strategies
for implementing TPD include disseminating educative curriculum materials or conducting
TPD courses. However, it remains unclear whether different implementations of
the same TPD support mathematics teachers in distinct ways. This study investigated
two implementations of the TPD EmMa-FS which focuses
early mathematics education (EME) for German vocational school (VS) teachers who
instruct prospective early childhood (EC) educators. One group of teachers received
an in-person TPD course along with educative curriculum materials (n\r\n
\ \r\n PM\r\n = 26),
whereas the other received only the educative curriculum materials (n\r\n
\ \r\n M\r\n = 15).
The effects on VS teachers’ beliefs and knowledge concerning EME were examined
using a t-test and repeated measures ANOVA. To assess
how teachers in the different implementation groups made use of the TPD in their
lesson planning, participants submitted hypothetical lesson sequences on early
numeracy, which were analysed for instructional quality, covered content, and
the visible implementation of the provided educative curriculum materials using
qualitative content analysis. The results indicated that both TPD implementations
positively affected VS teachers’ knowledge related to EME but not their beliefs.
While the instructional quality of the lesson sequences varied across both groups,
participants who received the TPD course appeared to use the educative curriculum
materials more often and to cover more content."
article_number: '8'
author:
- first_name: Alix
full_name: Richter, Alix
id: '93186'
last_name: Richter
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
citation:
ama: 'Richter A, Bruns J, Gasteiger H. Interaction- or Material-Centred Implementation
of Teacher Professional Development: a Comparison of Teachers’ Competence Development
and Potential Lesson Planning Lehrkräftefortbildung interaktions- oder materialzentriert
implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung sowie der
potentiellen Unterrichtsplanung von Lehrkräften. Journal für Mathematik-Didaktik.
2025;46(1). doi:10.1007/s13138-025-00259-7'
apa: 'Richter, A., Bruns, J., & Gasteiger, H. (2025). Interaction- or Material-Centred
Implementation of Teacher Professional Development: a Comparison of Teachers’
Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions-
oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung
sowie der potentiellen Unterrichtsplanung von Lehrkräften. Journal Für Mathematik-Didaktik,
46(1), Article 8. https://doi.org/10.1007/s13138-025-00259-7'
bibtex: '@article{Richter_Bruns_Gasteiger_2025, title={Interaction- or Material-Centred
Implementation of Teacher Professional Development: a Comparison of Teachers’
Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions-
oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung
sowie der potentiellen Unterrichtsplanung von Lehrkräften}, volume={46}, DOI={10.1007/s13138-025-00259-7},
number={18}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science
and Business Media LLC}, author={Richter, Alix and Bruns, Julia and Gasteiger,
Hedwig}, year={2025} }'
chicago: 'Richter, Alix, Julia Bruns, and Hedwig Gasteiger. “Interaction- or Material-Centred
Implementation of Teacher Professional Development: A Comparison of Teachers’
Competence Development and Potential Lesson Planning Lehrkräftefortbildung Interaktions-
Oder Materialzentriert Implementieren: Ein Vergleich Hinsichtlich Der Kompetenzentwicklung
Sowie Der Potentiellen Unterrichtsplanung von Lehrkräften.” Journal Für Mathematik-Didaktik
46, no. 1 (2025). https://doi.org/10.1007/s13138-025-00259-7.'
ieee: 'A. Richter, J. Bruns, and H. Gasteiger, “Interaction- or Material-Centred
Implementation of Teacher Professional Development: a Comparison of Teachers’
Competence Development and Potential Lesson Planning Lehrkräftefortbildung interaktions-
oder materialzentriert implementieren: Ein Vergleich hinsichtlich der Kompetenzentwicklung
sowie der potentiellen Unterrichtsplanung von Lehrkräften,” Journal für Mathematik-Didaktik,
vol. 46, no. 1, Art. no. 8, 2025, doi: 10.1007/s13138-025-00259-7.'
mla: 'Richter, Alix, et al. “Interaction- or Material-Centred Implementation of
Teacher Professional Development: A Comparison of Teachers’ Competence Development
and Potential Lesson Planning Lehrkräftefortbildung Interaktions- Oder Materialzentriert
Implementieren: Ein Vergleich Hinsichtlich Der Kompetenzentwicklung Sowie Der
Potentiellen Unterrichtsplanung von Lehrkräften.” Journal Für Mathematik-Didaktik,
vol. 46, no. 1, 8, Springer Science and Business Media LLC, 2025, doi:10.1007/s13138-025-00259-7.'
short: A. Richter, J. Bruns, H. Gasteiger, Journal Für Mathematik-Didaktik 46 (2025).
date_created: 2025-10-05T17:55:20Z
date_updated: 2025-10-05T17:55:53Z
department:
- _id: '611'
doi: 10.1007/s13138-025-00259-7
intvolume: ' 46'
issue: '1'
language:
- iso: eng
publication: Journal für Mathematik-Didaktik
publication_identifier:
issn:
- 0173-5322
- 1869-2699
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Interaction- or Material-Centred Implementation of Teacher Professional Development:
a Comparison of Teachers’ Competence Development and Potential Lesson Planning Lehrkräftefortbildung
interaktions- oder materialzentriert implementieren: Ein Vergleich hinsichtlich
der Kompetenzentwicklung sowie der potentiellen Unterrichtsplanung von Lehrkräften'
type: journal_article
user_id: '72183'
volume: 46
year: '2025'
...
---
_id: '61519'
abstract:
- lang: eng
text: ' Zusammenfassung: Frühe mathematische Bildung, die ihren Ausgangspunkt
in den (Spiel-)Situationen der Kindertagesstätte nimmt, kann breite mathematische
Erfahrungen ermöglichen, wenn die (Spiel-)Situationen entsprechende Möglichkeiten
bieten. Erste Studien weisen darauf hin, dass in diesen Situationen verschiedene
mathematische Inhalte angesprochen werden können. Allerdings konzentrieren sich
bisherige Studien auf ausgewählte Kontexte oder Inhaltsbereiche. Diese Studie
zielt daher auf eine vertiefte Analyse der Gelegenheiten für mathematische Erfahrungen,
die in verschiedenen (Spiel-)Situationen im Alltag der Kindertagesstätte entstehen
können. Dazu wurde eine videobasierte Beobachtungsstudie mittels einer Action-Kamera
in einer Kindertagesstätte durchgeführt. Die Ergebnisse zeigen, dass eine Vielfalt
von mathematischen Inhalten in (Spiel-)Situationen in der Kindertagesstätte beobachtet
werden kann, einzelne Inhalte jedoch nur in formellen Lernsituationen auftreten.
'
alternative_title:
- Analyse von Gelegenheiten zur frühen mathematischen Bildung im Alltag einer Kindertagesstätte
author:
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Tessa
full_name: Mette, Tessa
last_name: Mette
citation:
ama: Bruns J, Mette T. Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen
in der Kindertagesstätte erkunden? Frühe Bildung. 2025;14(4):193-200. doi:10.1026/2191-9186/a000730
apa: Bruns, J., & Mette, T. (2025). Mathematik mit Kindern ausgehend von Spiel-
und Routinesituationen in der Kindertagesstätte erkunden? Frühe Bildung,
14(4), 193–200. https://doi.org/10.1026/2191-9186/a000730
bibtex: '@article{Bruns_Mette_2025, title={Mathematik mit Kindern ausgehend von
Spiel- und Routinesituationen in der Kindertagesstätte erkunden?}, volume={14},
DOI={10.1026/2191-9186/a000730},
number={4}, journal={Frühe Bildung}, publisher={Hogrefe Publishing Group}, author={Bruns,
Julia and Mette, Tessa}, year={2025}, pages={193–200} }'
chicago: 'Bruns, Julia, and Tessa Mette. “Mathematik mit Kindern ausgehend von Spiel-
und Routinesituationen in der Kindertagesstätte erkunden?” Frühe Bildung
14, no. 4 (2025): 193–200. https://doi.org/10.1026/2191-9186/a000730.'
ieee: 'J. Bruns and T. Mette, “Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen
in der Kindertagesstätte erkunden?,” Frühe Bildung, vol. 14, no. 4, pp.
193–200, 2025, doi: 10.1026/2191-9186/a000730.'
mla: Bruns, Julia, and Tessa Mette. “Mathematik mit Kindern ausgehend von Spiel-
und Routinesituationen in der Kindertagesstätte erkunden?” Frühe Bildung,
vol. 14, no. 4, Hogrefe Publishing Group, 2025, pp. 193–200, doi:10.1026/2191-9186/a000730.
short: J. Bruns, T. Mette, Frühe Bildung 14 (2025) 193–200.
date_created: 2025-10-05T17:56:06Z
date_updated: 2025-10-05T17:56:50Z
department:
- _id: '611'
doi: 10.1026/2191-9186/a000730
intvolume: ' 14'
issue: '4'
language:
- iso: ger
page: 193-200
publication: Frühe Bildung
publication_identifier:
issn:
- 2191-9186
- 2191-9194
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Mathematik mit Kindern ausgehend von Spiel- und Routinesituationen in der Kindertagesstätte
erkunden?
type: journal_article
user_id: '72183'
volume: 14
year: '2025'
...
---
_id: '62283'
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Nadja
full_name: Doligkeit, Nadja
last_name: Doligkeit
citation:
ama: 'Rezat S, Doligkeit N. Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen
Denken. mathematik lehren. 2025;(252):16–22.'
apa: 'Rezat, S., & Doligkeit, N. (2025). Zahlenmuster und Brüche: Eine Lernumgebung
zum algebraischen Denken. mathematik lehren, 252, 16–22.'
bibtex: '@article{Rezat_Doligkeit_2025, title={Zahlenmuster und Brüche: Eine Lernumgebung
zum algebraischen Denken}, number={252}, journal={mathematik lehren}, author={Rezat,
Sebastian and Doligkeit, Nadja}, year={2025}, pages={16–22} }'
chicago: 'Rezat, Sebastian, and Nadja Doligkeit. “Zahlenmuster und Brüche: Eine
Lernumgebung zum algebraischen Denken.” mathematik lehren, no. 252 (2025):
16–22.'
ieee: 'S. Rezat and N. Doligkeit, “Zahlenmuster und Brüche: Eine Lernumgebung zum
algebraischen Denken,” mathematik lehren, no. 252, pp. 16–22, 2025.'
mla: 'Rezat, Sebastian, and Nadja Doligkeit. “Zahlenmuster und Brüche: Eine Lernumgebung
zum algebraischen Denken.” mathematik lehren, no. 252, 2025, pp. 16–22.'
short: S. Rezat, N. Doligkeit, mathematik lehren (2025) 16–22.
date_created: 2025-11-21T16:25:49Z
date_updated: 2025-11-21T16:26:27Z
department:
- _id: '360'
issue: '252'
language:
- iso: ger
page: 16–22
publication: mathematik lehren
publication_status: published
status: public
title: 'Zahlenmuster und Brüche: Eine Lernumgebung zum algebraischen Denken'
type: journal_article
user_id: '31132'
year: '2025'
...
---
_id: '62645'
author:
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
orcid: 0000-0001-6278-4240
- first_name: Marcus
full_name: Nührenbörger, Marcus
last_name: Nührenbörger
citation:
ama: 'Häsel-Weide U, Nührenbörger M. Mathematik (Primarstufe) in der Lehrerinnen-
und Lehrerbildung. Qualifizierung für das Lehren von Mathematik in der Grundschule.
In: Cramer C, König J, Rothland M, eds. Handbuch Lehrerinnen- und Lehrerbildung.
2nd ed. Klinkhardt; 2025:549-555. doi:10.35468/hblb2025-070'
apa: Häsel-Weide, U., & Nührenbörger, M. (2025). Mathematik (Primarstufe) in
der Lehrerinnen- und Lehrerbildung. Qualifizierung für das Lehren von Mathematik
in der Grundschule. In C. Cramer, J. König, & M. Rothland (Eds.), Handbuch
Lehrerinnen- und Lehrerbildung (2nd ed., pp. 549–555). Klinkhardt. https://doi.org/10.35468/hblb2025-070
bibtex: '@inbook{Häsel-Weide_Nührenbörger_2025, edition={2}, title={ Mathematik
(Primarstufe) in der Lehrerinnen- und Lehrerbildung. Qualifizierung für das Lehren
von Mathematik in der Grundschule}, DOI={10.35468/hblb2025-070},
booktitle={Handbuch Lehrerinnen- und Lehrerbildung}, publisher={Klinkhardt}, author={Häsel-Weide,
Uta and Nührenbörger, Marcus}, editor={Cramer, C. and König, J. and Rothland,
M.}, year={2025}, pages={549–555} }'
chicago: Häsel-Weide, Uta, and Marcus Nührenbörger. “ Mathematik (Primarstufe) in
der Lehrerinnen- und Lehrerbildung. Qualifizierung für das Lehren von Mathematik
in der Grundschule.” In Handbuch Lehrerinnen- und Lehrerbildung, edited
by C. Cramer, J. König, and M. Rothland, 2nd ed., 549–55. Klinkhardt, 2025. https://doi.org/10.35468/hblb2025-070.
ieee: U. Häsel-Weide and M. Nührenbörger, “ Mathematik (Primarstufe) in der Lehrerinnen-
und Lehrerbildung. Qualifizierung für das Lehren von Mathematik in der Grundschule,”
in Handbuch Lehrerinnen- und Lehrerbildung, 2nd ed., C. Cramer, J. König,
and M. Rothland, Eds. Klinkhardt, 2025, pp. 549–555.
mla: Häsel-Weide, Uta, and Marcus Nührenbörger. “ Mathematik (Primarstufe) in der
Lehrerinnen- und Lehrerbildung. Qualifizierung für das Lehren von Mathematik in
der Grundschule.” Handbuch Lehrerinnen- und Lehrerbildung, edited by C.
Cramer et al., 2nd ed., Klinkhardt, 2025, pp. 549–55, doi:10.35468/hblb2025-070.
short: 'U. Häsel-Weide, M. Nührenbörger, in: C. Cramer, J. König, M. Rothland (Eds.),
Handbuch Lehrerinnen- und Lehrerbildung, 2nd ed., Klinkhardt, 2025, pp. 549–555.'
date_created: 2025-11-27T10:53:30Z
date_updated: 2025-11-27T10:53:52Z
department:
- _id: '543'
doi: 10.35468/hblb2025-070
edition: '2'
editor:
- first_name: C.
full_name: Cramer, C.
last_name: Cramer
- first_name: J.
full_name: König, J.
last_name: König
- first_name: M.
full_name: Rothland, M.
last_name: Rothland
language:
- iso: ger
page: 549-555
publication: Handbuch Lehrerinnen- und Lehrerbildung
publisher: Klinkhardt
status: public
title: ' Mathematik (Primarstufe) in der Lehrerinnen- und Lehrerbildung. Qualifizierung
für das Lehren von Mathematik in der Grundschule'
type: book_chapter
user_id: '44184'
year: '2025'
...
---
_id: '63036'
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Dubravka
full_name: Glasnović Gracin, Dubravka
last_name: Glasnović Gracin
- first_name: Hendrik
full_name: Van Steenbrugge, Hendrik
last_name: Van Steenbrugge
- first_name: Henning
full_name: Sievert, Henning
last_name: Sievert
citation:
ama: 'Rezat S, Glasnović Gracin D, Van Steenbrugge H, Sievert H. The quality of
print and digital mathematics curriculum resources. In: Pepin B, Kohanová I, Langfeldt
MB, eds. Proceedings of the Fifth International Conference on Mathematics Textbook
Research and Development. Norwegian University of Science and Technology.;
2025:72–91.'
apa: Rezat, S., Glasnović Gracin, D., Van Steenbrugge, H., & Sievert, H. (2025).
The quality of print and digital mathematics curriculum resources. In B. Pepin,
I. Kohanová, & M. B. Langfeldt (Eds.), Proceedings of the Fifth International
Conference on Mathematics Textbook Research and Development. (pp. 72–91).
Norwegian University of Science and Technology.
bibtex: '@inproceedings{Rezat_Glasnović Gracin_Van Steenbrugge_Sievert_2025, title={The
quality of print and digital mathematics curriculum resources}, booktitle={Proceedings
of the Fifth International Conference on Mathematics Textbook Research and Development.},
publisher={Norwegian University of Science and Technology.}, author={Rezat, Sebastian
and Glasnović Gracin, Dubravka and Van Steenbrugge, Hendrik and Sievert, Henning},
editor={Pepin, Birgit and Kohanová, Iveta and Langfeldt, Marit Buset}, year={2025},
pages={72–91} }'
chicago: Rezat, Sebastian, Dubravka Glasnović Gracin, Hendrik Van Steenbrugge, and
Henning Sievert. “The Quality of Print and Digital Mathematics Curriculum Resources.”
In Proceedings of the Fifth International Conference on Mathematics Textbook
Research and Development., edited by Birgit Pepin, Iveta Kohanová, and Marit
Buset Langfeldt, 72–91. Norwegian University of Science and Technology., 2025.
ieee: S. Rezat, D. Glasnović Gracin, H. Van Steenbrugge, and H. Sievert, “The quality
of print and digital mathematics curriculum resources,” in Proceedings of the
Fifth International Conference on Mathematics Textbook Research and Development.,
Trondheim, Norway, 2025, pp. 72–91.
mla: Rezat, Sebastian, et al. “The Quality of Print and Digital Mathematics Curriculum
Resources.” Proceedings of the Fifth International Conference on Mathematics
Textbook Research and Development., edited by Birgit Pepin et al., Norwegian
University of Science and Technology., 2025, pp. 72–91.
short: 'S. Rezat, D. Glasnović Gracin, H. Van Steenbrugge, H. Sievert, in: B. Pepin,
I. Kohanová, M.B. Langfeldt (Eds.), Proceedings of the Fifth International Conference
on Mathematics Textbook Research and Development., Norwegian University of Science
and Technology., 2025, pp. 72–91.'
conference:
end_date: 2025-06-20
location: Trondheim, Norway
name: Fifth International Conference on Mathematics Textbook Research and Development
(ICMT5)
start_date: 2025-06-17
date_created: 2025-12-11T15:36:37Z
date_updated: 2025-12-12T10:15:57Z
ddc:
- '370'
department:
- _id: '360'
editor:
- first_name: Birgit
full_name: Pepin, Birgit
last_name: Pepin
- first_name: Iveta
full_name: Kohanová, Iveta
last_name: Kohanová
- first_name: Marit Buset
full_name: Langfeldt, Marit Buset
last_name: Langfeldt
file:
- access_level: closed
content_type: application/pdf
creator: srezat
date_created: 2025-12-11T15:39:27Z
date_updated: 2025-12-11T15:39:27Z
file_id: '63037'
file_name: Proceedings ICMT5 december 2026 Seiten 85-104.pdf
file_size: 724455
relation: main_file
success: 1
file_date_updated: 2025-12-11T15:39:27Z
has_accepted_license: '1'
language:
- iso: eng
page: 72–91
publication: Proceedings of the Fifth International Conference on Mathematics Textbook
Research and Development.
publication_identifier:
isbn:
- 978-82-691902-2-9
publication_status: published
publisher: Norwegian University of Science and Technology.
status: public
title: The quality of print and digital mathematics curriculum resources
type: conference
user_id: '31132'
year: '2025'
...
---
_id: '63034'
author:
- first_name: Lea
full_name: Stallmeister, Lea
id: '63369'
last_name: Stallmeister
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Stallmeister L, Rezat S. Students’ use of different material resources for
specific purposes in the process of learning mathematics. In: Pepin B, Kohanová
I, Langfeldt MB, eds. Proceedings of the Fifth International Conference on
Mathematics Textbook Research and Development. Norwegian University of Science
and Technology; 2025.'
apa: Stallmeister, L., & Rezat, S. (2025). Students’ use of different material
resources for specific purposes in the process of learning mathematics. In B.
Pepin, I. Kohanová, & M. B. Langfeldt (Eds.), Proceedings of the Fifth
International Conference on Mathematics Textbook Research and Development.
Norwegian University of Science and Technology.
bibtex: '@inproceedings{Stallmeister_Rezat_2025, title={Students’ use of different
material resources for specific purposes in the process of learning mathematics},
booktitle={Proceedings of the Fifth International Conference on Mathematics Textbook
Research and Development}, publisher={Norwegian University of Science and Technology},
author={Stallmeister, Lea and Rezat, Sebastian}, editor={Pepin, Birgit and Kohanová,
Iveta and Langfeldt, Marit Buset}, year={2025} }'
chicago: Stallmeister, Lea, and Sebastian Rezat. “Students’ Use of Different Material
Resources for Specific Purposes in the Process of Learning Mathematics.” In Proceedings
of the Fifth International Conference on Mathematics Textbook Research and Development,
edited by Birgit Pepin, Iveta Kohanová, and Marit Buset Langfeldt. Norwegian University
of Science and Technology, 2025.
ieee: L. Stallmeister and S. Rezat, “Students’ use of different material resources
for specific purposes in the process of learning mathematics,” in Proceedings
of the Fifth International Conference on Mathematics Textbook Research and Development,
Trondheim, Norway, 2025.
mla: Stallmeister, Lea, and Sebastian Rezat. “Students’ Use of Different Material
Resources for Specific Purposes in the Process of Learning Mathematics.” Proceedings
of the Fifth International Conference on Mathematics Textbook Research and Development,
edited by Birgit Pepin et al., Norwegian University of Science and Technology,
2025.
short: 'L. Stallmeister, S. Rezat, in: B. Pepin, I. Kohanová, M.B. Langfeldt (Eds.),
Proceedings of the Fifth International Conference on Mathematics Textbook Research
and Development, Norwegian University of Science and Technology, 2025.'
conference:
end_date: 2025-06-20
location: Trondheim, Norway
name: Fifth International Conference on Mathematics Textbook Research and Development
start_date: 2025-06-17
date_created: 2025-12-11T13:15:07Z
date_updated: 2025-12-12T10:17:46Z
department:
- _id: '98'
editor:
- first_name: Birgit
full_name: Pepin, Birgit
last_name: Pepin
- first_name: Iveta
full_name: Kohanová, Iveta
last_name: Kohanová
- first_name: Marit Buset
full_name: Langfeldt, Marit Buset
last_name: Langfeldt
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.ntnu.edu/documents/1317903369/0/Proceedings+ICMT5+december+2026.pdf
oa: '1'
publication: Proceedings of the Fifth International Conference on Mathematics Textbook
Research and Development
publication_identifier:
isbn:
- 978-82-691902-2-9
publication_status: published
publisher: Norwegian University of Science and Technology
status: public
title: Students’ use of different material resources for specific purposes in the
process of learning mathematics
type: conference
user_id: '31132'
year: '2025'
...
---
_id: '60196'
abstract:
- lang: eng
text: 'This paper examines the governance and quality control of digital curriculum
resources (DCR) for K-12 mathematics education in Germany. It focuses on approval
processes and criteria set by the 16 federal states, arguing that these have the
potential to influence the development of DCR. Using qualitative content analysis,
the study explores three research questions: which DCR require official approval,
the criteria applied for approval, and the extent to which these criteria are
mathematics-specific. Findings indicate that 10 federal states maintain official
approval systems, covering digital equivalents of printed textbooks and selected
supplemental materials. However, most DCR fall outside these regulated processes,
leaving their evaluation largely to individual schools and teachers. The study
identifies 17 categories of quality criteria, but reveals a lack of detailed,
mathematics-specific requirements. Instead, many criteria are broad references
to didactical principles and educational goals, leaving the interpretation and
application of these quality standards open-ended. Subject-specific criteria are
included but remain limited in specificity. The study underscores the need for
research-informed, mathematics-specific quality standards to guide DCR development
and approval, emphasizing their importance amidst challenges like artificial intelligence.
Policymakers are urged to adopt clearer criteria to ensure high-quality DCR to
be used in schools.'
article_type: original
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: Rezat S. The quality of digital curriculum resources for mathematics in German
educational policy. ZDM – Mathematics Education. 2025;57:891–904. doi:10.1007/s11858-025-01708-w
apa: Rezat, S. (2025). The quality of digital curriculum resources for mathematics
in German educational policy. ZDM – Mathematics Education, 57, 891–904.
https://doi.org/10.1007/s11858-025-01708-w
bibtex: '@article{Rezat_2025, title={The quality of digital curriculum resources
for mathematics in German educational policy}, volume={57}, DOI={10.1007/s11858-025-01708-w},
journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
Media LLC}, author={Rezat, Sebastian}, year={2025}, pages={891–904} }'
chicago: 'Rezat, Sebastian. “The Quality of Digital Curriculum Resources for Mathematics
in German Educational Policy.” ZDM – Mathematics Education 57 (2025): 891–904.
https://doi.org/10.1007/s11858-025-01708-w.'
ieee: 'S. Rezat, “The quality of digital curriculum resources for mathematics in
German educational policy,” ZDM – Mathematics Education, vol. 57, pp. 891–904,
2025, doi: 10.1007/s11858-025-01708-w.'
mla: Rezat, Sebastian. “The Quality of Digital Curriculum Resources for Mathematics
in German Educational Policy.” ZDM – Mathematics Education, vol. 57, Springer
Science and Business Media LLC, 2025, pp. 891–904, doi:10.1007/s11858-025-01708-w.
short: S. Rezat, ZDM – Mathematics Education 57 (2025) 891–904.
date_created: 2025-06-12T14:21:07Z
date_updated: 2025-12-16T14:32:27Z
ddc:
- '370'
department:
- _id: '360'
doi: 10.1007/s11858-025-01708-w
file:
- access_level: closed
content_type: application/pdf
creator: srezat
date_created: 2025-06-12T14:23:07Z
date_updated: 2025-06-12T14:23:07Z
file_id: '60197'
file_name: s11858-025-01708-w.pdf
file_size: 1296774
relation: main_file
success: 1
file_date_updated: 2025-06-12T14:23:07Z
has_accepted_license: '1'
intvolume: ' 57'
keyword:
- governance
- digital curriculum resources
- digital textbooks
- digital curriculum materials
- quality
language:
- iso: eng
page: ' 891–904'
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: The quality of digital curriculum resources for mathematics in German educational
policy
type: journal_article
user_id: '31132'
volume: 57
year: '2025'
...
---
_id: '63434'
author:
- first_name: Max
full_name: Hoffmann, Max
last_name: Hoffmann
citation:
ama: 'Hoffmann M. Using scriptwriting as a response format for interface tasks:
Exemplary analyses in the context of symmetry. In: Bosch M, Bolondi G, Carreira
S, Michael G, Camilla S, eds. Proceedings of the Fourteenth Congress of the
European Society for Research in Mathematics Education (CERME14). ; 2025.'
apa: 'Hoffmann, M. (2025). Using scriptwriting as a response format for interface
tasks: Exemplary analyses in the context of symmetry. In M. Bosch, G. Bolondi,
S. Carreira, G. Michael, & S. Camilla (Eds.), Proceedings of the Fourteenth
Congress of the European Society for Research in Mathematics Education (CERME14).'
bibtex: '@inproceedings{Hoffmann_2025, title={Using scriptwriting as a response
format for interface tasks: Exemplary analyses in the context of symmetry}, booktitle={Proceedings
of the Fourteenth Congress of the European Society for Research in Mathematics
Education (CERME14)}, author={Hoffmann, Max}, editor={Bosch, Marianna and Bolondi,
Giorgio and Carreira, Susana and Michael, Gaidoschik and Camilla, Spagnolo}, year={2025}
}'
chicago: 'Hoffmann, Max. “Using Scriptwriting as a Response Format for Interface
Tasks: Exemplary Analyses in the Context of Symmetry.” In Proceedings of the
Fourteenth Congress of the European Society for Research in Mathematics Education
(CERME14), edited by Marianna Bosch, Giorgio Bolondi, Susana Carreira, Gaidoschik
Michael, and Spagnolo Camilla, 2025.'
ieee: 'M. Hoffmann, “Using scriptwriting as a response format for interface tasks:
Exemplary analyses in the context of symmetry,” in Proceedings of the Fourteenth
Congress of the European Society for Research in Mathematics Education (CERME14),
2025.'
mla: 'Hoffmann, Max. “Using Scriptwriting as a Response Format for Interface Tasks:
Exemplary Analyses in the Context of Symmetry.” Proceedings of the Fourteenth
Congress of the European Society for Research in Mathematics Education (CERME14),
edited by Marianna Bosch et al., 2025.'
short: 'M. Hoffmann, in: M. Bosch, G. Bolondi, S. Carreira, G. Michael, S. Camilla
(Eds.), Proceedings of the Fourteenth Congress of the European Society for Research
in Mathematics Education (CERME14), 2025.'
date_created: 2026-01-04T21:26:04Z
date_updated: 2026-01-04T21:29:36Z
department:
- _id: '97'
- _id: '643'
editor:
- first_name: Marianna
full_name: Bosch, Marianna
last_name: Bosch
- first_name: Giorgio
full_name: Bolondi, Giorgio
last_name: Bolondi
- first_name: Susana
full_name: Carreira, Susana
last_name: Carreira
- first_name: Gaidoschik
full_name: Michael, Gaidoschik
last_name: Michael
- first_name: Spagnolo
full_name: Camilla, Spagnolo
last_name: Camilla
keyword:
- hoffmann
- reviewed
- proceedings
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://hal.science/CERME14/hal-05237875v1
oa: '1'
publication: Proceedings of the Fourteenth Congress of the European Society for Research
in Mathematics Education (CERME14)
quality_controlled: '1'
status: public
title: 'Using scriptwriting as a response format for interface tasks: Exemplary analyses
in the context of symmetry'
type: conference
user_id: '32202'
year: '2025'
...