@article{64174, author = {{Häsel-Weide, Uta and Nührenbörger, Marcus}}, journal = {{Grundschule aktuell}}, number = {{173}}, pages = {{3--6}}, title = {{{Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule.}}}, year = {{2026}}, } @article{64176, author = {{Deutschen, Katrin and Neufeld, Inga and Häsel-Weide, Uta}}, journal = {{Grundschule aktuell}}, number = {{173}}, pages = {{10--11}}, title = {{{Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen.}}}, year = {{2026}}, } @inbook{65026, author = {{Neufeld, Inga and Häsel-Weide, Uta}}, booktitle = {{Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven}}, editor = {{Vogelsang, C. and Grotegurt, L. and Bruns, J. and Riese, J. and Fechner, S.}}, pages = {{119--134}}, title = {{{ Lernbegleitung in der mathematischen Förderung. Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer Basiskompetenzen}}}, doi = {{10.31244/9783818851057 }}, year = {{2026}}, } @proceedings{64797, editor = {{Birk, Lisa and Loth, Gerrit and Jotzo, Luca and Binder, Karin and Frischemeier, Daniel}}, location = {{Münster}}, publisher = {{International Association for Statistics Education}}, title = {{{14th IASE Satellite Conference "Statistics and Data Science Education in STEAM"}}}, doi = {{10.52041/iase25.158}}, year = {{2026}}, } @article{65512, abstract = {{Zusammenfassung Risikokompetenz beinhaltet auch die Fähigkeit, stochastische Informationen, wie beispielsweise Anteile und Wahrscheinlichkeiten, richtig zu versprachlichen. Aus der Forschung zu bedingten Wahrscheinlichkeiten und Bayesianischen Aufgaben ist bekannt, dass die Nutzung von Visualisierungen und sogenannten „natürlichen Häufigkeiten“ (z. B. „80 von 100 Personen“) statt Wahrscheinlichkeiten in Prozent Verwechslungen beim Bestimmen von Wahrscheinlichkeiten eindämmen kann. Über den umgekehrten Prozess – das Versprachlichen von in Visualisierungen dargestellten Informationen – ist bisher jedoch wenig bekannt, obwohl diese Versprachlichungen auch für den Aufbau konzeptuellen Wissen als essentiell angesehen werden. In der vorliegenden Studie wurde daher untersucht, wie gut Schüler:innen die Versprachlichung von in Visualisierungen dargestellten Anteilen und natürlichen Häufigkeiten gelingt. Dazu wurde mit 138 Realschüler:innen aus der 9. Jahrgangsstufe ein Papier-und-Bleistift-Test durchgeführt, bei dem den Teilnehmenden nacheinander je ein (vollständig ausgefülltes) Baumdiagramm und ein Netzdiagramm präsentiert wurde. Die Schüler:innen sollten die inhaltliche Bedeutung der in der Visualisierung dargestellten stochastischen Informationen möglichst genau versprachlichen. Fokus der Studie ist der Einfluss der Visualisierung (Baumdiagramm vs. Netzdiagramm) und des Informationsformats der Visualisierung (Anteile in Prozent vs. natürliche Häufigkeiten) auf die richtige Versprachlichung von verschiedenen Relationstypen (Schnittinformationen vs. bedingte Informationen). Die Ergebnisse zeigen unter anderem, dass Informationen in natürlichen Häufigkeiten deutlich besser versprachlicht werden als in Prozenten und dass Schnittinformationen in Prozent besser anhand von Netzdiagrammen als von Baumdiagrammen versprachlicht werden. Die gewonnenen Erkenntnisse geben überdies Einblicke in typische (fehlerhafte) Versprachlichungen von Schüler:innen und könnten als Basis für die Entwicklung eines sprachsensiblen Unterrichts zu Anteilen und Wahrscheinlichkeiten im schulischen Stochastikunterricht dienen.}}, author = {{Rößner, Michael and Binder, Karin and Albrecht, Julian}}, issn = {{0173-5322}}, journal = {{Journal für Mathematik-Didaktik}}, number = {{1}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams}}}, doi = {{10.1007/s13138-026-00267-1}}, volume = {{47}}, year = {{2026}}, } @article{65631, abstract = {{Abstract Mathematics textbooks used to be the key resource for students’ self-regulated learning of mathematics. Primarily due to the digitalization of society, students have potentially greater access to a wider range of resources such as internet search engines, learning platforms, educational videos, and Generative AI. This study investigates the role of the mathematics textbook in comparison to other resources within students’ self-regulated learning practices. Data were collected via a survey of 1101 German secondary students, representing three school types ( Gymnasium , Gesamtschule , Realschule ) and three grade levels (6, 9, and upper secondary). The questionnaire assessed the frequency of resource use in and outside class, reasons and purposes of use, and resource-based strategies when facing learning challenges outside class. Results show that the printed mathematics textbook is the most frequently used resource both in class and outside class. The textbook remains the most relevant resource for key purposes, such as an aid for doing homework and preparing for tests and exams. However, its dominance diminishes with age: in upper secondary school, students increasingly rely on self-created notes, and online resources. Correlation analyses reveal moderate to strong links between in-class and out-of-class use, suggesting an association between resource use and classroom culture. The findings underscore the textbook’s enduring centrality as a foundational, trusted resource within a dynamic and increasingly diverse learning environment. This study calls for pedagogical approaches that integrate textbooks more intentionally within broader resource systems, supporting students’ agency and strategic resource selection in an era of digital abundance. }}, author = {{Stallmeister, Lea and Rezat, Sebastian}}, issn = {{0013-1954}}, journal = {{Educational Studies in Mathematics}}, keywords = {{mathematics, textbooks, userstudy, resources, digital resources, students, secondary eduction}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{The role of the mathematics textbook in times of resource diversity}}}, doi = {{10.1007/s10649-026-10511-7}}, year = {{2026}}, } @article{65630, abstract = {{Mathematics textbooks used to be the key resource for students’ self-regulated learning of mathematics. Primarily due to the digitalization of society, students have potentially greater access to a wider range of resources such as internet search engines, learning platforms, educational videos, and Generative AI. This study investigates the role of the mathematics textbook in comparison to other resources within students’ self-regulated learning practices. Data were collected via a survey of 1101 German secondary students, representing three school types (Gymnasium, Gesamtschule, Realschule) and three grade levels (6, 9, and upper secondary). The questionnaire assessed the frequency of resource use in and outside class, reasons and purposes of use, and resource-based strategies when facing learning challenges outside class. Results show that the printed mathematics textbook is the most frequently used resource both in class and outside class. The textbook remains the most relevant resource for key purposes, such as an aid for doing homework and preparing for tests and exams. However, its dominance diminishes with age: in upper secondary school, students increasingly rely on self-created notes, and online resources. Correlation analyses reveal moderate to strong links between in-class and out-of-class use, suggesting an association between resource use and classroom culture. The findings underscore the textbook’s enduring centrality as a foundational, trusted resource within a dynamic and increasingly diverse learning environment. This study calls for pedagogical approaches that integrate textbooks more intentionally within broader resource systems, supporting students’ agency and strategic resource selection in an era of digital abundance.}}, author = {{Stallmeister, Lea and Rezat, Sebastian}}, journal = {{Educational Studies in Mathematics}}, publisher = {{Springer}}, title = {{{The role of the mathematics textbook in times of resource diversity}}}, doi = {{10.1007/s10649-026-10511-7}}, year = {{2026}}, } @article{65645, abstract = {{Curriculum material is often designed to address content-specific intended learning goals. However, research indicates that teachers’ personal goals may cause misalignments between their implementation of curriculum material and its intended learning goals. This study aims to investigate misalignments between teachers’ implementation of curriculum material and its intended learning goals and to which extent they are caused by teachers’ personal goals. To reach this aim, a qualitative study was conducted to examine how eight vocational school teachers implemented the learning activity “How many?” suggested for the initial training of early childhood educators on the topic of set perception and determination of cardinality. Each participant provided a lesson plan and self-recorded lesson video on the topic of set perception and determination of cardinality. In addition, participants were interviewed on how they used the provided curriculum material for designing their lessons and their potential reasons to adapt or omit “How many?”. To evaluate their lesson design’s alignment with the activity’s intended learning goals, the participants' lesson plans were analyzed using qualitative content analysis. Triangulation of the findings with the interview data revealed that only one participant fully adopted the intended learning goals as her own and implemented the activity completely in line with its intended learning goals. Meanwhile, the remaining participants’ personal goals, such as reducing math anxiety, seemed to cause misalignments regarding the intended learning goals. The study's results detail further constraints and affordances to the alignment between teachers’ lesson designs and learning goals intended by curriculum material. It is followed that it is central to support teachers in adopting intended learning goals as their personal goals. Otherwise, teachers’ classroom implementation of curriculum material may not suffice to reach desired outcomes.}}, author = {{Richter, Alix and Bruns, Julia}}, issn = {{1306-3030}}, journal = {{International Electronic Journal of Mathematics Education}}, number = {{2}}, publisher = {{Modestum Ltd}}, title = {{{All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany}}}, doi = {{10.29333/iejme/18564}}, volume = {{21}}, year = {{2026}}, } @book{65644, abstract = {{Eine zentrale Herausforderung in der Professionalisierung pädagogischer Fach- und Lehrkräfte besteht in der Relation von eher theoretischen und praktischen Ausbildungsbestandteilen. Beispielsweise fühlen sich angehende Lehrkräfte durch ihr Studium häufig nicht ausreichend auf die beruflichen Anforderungen vorbereitet. Daher wird verstärkt versucht, Curricula von Ausbildungs- und Studiengängen deutlicher an den tatsächlichen professionellen Handlungsanforderungen zu orientieren und auch in frühen Ausbildungsphasen verstärkt Elemente beruflicher Praxis zu integrieren. Dieser Band nimmt die Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften theoretisch-konzeptionell sowie empirisch in den Blick. Zudem werden innovative Lehransätze aufgezeigt, die den Fokus auf eine Stärkung einer solchen Handlungsorientierung legen, z.B. durch simulationsbasierte Lern- und Prüfungsformate. Es handelt sich um den zweiten Band der Reihe Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung, die von der PLAZ – Professional School of Education herausgegeben wird.}}, editor = {{Vogelsang, Christoph and Grotegut, Lea and Bruns, Julia and Riese, Josef and Fechner, Sabine}}, isbn = {{9783818801052}}, publisher = {{Waxmann Verlag GmbH}}, title = {{{Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven}}}, doi = {{10.31244/9783818851057}}, year = {{2026}}, } @inproceedings{64211, author = {{Wiebe, Vivien and Häsel-Weide, Uta}}, booktitle = {{Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice}}, editor = {{Mosvold, R. and Fauskanger, J. and Ferretti, F. and Vondrová, N.}}, location = {{Prag}}, pages = {{122--129}}, title = {{{ Initiating and establishing mathematical practices of determining and transforming numbers as a foundational skill in fostering mathematics teaching}}}, year = {{2026}}, } @article{66074, abstract = {{Abstract This study investigates how secondary students construct and evaluate decision trees in an open exploratory task using CODAP. By analyzing students’ tree products and oral self-reports, we identified different data-based and context-based approaches to predictor selection and stopping criteria. Students engaged with key ideas of predictive modeling, including classification, model construction, accuracy, generalization, and interpretability. Informal exploration offered rich opportunities for subsequent teaching by enabling students to begin reconstructing central technical ideas and critical tensions of predictive modeling through diverse but meaningful reasoning approaches.}}, author = {{Fleischer, Franz Yannik and Biehler, Rolf}}, issn = {{1863-9690}}, journal = {{ZDM – Mathematics Education}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Informal approaches to predictive modeling: fostering data literacy and critical engagement through decision tree construction}}}, doi = {{10.1007/s11858-026-01806-3}}, year = {{2026}}, } @article{66121, author = {{Bruns, Julia and Gasteiger, Hedwig and Hallemann, Svea and Schopferer, Theresa}}, issn = {{1479-4802}}, journal = {{Research in Mathematics Education}}, pages = {{1--21}}, publisher = {{Informa UK Limited}}, title = {{{Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education}}}, doi = {{10.1080/14794802.2026.2689902}}, year = {{2026}}, } @inbook{57020, abstract = {{AbstractIn this symposium we investigate students’ agency of selecting and using (digital) resources for developing their own learning paths. For that, we first review the literature related to students’ selection and use of resources in mathematics education in different pedagogical settings (presentation 1). Second, we develop insights from the different studies that participate in this symposium (presentation 2–6), at school as well as at university level. Results show that attempts have been made to provide students opportunities to develop agency of their mathematics learning, in particular with the development and provision of numerous digital tools and learning resources at university level and related to innovative pedagogical approaches. At the same time, it is not obvious how these tools and resources help students to develop deeper conceptual understandings. Certainly, students often ‘demand’ more student-centered and autonomous education approaches (e.g., at university level), also in mathematics education. Further, it seems that authentic problem-based education approaches are more motivating for students. These ‘innovative’ approaches necessitate particular types of structure and support for students. Moreover, they require different ways of providing resources that students can and want to interact with, and that help students to navigate through the curriculum to develop their own learning paths. At the same time, teachers also need support on how to orchestrate student learning with the available resources in such environments, so to be able to attend to students’ individual needs. The symposium comprised altogether six presentations:Birgit Pepin & Sebastian Rezat: Students’ agency of selecting and using (digital) resources for developing their own learning paths: An overviewAnnalisa Cusi & Agnese I. Telloni: Learning through digital curriculum resource design: students’ reflections on their role as designersVilma Mesa, Lelia Burley-Sanford, Xinyi Hao, & Carlos Quiroz: Interactive features in university textbooks and their use by teachers and studentsSebastian Rezat: Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking toolBirgit Pepin & Ulises Salinas: Challenge/problem-based mathematics learning at university level: The case of the modeling weekFarzad Radmehr: Problem-posing: An inclusive activity for improving teaching and learning of mathematics at university level}}, author = {{Pepin, Birgit and Rezat, Sebastian}}, booktitle = {{Recent Advances in Mathematics Textbook Research and Development}}, editor = {{Qi, Chunxia and Fan, Lianghuo and Liu, Jian and Liu, Qimeng and Dong, Lianchun}}, isbn = {{9789819784257}}, pages = {{123–126}}, publisher = {{Springer Nature}}, title = {{{Symposium—Towards innovative practices in mathematics education: Teachers’ and students’ choice and use of digital resources}}}, doi = {{10.1007/978-981-97-8426-4_17}}, year = {{2025}}, } @inbook{57022, abstract = {{AbstractEven in the digital age, learning mathematics at an academic level still requires much interaction with mathematical texts. Understanding and developing disciplinary literacy skills at all levels is an increasing matter of interest.}}, author = {{Rezat, Sebastian}}, booktitle = {{Recent Advances in Mathematics Textbook Research and Development}}, editor = {{Qi, Chunxia and Fan, Lianghuo and Liu, Jian and Liu, Qimeng and Dong, Lianchun}}, isbn = {{9789819784257}}, pages = {{133–136}}, publisher = {{Springer Nature}}, title = {{{Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool}}}, doi = {{10.1007/978-981-97-8426-4_20}}, year = {{2025}}, } @article{58353, abstract = {{Abstract 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 = {{Podworny, Susanne and Biehler, Rolf and Fleischer, Yannik}}, issn = {{1863-9690}}, journal = {{ZDM – Mathematics Education}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Young students’ engagement with data to create decision trees}}}, doi = {{10.1007/s11858-024-01649-w}}, year = {{2025}}, } @article{59414, author = {{Häsel-Weide, Uta and Nührenbörger, M.}}, journal = {{Zeitschrift für Grundschulforschung}}, 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 }}, year = {{2025}}, } @article{59622, abstract = {{Abstract 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 = {{Fleischer, Yannik and Biehler, Rolf}}, issn = {{1863-9690}}, journal = {{ZDM – Mathematics Education}}, number = {{1}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning}}}, doi = {{10.1007/s11858-025-01663-6}}, volume = {{57}}, year = {{2025}}, } @article{58516, abstract = {{Abstract 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 ( $$\overline{r}$$ r ¯  = .247, .224, and .344, respectively) but negatively related to anger, boredom, frustration, hopelessness, and shame ( $$\overline{r}$$ r ¯ = − .322, − .187, − .207, − .378, and − .291, respectively). Theoretical and practical implications of these results are discussed.}}, author = {{Schönherr, Johanna and Schukajlow, Stanislaw and Pekrun, Reinhard}}, issn = {{1863-9690}}, journal = {{ZDM – Mathematics Education}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Emotions in mathematics learning: a systematic review and meta-analysis}}}, doi = {{10.1007/s11858-025-01651-w}}, year = {{2025}}, } @article{59703, author = {{Schönherr, Johanna and Mayer, Richard E.}}, issn = {{0361-476X}}, journal = {{Contemporary Educational Psychology}}, publisher = {{Elsevier BV}}, title = {{{Maximizing the benefits of student-generated drawing for real-world problem solving}}}, doi = {{10.1016/j.cedpsych.2025.102369}}, volume = {{81}}, year = {{2025}}, } @article{60102, abstract = {{ 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. }}, author = {{Gloor, Noemi and Kucian, Karin and Bruns, Julia and Gasteiger, Hedwig and Moser Opitz, Elisabeth}}, issn = {{2191-9186}}, journal = {{Frühe Bildung}}, publisher = {{Hogrefe Publishing Group}}, title = {{{Erfassung der numerischen Kompetenzen im Kindergartenalter}}}, doi = {{10.1026/2191-9186/a000699}}, year = {{2025}}, }