@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}},
}
@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}},
}
@inproceedings{64797,
author = {{Birk, Lisa and Loth, Gerrit and Jotzo, Luca and Binder, Karin and Frischemeier, Daniel}},
booktitle = {{Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM}},
publisher = {{International Association for Statistics Education}},
title = {{{Editorial}}},
doi = {{10.52041/iase25.158}},
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}},
}
@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}},
}
@inproceedings{63622,
author = {{Garnelo Abellanas, Irene}},
booktitle = {{Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)}},
title = {{{Towards design principles for learning environments based on theorem provers}}},
year = {{2025}},
}
@inproceedings{63629,
author = {{Garnelo Abellanas, Irene}},
booktitle = {{Beiträge zum Mathematikunterricht 2025}},
title = {{{Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern}}},
year = {{2025}},
}
@inproceedings{63697,
author = {{Stallmeister, Lea and Rezat, Sebastian}},
booktitle = {{Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
editor = {{Schick, Lisa and Platz, Melanie and Lambert, Anselm}},
location = {{Universität des Saarlandes, Saarbrücken}},
publisher = {{WTM-Verlag}},
title = {{{Die Bedeutung des Mathematikschulbuchs in Zeiten der Ressourcenvielfalt}}},
doi = {{10.17877/DE290R-26373}},
year = {{2025}},
}
@inproceedings{62062,
author = {{Neufeld, Inga and Häsel-Weide, Uta}},
booktitle = {{Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)}},
editor = {{Bosch, M. and Bolondi, G. and Carreira, S. and Spagnolo, C. and Gaidoschik, M.}},
location = {{Bozen, Italy}},
title = {{{Learning support practices in the fostering of basic arithmetic skills}}},
year = {{2025}},
}
@inproceedings{62063,
author = {{Häsel-Weide, Uta and Nührenbörger, Marcus}},
booktitle = {{Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)}},
editor = {{Bosch, M. and Bolondi, G. and Carreira, S. and Spagnolo, C. and Gaidoschik, M.}},
location = {{Bozen, Italy}},
title = {{{Practices in math discourses in inclusive primary school}}},
year = {{2025}},
}
@inbook{63730,
author = {{Bruns, Julia and Gasteiger, Hedwig and Lastering, Bernd and Schopferer, Theresa and Zech, Detlev}},
booktitle = {{25 Jahre Berufskolleg - Wegspuren und Zukunftspfade}},
editor = {{Pudenz, Stephanie and Schoell, Oliver and Cleef, Maria}},
pages = {{175--188}},
publisher = {{wbv}},
title = {{{Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung stärken}}},
year = {{2025}},
}
@article{58947,
author = {{Krüger, Katja and Werth, Gerda}},
issn = {{0732-3123}},
journal = {{The Journal of Mathematical Behavior}},
publisher = {{Elsevier BV}},
title = {{{Mathematics education for girls in Prussia 1890–1925}}},
doi = {{10.1016/j.jmathb.2025.101242}},
volume = {{79}},
year = {{2025}},
}