@article{45713,
  author       = {{Graf, Lara Marie and Wienhues, Inga and Häsel-Weide, Uta}},
  journal      = {{Die Grundschulzeitschrift}},
  number       = {{339}},
  pages        = {{20--23}},
  publisher    = {{Friedrich Verlag}},
  title        = {{{Addition und Subtraktion verstehen}}},
  year         = {{2023}},
}

@inproceedings{46757,
  author       = {{Schwerin, Imke and Häsel-Weide, Uta}},
  booktitle    = {{International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education}},
  editor       = {{Novotna, J. and Moraova, H.}},
  location     = {{Prag}},
  pages        = {{297--305}},
  publisher    = {{Charles University}},
  title        = {{{Second grader´s understanding of doubling and halfing in various representations}}},
  year         = {{2023}},
}

@inbook{46758,
  author       = {{Schmidt, Rebekka and Tenberge, Claudia and Häsel-Weide, Uta}},
  booktitle    = {{Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre}},
  editor       = {{Vöing, N. and Schmidt, R. and Neiske, I.}},
  pages        = {{297--318}},
  publisher    = {{Visual Ink Publishing}},
  title        = {{{Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern}}},
  year         = {{2023}},
}

@article{56200,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Intending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “<jats:italic>interface ePortfolio</jats:italic>” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of <jats:italic>profession orientation</jats:italic>. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers.</jats:p>}},
  author       = {{Hoffmann, Max and Biehler, Rolf}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  number       = {{4}},
  pages        = {{737--751}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course}}},
  doi          = {{10.1007/s11858-023-01505-3}},
  volume       = {{55}},
  year         = {{2023}},
}

@article{40607,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Teachers’ in-depth diagnostic thinking has been shown to be crucial for student-centered teaching as they need to perceive and interpret students’ understanding for well-informed decision-making on adaptive teaching practices. The paper presents a content-related approach to analyzing diagnostic thinking processes with respect to the mathematical knowledge elements that prospective teachers identify as students’ resources and obstacles. Prospective teachers’ challenge is that some relevant knowledge elements first have to be unpacked, because compact concepts (such as the place value concept) or procedures (such as for multi-digit multiplication) comprise several smaller knowledge elements (such as the positional property) that have to be made explicit for students to foster their learning processes adequately. Our study examines what knowledge elements prospective teachers perceive and interpret in a transcript vignettes on multi-digit multiplication (of decimal and natural numbers) and its underlying basic arithmetic concepts (place value understanding and meaning of multiplication) in written diagnostic judgments on students’ resources and obstacles (<jats:italic>N</jats:italic> = 196). A comparative design within the vignette is used to investigate how far the process of perceiving can be supported by thematic cues. The analysis reveals that those knowledge elements cued in the vignette by being already unpacked and explicitly addressed are perceived and interpreted more often (but with lower correctness) than those that are uncued and therefore have to be unpacked by the prospective teachers themselves. This confirms the need to prepare prospective teachers for unpacking mathematical concepts themselves.</jats:p>}},
  author       = {{Dröse, Jennifer and Prediger, Susanne}},
  issn         = {{0173-5322}},
  journal      = {{Journal für Mathematik-Didaktik}},
  keywords     = {{Education, General Mathematics}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements}}},
  doi          = {{10.1007/s13138-022-00214-w}},
  year         = {{2023}},
}

@article{45374,
  author       = {{Prediger, S. and Dröse, Jennifer and Stahnke, R. and Ademmer, C.}},
  journal      = {{Journal of Mathematics Teacher Education}},
  title        = {{{Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth}}},
  doi          = {{https://doi.org/10.1007/s10857-022-09538-3}},
  year         = {{2023}},
}

@article{46155,
  author       = {{Bruns, Julia and Hagena, Maike and Gasteiger, Hedwig}},
  issn         = {{0742-051X}},
  journal      = {{Teaching and Teacher Education}},
  keywords     = {{Education}},
  publisher    = {{Elsevier BV}},
  title        = {{{Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?}}},
  doi          = {{10.1016/j.tate.2023.104270}},
  volume       = {{132}},
  year         = {{2023}},
}

@inproceedings{59984,
  author       = {{Garnelo Abellanas, Irene and Liebendörfer, Michael}},
  booktitle    = {{Thirteenth Congress of the European Society for Research in Mathematics (CERME13)}},
  location     = {{Budapest}},
  title        = {{{Introducing mathematics undergraduate students to the theorem prover lean}}},
  year         = {{2023}},
}

@inbook{58097,
  author       = {{Mai, Tobias and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Einblicke in ein Referenzmodell zur Analyse der Einführung von Vektoren in Schulbüchern}}},
  year         = {{2023}},
}

@inbook{58101,
  author       = {{Biehler, Rolf and Guntermann, Dominik and Liebendörfer, Michael and Krämer, Sandra and Schlüter, Sarah}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Fachdidaktisches Design von Begründungsvideos im Projekt studiVEMINTvideos}}},
  year         = {{2023}},
}

@inbook{58099,
  author       = {{Lankeit, Elisa and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Das totale Differential und die Richtungsableitung – Eine Analyse mit Blick in ausgewählte Lehrbücher}}},
  year         = {{2023}},
}

@inbook{32233,
  author       = {{Häsel-Weide, Uta and Wallner, Melina and Hattermann, M.}},
  booktitle    = {{Anfangsunterricht für alle Kinder - Willkommen in der Schule!}},
  editor       = {{Gutzmann, M. and Carle, U.}},
  pages        = {{200--215}},
  title        = {{{Symmetrieverständnis von Anfang an}}},
  year         = {{2022}},
}

@inbook{32339,
  author       = {{Häsel-Weide, Uta and Seitz, S. and Wallner, Melina and Wilke, Y.}},
  booktitle    = {{Qualifizierung für Inklusion. Sekundarstufe}},
  editor       = {{Lutz, D. and Becker, J. and Buchhaupt, F. and Katzenbach, D. and Strecker, A. and Urban, M.}},
  pages        = {{83--100}},
  publisher    = {{Waxmann}},
  title        = {{{Professionalisierung für inklusiven Mathematikunterricht. Interdisziplinäre Seminarkonzeption zur reflexiven Professionalisierung angehender Mathematiklehrkräfte in der Sekundarstufe}}},
  year         = {{2022}},
}

@article{32338,
  author       = {{Hähn, K. and Häsel-Weide, Uta and Scherer, P.}},
  journal      = {{QfI - Qualifizierung für Inklusion}},
  number       = {{2}},
  title        = {{{Diagnosegeleitete Förderung im inklusiven Mathematikunterricht der Grundschule – Professionalisierung durch reflektierte Handlungspraxis in der Lehrer*innenbildung.}}},
  volume       = {{3}},
  year         = {{2022}},
}

@inbook{45373,
  author       = {{Dröse, Jennifer and Neugebauer, P. and Delucchi Danhier, R. and Mertins, B.}},
  booktitle    = {{Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis}},
  editor       = {{Kleine, P. and Graulich, N. and Kuhn, J. and Schindler, M.}},
  pages        = {{209--225}},
  title        = {{{Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen}}},
  doi          = {{https://doi.org/10.1007/978-3-662-63214-7}},
  year         = {{2022}},
}

@inproceedings{45378,
  author       = {{Dröse, Jennifer and Wessel, Lena}},
  booktitle    = {{Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME}},
  editor       = {{Fernandez, C. and Llinares, S. and Gutiérrez, A. and Planas, N.}},
  title        = {{{Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task}}},
  year         = {{2022}},
}

@inproceedings{52574,
  author       = {{Werth, Gerda}},
  booktitle    = {{Beiträge zum Mathematikunterricht}},
  location     = {{Frankfurt am. Main}},
  publisher    = {{WTM}},
  title        = {{{Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings}}},
  doi          = {{https://doi.org/10.37626/GA9783959872089.0}},
  year         = {{2022}},
}

@inproceedings{53480,
  author       = {{Malik, Sara Naseem and Rezat, Sebastian}},
  booktitle    = {{Proceedings on the Twelfth Congress on the European Society for research in Mathematics Education (CERME 12)}},
  publisher    = {{ERME / Free University of Bozen-Bolzano}},
  title        = {{{Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review}}},
  year         = {{2022}},
}

@article{44689,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Even in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed.</jats:p>}},
  author       = {{Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}},
  issn         = {{1571-0068}},
  journal      = {{International Journal of Science and Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{S1}},
  pages        = {{215--236}},
  publisher    = {{Springer}},
  title        = {{{Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation}}},
  doi          = {{10.1007/s10763-022-10309-y}},
  volume       = {{20}},
  year         = {{2022}},
}

@inproceedings{48389,
  author       = {{Dröse, Jennifer and Griese, Birgit and Wessel, Lena}},
  booktitle    = {{Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}},
  location     = {{Bozen-Bolzano,Italy}},
  title        = {{{Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities}}},
  year         = {{2022}},
}