@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}},
}

@article{48325,
  author       = {{Dellori, Anna and Wessel, Lena}},
  journal      = {{Beiträge zum Mathematikunterricht 2022}},
  pages        = {{665--668}},
  publisher    = {{LibreCat University}},
  title        = {{{Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra}}},
  doi          = {{10.17877/DE290R-23598}},
  year         = {{2022}},
}

@inbook{48385,
  author       = {{Dellori, Anna and Wessel, Lena}},
  booktitle    = {{Proceedings of INDRUM2022}},
  editor       = {{Trigueros, M. and Barquero, B. and Hochmuth, R. and Peters, J.}},
  pages        = {{572--573}},
  title        = {{{Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra}}},
  year         = {{2022}},
}

@inbook{48407,
  author       = {{Dellori, Anna and Wessel, Lena}},
  booktitle    = {{Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education}},
  editor       = {{Karunakaran, S.S. and Higgins, A.}},
  pages        = {{1177}},
  publisher    = {{MA}},
  title        = {{{Pre-service Teachers' Professional Development: Relating Abstract Algebra and School Algebra}}},
  year         = {{2022}},
}

@article{48408,
  author       = {{Wessel, Lena and Dröse, Jennifer}},
  journal      = {{mathematik lehren}},
  pages        = {{33--36}},
  title        = {{{Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten}}},
  volume       = {{233}},
  year         = {{2022}},
}

@inbook{35696,
  abstract     = {{<jats:p>The data age has led to curriculum developments promoting the relevance of stochastics in mathematics education. This has resulted in an increased demand for teacher professional development (PD) courses, and thus in a rising number of facilitators for this purpose. Their expertise, however, remains under-researched, even though facilitators are the crucial factor in PD success. Our study aims at revealing how one aspect of facilitator expertise, orientation, is connected to other aspects: views on content goals, perception of possible challenges, and attitude towards teaching resources. The explorations reveal differing orientations and learning goals with identical teaching resources for two facilitators who had also been working as a team for the re-design of the PD course for years.</jats:p>}},
  author       = {{Nieszporek, Ralf and Griese, Birgit and Biehler, Rolf}},
  booktitle    = {{Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics}},
  editor       = {{Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan, A.}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability}}},
  doi          = {{10.52041/iase.icots11.t4b2}},
  year         = {{2022}},
}