@article{35672,
  abstract     = {{<jats:p>This study examines modelling with machine learning. In the context of a yearlong data science course, the study explores how upper secondary students apply machine learning with Jupyter Notebooks and document the modelling process as a computational essay incorporating the different steps of the CRISP-DM cycle. The students’ work is based on a teaching module about decision trees in machine learning and a worked example of such a modelling process. The study outlines the students’ performance in carrying out the machine learning technically and reasoning about bias in the data, different data preparation steps, the application context, and the resulting decision model. Furthermore, the context of the study and the theoretical backgrounds are presented.</jats:p>}},
  author       = {{Fleischer, Franz Yannik and Biehler, Rolf and Schulte, Carsten}},
  issn         = {{1570-1824}},
  journal      = {{Statistics Education Research Journal}},
  keywords     = {{Education, Statistics and Probability}},
  number       = {{2}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks}}},
  doi          = {{10.52041/serj.v21i2.61}},
  volume       = {{21}},
  year         = {{2022}},
}

@inproceedings{40312,
  author       = {{Häsel-Weide, Uta and Nührenbörger, M.}},
  booktitle    = {{Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}},
  editor       = {{Hodgen, J. and Geraniou, E. and Bolondi, G. and Ferretti, F.}},
  pages        = {{1--8}},
  title        = {{{Inclusive math practices in primary school. Twelfth Congress of the European Society for Research in Mathematics Education}}},
  year         = {{2022}},
}

@inbook{34413,
  author       = {{Häsel-Weide, Uta and Wienhues, Inga and Kordes, L.}},
  booktitle    = {{Digitale Medien und Heterogenität – Chancen und Herausforderungen für die Mathematikdidaktik}},
  editor       = {{Bonow, J. and Dexel, T. and Rink, R. and Schreiber, Chr. and Walter, D.}},
  pages        = {{27--42}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Multiplikative Beziehungen erkennen und nutzen – Initiierung von Lernprozessen durch Entdeckervideos}}},
  year         = {{2022}},
}

@inproceedings{45679,
  author       = {{Bruns, Julia and Reuter, D.}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022}},
  publisher    = {{WTM-Verlag}},
  title        = {{{„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?}}},
  year         = {{2022}},
}

@inproceedings{45678,
  author       = {{Bruns, Julia and Hagena, M. and Gasteiger, H.}},
  booktitle    = {{Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}},
  editor       = {{Hodgen, J. and Geraniou, E. and Bolondi, G. and Ferretti, F.}},
  location     = {{Free University of Bozen-Bolzano and ERME}},
  title        = {{{Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education}}},
  year         = {{2022}},
}

@article{45677,
  author       = {{Bruns, Julia and Langer, W. and Erhorn, J.}},
  journal      = {{German Journal of Exercise and Sport Research}},
  number       = {{3}},
  pages        = {{386–397}},
  title        = {{{Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht}}},
  doi          = {{10.1007/s12662-022-00807-0}},
  volume       = {{52}},
  year         = {{2022}},
}

@article{34820,
  abstract     = {{The construct of noticing is considered to be of crucial importance for professional action of (prospective) physical education (PE) teachers in the context of (inclusive) PE. In order to implement the demands of inclusive PE teaching, noticingwith regard to processes of recognition proves to be particularly significant. Due to the relevance of physicality, the design of recognition relationships that encourage pupils' development results in specific requirements for the selective attention and the theory-based interpretation of processes of recognition and disregard in complex teaching situations. This facet of competence has hardly been studied so far, partly due to the lack of instruments for standardised assessment of this construct. In the context of this paper, the development and validation of a standardised, video vignette-based test instrument for the measurement of noticingwith regard to processes of recognition of prospective PE teachers is presented. The validation focuses on the content of the test and the internal structure of the instrument as well as on correlations with related constructs in terms of content. The results from three consecutive validation studies provide indications of the reliability and validity of the test score interpretation of the instrument ViProQiS_A. The findings so far indicate that the standardised measurement of noticingwith regard to processes of recognitionin inclusive PE could be realized on the basis of the test instrument developed here.}},
  author       = {{Langer, Wiebke and Bruns, Julia and Erhorn, Jan}},
  issn         = {{2509-3150}},
  journal      = {{German Journal of Exercise and Sport Research}},
  keywords     = {{Physical education teacher education, Competence modelling and, measurement, Inclusive physical education, Video-based items, Noticing}},
  number       = {{3}},
  pages        = {{386--397}},
  publisher    = {{Springer}},
  title        = {{{Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education}}},
  doi          = {{10.1007/s12662-022-00807-0}},
  volume       = {{52}},
  year         = {{2022}},
}

@article{34819,
  abstract     = {{Teachers expect facilitators to have own teaching experience as a teacher in order to be able to carry out effective teacher professional development programs. As part of the project EmMa(M), it is investigated, to which extent the teaching experience of facilitators influences the development of early childhood teachers' (n = 83) mathematical pedagogical content knowledge (MPCK) and early childhood teachers' enjoyment of mathematics in the context of a teacher professional development program. It turns out that the teaching experience of the facilitators has no influence on the development of early childhood teachers' MPCK, but favors the development of early childhood teachers' enjoyment of mathematics. Controlling for this increased enjoyment an influence of teaching experience on the development of early childhood teachers' MPCK emerges, but in favor of the participating facilitators who have no teaching experience but have a university degree.}},
  author       = {{Hagena, Maike and Bruns, Julia and Gasteiger, Hedwig}},
  issn         = {{1862-5215}},
  journal      = {{Zeitschrift für Erziehungswissenschaft}},
  keywords     = {{Facilitator professional development, Early childhood teachers, Teaching, experience, Early mathematics education}},
  number       = {{6}},
  pages        = {{1455–1480}},
  publisher    = {{Springer Vieweg-springer Fachmedien Wiesbaden Gmbh}},
  title        = {{{Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft}}},
  doi          = {{10.1007/s11618-022-01122-y}},
  volume       = {{25}},
  year         = {{2022}},
}

@inbook{36472,
  author       = {{Reuter, Dinah and Bruns, Julia}},
  booktitle    = {{Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik}},
  isbn         = {{9783662632130}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich}}},
  doi          = {{10.1007/978-3-662-63214-7_3}},
  year         = {{2022}},
}

@inproceedings{40613,
  author       = {{Dröse, Jennifer}},
  booktitle    = {{Beiträge zum Mathematikunterricht}},
  title        = {{{Verstehensgrundlagen diagnostizieren - Diagnostisches Denken von drei Professionalisierungsgruppen}}},
  year         = {{2022}},
}

@inproceedings{47520,
  author       = {{Graf, Lara Marie and Häsel-Weide, Uta and Nührenbörger, Marcus and Höveler, Karina}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022 - 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
  location     = {{Frankfurt am Main}},
  pages        = {{773--776}},
  title        = {{{Lernwege von fachfremd unterrichtenden Lehrkräften zur Ablösung vom zählenden Rechnen}}},
  year         = {{2022}},
}

@inproceedings{47519,
  author       = {{Schwerin, Imke}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022 - 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
  location     = {{Frankfurt am Main}},
  pages        = {{401--404}},
  title        = {{{Verdoppeln und Halbieren im 2. Schuljahr - Vorgehensweisen und Verständnis}}},
  year         = {{2022}},
}

@inbook{56201,
  author       = {{Biehler, Rolf and Hoffmann, Max}},
  booktitle    = {{Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  isbn         = {{9783662639474}},
  issn         = {{2197-8751}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Fachwissen als Grundlage fachdidaktischer Urteilskompetenz – Beispiele für die Herstellung konzeptueller Bezüge zwischen fachwissenschaftlicher und fachdidaktischer Lehre im gymnasialen Lehramtsstudium}}},
  doi          = {{10.1007/978-3-662-63948-1_4}},
  year         = {{2022}},
}

@inbook{56203,
  author       = {{Hoffmann, Max and Biehler, Rolf}},
  booktitle    = {{Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  isbn         = {{9783658340667}},
  issn         = {{2197-8751}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Schnittstellenaufgaben in der Analysis I zur Verknüpfung von Schul- und Hochschulmathematik – Aufgabenbeispiel und Ergebnisse einer Evaluationsstudie}}},
  doi          = {{10.1007/978-3-658-34067-4_20}},
  year         = {{2022}},
}

@inbook{43231,
  author       = {{Podworny, Susanne and Frischemeier, Daniel and Biehler, Rolf}},
  booktitle    = {{Statistics for Empowerment and Social Engagement}},
  isbn         = {{9783031207471}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Civic Statistics for Prospective Teachers: Developing Content and Pedagogical Content Knowledge Through Project Work}}},
  doi          = {{10.1007/978-3-031-20748-8_15}},
  year         = {{2022}},
}

@inbook{43230,
  author       = {{Frischemeier, Daniel and Podworny, Susanne and Biehler, Rolf}},
  booktitle    = {{Statistics for Empowerment and Social Engagement}},
  isbn         = {{9783031207471}},
  pages        = {{199--236}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Data Visualization Packages for Non-inferential Civic Statistics in High School Classrooms}}},
  doi          = {{10.1007/978-3-031-20748-8_9}},
  year         = {{2022}},
}

@inproceedings{39062,
  author       = {{Liebendörfer, Michael and Profeta, Angelo and Krämer, Sandra and Schlüter, Sarah and Becher, Silvia and Biehler, Rolf and Mai, Tobias and Schmitz, Angela}},
  location     = {{Bozen-Bolzano, Italy}},
  title        = {{{Enriching videos with interactive questions to enhance students’ cognitive activity: concept and implementation}}},
  year         = {{2022}},
}

@inproceedings{39064,
  author       = {{Podworny, Susanne and Fleischer, Franz Yannik and Stroop, Dietlinde and Biehler, Rolf}},
  location     = {{Bozen-Bolzano, Italy}},
  title        = {{{An example of rich, real and multivariate survey data for use in school}}},
  year         = {{2022}},
}

@inproceedings{56251,
  abstract     = {{<jats:p>Statistical reasoning and the confrontation with first ideas of uncertainty can already be enhanced in primary school. A challenge is how to relate theoretical-combinatorial aspects to empirical frequency aspects, given that fraction concepts are usually not available at primary school. In the frame of a Design Based Research approach we have designed and realized a teaching sequence consisting of seven lessons to develop statistical reasoning about uncertainty of grade 4 students (age 10-11). To supervise their learning processes we collected data on different levels: (a) written pre/post-tests, (b) working notes after each lesson and (c) interviews after the teaching unit. In this paper we will mainly present the design of teaching unit and first results from the analysis of pre- and posttests.</jats:p>}},
  author       = {{Frischemeier, Daniel and Biehler, Rolf}},
  booktitle    = {{Decision Making Based on Data Proceedings IASE 2019 Satellite Conference}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Design of a teaching unit to develop primary school students ́ reasoning about uncertainty in multi-step chance experiments}}},
  doi          = {{10.52041/srap.19304}},
  year         = {{2022}},
}

@inbook{56202,
  author       = {{Sjuts, Johann}},
  booktitle    = {{Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  isbn         = {{9783658340667}},
  issn         = {{2197-8751}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Lehrerbildung als staatliche und gesellschaftliche Aufgabe angesichts gegenwärtiger und zukünftiger Herausforderungen}}},
  doi          = {{10.1007/978-3-658-34067-4_2}},
  year         = {{2022}},
}