@article{31576,
  author       = {{Häsel-Weide, Uta and Nührenbürger, Marcus}},
  journal      = {{Zeitschrift für Grundschulforschung (ZfG)}},
  number       = {{14}},
  pages        = {{49--65}},
  publisher    = {{Springer}},
  title        = {{{Inklusive Praktiken im Mathematikunterricht. Empirische Analysen von Unterrichtsdiskursen in Einführungsphasen.}}},
  year         = {{2021}},
}

@article{31577,
  author       = {{Häsel-Weide, Uta and Schöttler, Christian}},
  issn         = {{ 2701-9012}},
  journal      = {{Zeitschrift für Mathematikdidaktik in Forschung & Praxis (ZMFP)}},
  number       = {{2}},
  title        = {{{Das Dezimalsystem verstehen – Bedeutung, Erkenntnisse, Anregungen}}},
  year         = {{2021}},
}

@article{45381,
  author       = {{Dröse, Jennifer and Prediger, S. and Neugebauer, P. and Danhier, R. D. and Mertins, B.}},
  journal      = {{International Electronic Journal of Mathematics Education, 16(1), em0625}},
  title        = {{{Investigating students' processes of noticing and interpreting syntactic language features in word problem solving through eye-tracking}}},
  doi          = {{doi.org/10.29333/iejme/9674n }},
  year         = {{2021}},
}

@article{45380,
  author       = {{Dröse, Jennifer and Prediger, S.}},
  journal      = {{Studies in Educational Evaluation, 68 (100953)}},
  pages        = {{1--15}},
  title        = {{{Identifying obstacles is not enough for everybody – Differential efficacy of an intervention fostering fifth graders’ comprehension for word problems}}},
  doi          = {{doi.org/10.1016/j.stueduc.2020.100953}},
  year         = {{2021}},
}

@article{31578,
  author       = {{Häsel-Weide, Uta and Seitz, Simone and Wallner, Melina and Wilke, Yannik and Heckmann, Lara}},
  journal      = {{QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}},
  number       = {{1}},
  title        = {{{Mit Aufgaben im inklusiven Mathematikunterricht professionell umgehen - Erkenntnisse einer Interviewstudie mit Lehrpersonen der Sekundarstufe}}},
  doi          = {{10.21248/qfi.57}},
  volume       = {{3}},
  year         = {{2021}},
}

@inproceedings{31583,
  author       = {{Hattermann, Mathias and Häsel-Weide, Uta and Wallner, Melina}},
  booktitle    = {{Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education }},
  editor       = {{Inprasitha, M. and Changsri, N. and Boonsena, N.}},
  pages        = {{9--15}},
  title        = {{{Conceptualiziation processes of 6th graders for rotational symmetry}}},
  volume       = {{3}},
  year         = {{2021}},
}

@article{34827,
  abstract     = {{<jats:title>Zusammenfassung</jats:title><jats:p>Zu den ersten geometrischen Begriffen, die Kinder bereits im Elementar- und Primarbereich lernen, zählen u. a. Viereck, Rechteck und Quadrat. Studien zeigen, dass Lernende bereits früh individuelle Vorstellungen, sog. <jats:italic>individuelle Begriffskonzepte,</jats:italic> zu diesen Begriffen aufbauen. Zwar wird die Entwicklung von Begriffsverständnis in verschiedenen mathematikdidaktischen Stufenmodellen dargestellt, diese sind jedoch generisch und beschreiben nicht explizit die Entwicklung der ersten <jats:italic>individuellen Begriffskonzepte </jats:italic>von Lernenden zu Viereck, Rechteck und Quadrat. Aus empirischer Sicht liegen verschiedene Studien vor, die einzelne Aspekte der individuellen Begriffskonzepte von Lernenden unterschiedlicher Altersgruppen zu diesen Begriffen ausleuchten. Um Begriffsbildungsprozesse aus empirischer Sicht detaillierter entlang der jeweils vorherrschenden individuellen Begriffskonzepte zu beschreiben, fehlen insbesondere Studien in der Grundschule, die alle vier Klassenstufen betrachten und dabei differenzierte Erkenntnisse zu verschiedenen theoretischen Indikatoren des Begriffsverständnisses liefern. Daher geht die vorliegende Studie der Frage nach, welches Verständnis der Begriffe Viereck, Rechteck und Quadrat Schülerinnen und Schüler der Jahrgangsstufen 1, 2, 3 und 4 zeigen. Dazu wurde eine Quasi-Längsschnittstudie mit <jats:italic>N</jats:italic> = 456 Grundschulkindern (ca. 100 pro Jahrgangsstufe) durchgeführt. Die Ergebnisse geben detaillierte Einblicke in die individuellen Begriffskonzepte der Lernenden und zeigen, dass Lernende zunehmend Eigenschaften der Figuren berücksichtigen, jedoch individuelle Begriffskonzepte über lange Zeit auch prototypisch geprägt sind. Implikationen dieser Ergebnisse für Forschung und Praxis werden diskutiert.</jats:p>}},
  author       = {{Bruns, Julia and Unterhauser, Elisabeth and Gasteiger, Hedwig}},
  issn         = {{0173-5322}},
  journal      = {{Journal für Mathematik-Didaktik}},
  keywords     = {{Education, General Mathematics}},
  number       = {{2}},
  pages        = {{581--623}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat}}},
  doi          = {{10.1007/s13138-021-00185-4}},
  volume       = {{42}},
  year         = {{2021}},
}

@article{45382,
  author       = {{Prediger, Susanne and Dröse, Jennifer}},
  journal      = {{Lernen und Lernstörungen, 10(2)}},
  title        = {{{Fehlerbearbeitung bei mathematischen Textaufgaben – Sprachliche und strategische Fehlerursachen und ihre Bearbeitung}}},
  doi          = {{doi.org/10.1024/2235-0977/a000330}},
  year         = {{2021}},
}

@article{53363,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>In this survey paper we aim to provide an overview of research on mathematics textbooks and, more broadly, curriculum resources as instruments for change related to mathematical content, instructional goals and practices, and student learning of mathematics. In particular, we elaborate on the following themes: (1) The role of curriculum resources as instruments for change from a theoretical perspective; (2) The design of curriculum resources to mediate the implementation of reform ideas and innovative practice; (3) Teachers’ influence on the implementation of change through curriculum resources; (4) Students’ influence on the implementation of change through curriculum resources; and (5) Evidence of curriculum resources yielding changes in student-related factors or variables. We claim that, whilst textbooks and curriculum resources are influential, they alone cannot change teachers’ teaching nor students’ learning practices in times of curricular change. Moreover, more knowledge is needed about features of curriculum resources that support the implementation of change. We contend that curriculum innovations are likely to be successful, if teachers and students are supported to co- and re-design the relevant curriculum trajectories and materials in line with the reform efforts and their own individual needs.</jats:p>}},
  author       = {{Rezat, Sebastian and Fan, Lianghuo and Pepin, Birgit}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{6}},
  pages        = {{1189--1206}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Mathematics textbooks and curriculum resources as instruments for change}}},
  doi          = {{10.1007/s11858-021-01309-3}},
  volume       = {{53}},
  year         = {{2021}},
}

@inbook{34161,
  author       = {{Rezat, Sebastian and Schacht, Florian and Häsel-Weide, Uta}},
  booktitle    = {{Mathematics Education in the Digital Age. Learning, Practice and Theory}},
  editor       = {{Clark-Wilson, A. and Donevska-Todorova, A. and Faggiano, E. and Trgalová , J. and Weigang, H.-G.}},
  pages        = {{168--184}},
  publisher    = {{Routledge}},
  title        = {{{Challenges of making sense of tasks and automated feedback in digital mathematics textbooks}}},
  doi          = {{10.4324/9781003137580}},
  year         = {{2021}},
}

@article{44683,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>One of the most prevalent features of digital mathematics textbooks, compared to traditional ones, is the provision of automated feedback on students’ solutions. Since feedback is regarded as an important factor that influences learning, this is often seen as an affordance of digital mathematics textbooks. While there is a large body of mainly quantitative research on the effectiveness of feedback in general, very little is known about how feedback actually affects students’ individual content specific learning processes and conceptual development. A theoretical framework based on Rabardel’s theory of the instrument and Vergnaud’s theory of conceptual fields is developed to study qualitatively how feedback actually functions in the learning process. This framework was applied in a case study of two elementary school students’ learning processes when working on a probability task from a German 3rd grade digital textbook. The analysis allowed detailed reconstruction of how students made sense of the information provided by the feedback and adjusted their behavior accordingly. This in-depth analysis unveiled that feedback does not necessarily foster conceptual development in the desired way, and a correct solution does not always coincide with conceptual understanding. The results point to some obstacles that students face when working individually on tasks from digital mathematics textbooks with automated feedback, and indicate that feedback needs to be developed in design-based research cycles in order to yield the desired effects.</jats:p>}},
  author       = {{Rezat, Sebastian}},
  issn         = {{1863-9690}},
  journal      = {{ZDM Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{6}},
  pages        = {{1433--1445}},
  publisher    = {{Springer}},
  title        = {{{How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies}}},
  doi          = {{10.1007/s11858-021-01263-0}},
  volume       = {{53}},
  year         = {{2021}},
}

@inbook{35757,
  author       = {{Hochmuth, Reinhard and Biehler, Rolf and Blum, Werner and Achmetli, Kay and Rode, Jana and Krawitz, Janina and Schukajlow, Stanislaw and Bender, Peter and Haase, Jürgen}},
  booktitle    = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  isbn         = {{9783662628539}},
  issn         = {{2197-8751}},
  pages        = {{611--644}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Fachwissen zur Arithmetik bei Grundschullehramtsstudierenden – Entwicklung im ersten Semester und Veränderungen durch eine Lehrinnovation}}},
  doi          = {{10.1007/978-3-662-62854-6_24}},
  year         = {{2021}},
}

@inbook{35746,
  author       = {{Fleischmann, Yael and Biehler, Rolf and Gold, Alexander and Mai, Tobias}},
  booktitle    = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  isbn         = {{9783662628539}},
  issn         = {{2197-8751}},
  pages        = {{321--363}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Integration digitaler Lernmaterialien in die Präsenzlehre am Beispiel des Mathematikvorkurses für Ingenieure an der Universität Paderborn}}},
  doi          = {{10.1007/978-3-662-62854-6_15}},
  year         = {{2021}},
}

@inbook{35755,
  author       = {{Gold, Alexander and Fleischmann, Yael and Mai, Tobias and Biehler, Rolf and Kempen, Leander}},
  booktitle    = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  isbn         = {{9783662628539}},
  issn         = {{2197-8751}},
  pages        = {{365--397}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Die Online-Lernmaterialien im Online-Mathematikvorkurs studiVEMINT: Konzeption und Ergebnisse von Nutzer- und Evaluationsstudien}}},
  doi          = {{10.1007/978-3-662-62854-6_16}},
  year         = {{2021}},
}

@inbook{35730,
  author       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  booktitle    = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  isbn         = {{9783662628539}},
  issn         = {{2197-8751}},
  pages        = {{1--6}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Einführung: Lehrinnovationen in der Hochschulmathematik – praxisrelevant – didaktisch fundiert – forschungsbasiert}}},
  doi          = {{10.1007/978-3-662-62854-6_1}},
  year         = {{2021}},
}

@inbook{35720,
  author       = {{Biehler, Rolf}},
  booktitle    = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  pages        = {{285–290}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Mathematikvorkurse als Brücke in das Studium–Einführung}}},
  doi          = {{10.1007/978-3-662-62854-6_13}},
  year         = {{2021}},
}

@book{35734,
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  isbn         = {{9783662628539}},
  issn         = {{2197-8751}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Lehrinnovationen in der Hochschulmathematik}}},
  doi          = {{10.1007/978-3-662-62854-6}},
  year         = {{2021}},
}

@article{35744,
  author       = {{Biehler, Rolf and Weigand, Hans-Georg}},
  journal      = {{mathematik lehren}},
  number       = {{228}},
  pages        = {{2–5}},
  publisher    = {{Friedrich Verlag}},
  title        = {{{3D-Geometrie–virtuell und real}}},
  volume       = {{2021}},
  year         = {{2021}},
}

@article{35778,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>The aim of the special issue is to bring together important current international research on innovative teaching and learning practices in mathematics in engineering education, and to develop deeper understandings of the characteristics of current teaching and learning practices that can inform the design and implementation of future innovative practice. The focus of this review paper is to provide a state-of-the-art overview of this emerging field at the cross-roads between mathematics and engineering education, in addition to introducing the papers of this special issue. To guide this paper, we posed three review questions: (1) How can current (teaching/learning/study) practices of mathematics in engineering education be characterized with a view towards innovation?; (2) What are the ‘resources’ (cognitive, material, digital, social) used, and what are those that appear also well suited for innovative courses?; (3) What are promising innovative practices in mathematics in engineering education, and what are the implications for curriculum reform? Looking back across the studies we summarized in the review, we conclude that they are lagging behind the more fundamental changes that are happening in engineering education, whilst addressing selected aspects of innovative changes within the current system of engineering education. At the same time, the nine papers of this special issue contribute new perspectives for innovative practices in mathematics in engineering education, for a better understanding of current practices and for future research.</jats:p>}},
  author       = {{Pepin, Birgit and Biehler, Rolf and Gueudet, Ghislaine}},
  issn         = {{2198-9745}},
  journal      = {{International Journal of Research in Undergraduate Mathematics Education}},
  keywords     = {{Education, Mathematics (miscellaneous)}},
  number       = {{2}},
  pages        = {{163--188}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices}}},
  doi          = {{10.1007/s40753-021-00139-8}},
  volume       = {{7}},
  year         = {{2021}},
}

@inbook{35776,
  author       = {{Kempen, Leander and Biehler, Rolf}},
  booktitle    = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  isbn         = {{9783662628539}},
  issn         = {{2197-8751}},
  pages        = {{477--525}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Design-Based Research in der Hochschullehre am Beispiel der Lehrveranstaltung „Einführung in die Kultur der Mathematik“}}},
  doi          = {{10.1007/978-3-662-62854-6_20}},
  year         = {{2021}},
}