@article{45383,
  author       = {{Dröse, Jennifer and Prediger, Susanne}},
  journal      = {{Journal für Mathematik-Didaktik, 41(2)}},
  pages        = {{399--422}},
  title        = {{{Enhancing Fifth Graders’ Awareness of Syntactic Features in Mathematical Word Problems: A Design Research Study on the Variation Principle}}},
  doi          = {{doi.org/10.1007/s13138-019-00153-z}},
  year         = {{2020}},
}

@article{31553,
  author       = {{Seitz, Susanne and Häsel-Weide, Uta and Wilke, Yannik and Wallner, Melina}},
  journal      = {{K:ON Kölner Online-Journal für Lehrer*innenbildung}},
  number       = {{2}},
  title        = {{{Expertise von Lehrpersonen für inklusiven Mathematikunterricht der Sekundarstufe - Ausgangspunkte zur Professionalisierungsforschung.}}},
  doi          = {{10.18716/ojs/kON/2020.2.03}},
  year         = {{2020}},
}

@inproceedings{45384,
  author       = {{Dröse, Jennifer}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2020 }},
  editor       = {{Siller, H.-S. and Weigel, W. and Wöler, J. F.}},
  pages        = {{233--236}},
  publisher    = {{WTM}},
  title        = {{{Verstehensgrundlagen diagnostizieren - Welche Wissenselemente fokussieren Lehrkräfte?}}},
  year         = {{2020}},
}

@inbook{45386,
  author       = {{Dröse, Jennifer and Eisen, V. and Prediger, Susanne and Altieri, M. and Schellenbach, M. and Menning, R.}},
  booktitle    = {{Mathematik lehren 223}},
  pages        = {{38--40}},
  title        = {{{Textaufgaben lesen lernen – eine digital gestützte Einheit mit App }}},
  year         = {{2020}},
}

@inbook{44685,
  author       = {{Schumacher, Jan and Rezat, Sebastian}},
  booktitle    = {{Zeichen und Sprache im Mathematikunterricht: Semiotik in Theorie und Praxis}},
  editor       = {{Kadunz, Gert}},
  isbn         = {{9783662611937}},
  pages        = {{85–112}},
  publisher    = {{Springer}},
  title        = {{{Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen}}},
  doi          = {{10.1007/978-3-662-61194-4_5}},
  year         = {{2020}},
}

@inbook{44688,
  author       = {{Rezat, Sebastian}},
  booktitle    = {{Mobile Medien im Schulkontext}},
  editor       = {{Meister, Dorothee and Ilka, Mindt}},
  isbn         = {{9783658290382}},
  issn         = {{2512-112X}},
  publisher    = {{Springer}},
  title        = {{{Mathematiklernen mit digitalen Schulbüchern im Spannungsfeld zwischen Individualisierung und Kooperation}}},
  doi          = {{10.1007/978-3-658-29039-9_10}},
  year         = {{2020}},
}

@article{46159,
  author       = {{Leuders, Timo and Wessel, Lena}},
  issn         = {{0933-422X}},
  journal      = {{Pädagogik 2/2020}},
  number       = {{2}},
  pages        = {{26--30}},
  publisher    = {{Beltz Verlagsgruppe}},
  title        = {{{Differenziertes Üben gestalten. Zwischen Umsetzung in der Praxis und Fundierung in der Forschung.}}},
  year         = {{2020}},
}

@article{46158,
  author       = {{Wessel, Lena and Kuzu, T. and Prediger, Susanne}},
  journal      = {{Sprachbildender Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes Praxisbuch}},
  pages        = {{148–151}},
  title        = {{{Sprachbildender Vorstellungsaufbau für verschiedene mathematische Konzepte: Brüche in Klasse 6}}},
  year         = {{2020}},
}

@inbook{48405,
  author       = {{Sprütten, F. and Wessel, Lena and Zentgraf, K. and Prediger, S.}},
  booktitle    = {{Sprachbildender Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes Praxisbuch}},
  editor       = {{Prediger, S.}},
  pages        = {{115--130}},
  publisher    = {{Cornelsen Skriptor}},
  title        = {{{Fach- und sprachintegrierte Ansätze für Neuzugewanderte}}},
  year         = {{2020}},
}

@book{48406,
  author       = {{Wessel, Lena and Prediger, S. and Stein, A. and Wijers, M. and Jonker, V.}},
  publisher    = {{DZLM}},
  title        = {{{Language for Mathematics in Vocational Contexts. Handbook for teachers and facilitators}}},
  year         = {{2020}},
}

@article{35701,
  author       = {{Lünne, Steffen and Schnell, Susanne and Biehler, Rolf}},
  issn         = {{0261-9768}},
  journal      = {{European Journal of Teacher Education}},
  keywords     = {{Education}},
  number       = {{5}},
  pages        = {{688--705}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Motivation of out-of-field teachers for participating in professional development courses in mathematics}}},
  doi          = {{10.1080/02619768.2020.1793950}},
  volume       = {{44}},
  year         = {{2020}},
}

@inbook{35808,
  author       = {{Barzel, Bärbel and Biehler, Rolf}},
  booktitle    = {{Professional development and knowledge of mathematics teachers}},
  editor       = {{Zehetmeier, Stefan and Potari, Despina and Ribeiro, Miguel}},
  pages        = {{163–192}},
  publisher    = {{Routledge}},
  title        = {{{Theory-Based Design of Professional Development for Upper Secondary Teachers–Focusing on the Content-Specific Use of Digital Tools}}},
  year         = {{2020}},
}

@article{35822,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>The derivative concept plays a major role in economics. However, its use in economics is very heterogeneous, sometimes inconsistent, and contradicts students’ prior knowledge from school. This applies in particular to the common economic interpretation of the derivative as the amount of change while increasing the production by one unit. Hence, in calculus courses for economics students, learners should acquire an understanding of the derivative that is mathematically acceptable and connected to their prior knowledge, but which also takes into account its practical use in economics. In this paper we first develop a theoretical model describing such an understanding of the derivative for economics students. We then present an exploratory study investigating the extent to which economics students have such an understanding after their calculus course. The results indicate that many of them might not have acquired this kind of understanding, in particular concerning the common economic interpretation of the derivative. The study furthermore yields possible gaps in students’ understanding and possible misconceptions.</jats:p>}},
  author       = {{Feudel, Frank and Biehler, Rolf}},
  issn         = {{0173-5322}},
  journal      = {{Journal für Mathematik-Didaktik}},
  keywords     = {{Education, General Mathematics}},
  number       = {{1}},
  pages        = {{273--305}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Students’ Understanding of the Derivative Concept in the Context of Mathematics for Economics}}},
  doi          = {{10.1007/s13138-020-00174-z}},
  volume       = {{42}},
  year         = {{2020}},
}

@article{35709,
  author       = {{Kempen, Leander and Biehler, Rolf}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{General Psychology}},
  pages        = {{1180}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Using Figurate Numbers in Elementary Number Theory – Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics and Cognitive Psychology}}},
  doi          = {{10.3389/fpsyg.2020.01180}},
  volume       = {{11}},
  year         = {{2020}},
}

@inbook{35827,
  author       = {{Kempen, Leander and Krämer, Sandra and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2020}},
  editor       = {{Siller, H.-S. and Weigel, W. and Wörler, J. F.}},
  pages        = {{489--492}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Was verstehen Schülerinnen und Schüler unter „Beweis“? – ausgewählte Ergebnisse einer Pilotstudie}}},
  doi          = {{10.17877/DE290R-21418}},
  year         = {{2020}},
}

@inbook{35819,
  author       = {{Biehler, Rolf and Kempen, Leander and Paravicini, Walther}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2020}},
  editor       = {{Siller, H.-S. and Weigel, W. and Wörler, J. F.}},
  pages        = {{1347--1348}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Hochschuldidaktik Mathematik: Fachbezogenes Design und empirische Studien}}},
  doi          = {{10.17877/DE290R-21487}},
  year         = {{2020}},
}

@article{35826,
  author       = {{Griese, Birgit and Nieszporek, Ralf and Biehler, Rolf}},
  journal      = {{Stochastik in der Schule}},
  number       = {{1}},
  pages        = {{10--17}},
  title        = {{{Frei verfügbare Materialien für Unterricht und Fortbildung: Stochastik verständnisorientiert unterrichten}}},
  volume       = {{40}},
  year         = {{2020}},
}

@inbook{35914,
  author       = {{Lünne, Steffen and Schnell, Susanne and Biehler, Rolf}},
  booktitle    = {{Professionelles Handeln im fachfremd erteilten Mathematikunterricht}},
  editor       = {{Porsch, R. and Rösken-Winter, B.}},
  isbn         = {{9783658272920}},
  pages        = {{141--167}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Ffunt@OWL – Konzept und Gestaltungsprinzipien zur Qualifizierung fachfremd Mathematik unterrichtender Lehrkräfte der Sekundarstufe I}}},
  doi          = {{10.1007/978-3-658-27293-7_6}},
  year         = {{2020}},
}

@inbook{35911,
  author       = {{Lankeit, Elisa and Bauer, T. and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2020}},
  editor       = {{Siller, H.-S. and Weigel, W. and Wörler, J. F.}},
  pages        = {{1361--1364}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Votingfragen in den Übungen zur Analysis – Wirkung verschiedener Einsatzszenarien}}},
  doi          = {{10.17877/DE290R-21396}},
  year         = {{2020}},
}

@article{35712,
  abstract     = {{<jats:title>Abstract</jats:title>
               <jats:p>Mathematics learning support centres (MLSC) are widely established and evaluated in English-speaking countries (such as the UK, Ireland and Australia). In most of these countries, several national surveys on MLSCs exist. They give an overview of the number of MLSCs as well as their characteristics in these countries. In Germany, there is a lack of studies on MLSCs and the landscape of MLSCs has not been described yet. This article presents basic information concerning counts of MLSCs and their characteristics at universities. Based on a three-step approach of analysing university homepages and additional personal contact via email or phone calls, we gathered typical MLSC features (e.g. staff quantities and qualification, opening and support hours, supported study programmes). We analysed 190 universities from a web-based register on study programmes. In total, we found 61 MLSCs located at 51 German universities. Another 16 support centres were specialized on mathematics didactics, which means they focussed on didactical and methodological support for preservice teacher students and often provided different teaching materials. Thirty-eight centres were located at universities (62.3%) and 23 MLSCs at universities of applied sciences and comparable universities (37.7%). The MLSCs were different in their sizes of staff and opening hours, and both the numbers of staff and the service hours differed greatly. The student groups MLSCs at German universities focus on differ concerning characteristics like study programme or semester. We will provide the main categories describing these groups. We seek to answer research questions concerning the characteristics of MLSCs in Germany and discuss the results compared to international findings. This information is useful for further international collaborative research, for example a standardized international survey. From a national perspective, these findings support networking and collaborations between the MLSCs as well. As some German MLSCs are facing financial cuts, these results might help in gaining additional funding.</jats:p>}},
  author       = {{Schürmann, Mirko and Gildehaus, Lara and Liebendörfer, Michael and Schaper, Niclas and Biehler, Rolf and Hochmuth, Reinhard and Kuklinski, Christiane and Lankeit, Elisa}},
  issn         = {{0268-3679}},
  journal      = {{Teaching Mathematics and its Applications: An International Journal of the IMA}},
  keywords     = {{Education, General Mathematics}},
  number       = {{2}},
  pages        = {{99--113}},
  publisher    = {{Oxford University Press (OUP)}},
  title        = {{{Mathematics learning support centres in Germany—an overview}}},
  doi          = {{10.1093/teamat/hraa007}},
  volume       = {{40}},
  year         = {{2020}},
}