@inbook{35821,
  author       = {{Budde, Lea and Frischemeier, Daniel and Biehler, Rolf and Fleischer, Franz Yannik and Gerstenberger, Dietrich and Podworny, Susanne and Schulte, Carsten}},
  booktitle    = {{New Skills in the Changing World of Statistics Education: Proceedings of the Roundtable conference of the International Association for Statistical Education (IASE), July 2020}},
  editor       = {{Arnold, P.}},
  publisher    = {{ISI/IASE}},
  title        = {{{Data Science Education in Secondary School: How to Develop Statistical Reasoning When Exploring Data Using CODAP}}},
  year         = {{2020}},
}

@inbook{35913,
  author       = {{Liebendörfer, Michael and Göller, Robin and Gildehaus, Lara and Kortemeyer, Jörg and Biehler, Rolf and Hochmuth, Reinhard and Ostsieker, Laura and Rode, Jana and Schaper, Niclas}},
  booktitle    = {{Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)}},
  editor       = {{Hausberger, T. and Bosch, M. and Chelloughi, F.}},
  publisher    = {{University of Carthage and INDRUM}},
  title        = {{{The role of learning strategies for performance in mathematics courses for engineers}}},
  year         = {{2020}},
}

@inbook{35912,
  author       = {{Lankeit, Elisa and Biehler, Rolf}},
  booktitle    = {{Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)}},
  editor       = {{Hausberger, T. and Bosch, M. and Chelloughi, F.}},
  publisher    = {{University of Carthage and INDRUM}},
  title        = {{{“I only know the absolute value function”–About students’ concept images and example spaces concerning continuity and differentiability}}},
  year         = {{2020}},
}

@inproceedings{13106,
  author       = {{Schumacher, Jan}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2019}},
  location     = {{Regensburg}},
  title        = {{{Rekonstruktion diagrammatischen Schließens am Beispiel der Subtraktion negativer Zahlen}}},
  year         = {{2019}},
}

@inproceedings{13107,
  abstract     = {{In this paper, we first outline a Hypothetical Learning Trajectory (HLT), which aims at a formal understanding of the rules for manipulating integers. The HLT is based on task formats, which promote algebraic thinking in terms of generalizing rules from the analysis of patterns and should be familiar to students from their mathematics education experiences in elementary school. Second, we analyze two students' actual learning process based on Peircean semiotics. The analysis shows that the actual learning process diverges from the hypothesized learning process in that the students do not relate the different levels of the diagrams in a way that allows them to extrapolate the rule for the subtraction of negative numbers. Based on this finding, we point out consequences for the design of the tasks.}},
  author       = {{Schumacher, Jan and Rezat, Sebastian}},
  booktitle    = {{Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019)}},
  editor       = {{Jankvist, Uffe Thomas and Van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel}},
  keywords     = {{diagrammatic reasoning, hypothetical learning trajectory, induction extrapolatory method, integers, negative numbers, permanence principle, semiotics}},
  location     = {{Utrecht}},
  publisher    = {{Freudenthal Group & Freudenthal Institute, Utrecht University and ERME}},
  title        = {{{A Hypothetical Learning Trajectory for the Learning of the Rules for Manipulating Integers}}},
  year         = {{2019}},
}

@book{13139,
  editor       = {{Rezat, Sebastian and Fan, Lianghuo and Hattermann, Mathias and Schumacher, Jan and Wuschke, Holger}},
  location     = {{Paderborn}},
  pages        = {{392}},
  publisher    = {{Universitätsbibliothek Paderborn}},
  title        = {{{Proceedings of the Third International Conference on Mathematics Textbook Research and Development: 16-19 September 2019 Paderborn, Germany}}},
  doi          = {{10.17619/UNIPB/1-768}},
  year         = {{2019}},
}

@inproceedings{32089,
  author       = {{Häsel-Weide, Uta and Nührenbörger, M.}},
  booktitle    = {{Proceedings of the Third International Conference on Mathematics Textbook Research an Development}},
  editor       = {{Rezat, Sebastian and Fan, L. and Hattermann, M. and Schumacher, J. and Wuschke, H.}},
  pages        = {{185--190}},
  title        = {{{Materials für inclusive mathematics education - Design principles an practices.}}},
  year         = {{2019}},
}

@article{32090,
  author       = {{Breucker, T. and Freesemann, O. and Häsel-Weide, Uta and Opitz, E. M. and Nührenbörger, M. and Wittich, C.}},
  journal      = {{Zeitschrift für Heilpädagogik}},
  number       = {{70}},
  pages        = {{316--326}},
  title        = {{{Fördern im inklusiven Mathematikunterricht im Spannungsfeld zwischen gemeinsamen Lernsituationen und gezielter Förderung.}}},
  year         = {{2019}},
}

@misc{32091,
  author       = {{Häsel-Weide, Uta and Nührenbörger, M. and Reinold, M.}},
  isbn         = {{978-3122009946}},
  pages        = {{80}},
  publisher    = {{Klett}},
  title        = {{{Das Zahlenbuch 4. Förderheft}}},
  year         = {{2019}},
}

@misc{31954,
  author       = {{Häsel-Weide, Uta and Nührenbörger, M. and Reinold, M.}},
  isbn         = {{ 978-3-12-200998-4}},
  pages        = {{144}},
  publisher    = {{Klett}},
  title        = {{{Das Zahlenbuch. Förderkommentar Lernen zum 4. Schuljahr}}},
  year         = {{2019}},
}

@inbook{32092,
  author       = {{Häsel-Weide, Uta}},
  booktitle    = {{Zwischen Persönlichkeitsbildung und Leistungsentwicklung. Fachspezifische Zugänge zu inklusivem Unterricht}},
  editor       = {{Baumert, B. and Willen, M.}},
  isbn         = {{ 978-3781523234}},
  pages        = {{175--181}},
  publisher    = {{Klinkhardt}},
  title        = {{{Lernumgebungen für den inklusiven Mathematikunterricht zwischen reichhaltiger Offenheit und fokussierter Förderung}}},
  year         = {{2019}},
}

@inproceedings{45388,
  author       = {{Dröse, Jennifer}},
  booktitle    = {{Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education}},
  editor       = {{Jankvist, U. T. and van den Heuvel-Panhuizen, M. and Veldhuis, M.}},
  publisher    = {{Freudenthal Group & ERME}},
  title        = {{{Comprehending mathematical problem texts – Fostering subject-specific reading strategies for creating mental text representation}}},
  year         = {{2019}},
}

@inproceedings{45389,
  author       = {{Dröse, Jennifer}},
  booktitle    = {{Proceedings of the Third International Conference on Mathematics Textbook Research and Development }},
  editor       = {{Rezat, S. and Hattermann, M. and Schumacher, J. and Wuschke, H.}},
  pages        = {{161--166}},
  title        = {{{Mathematical and linguistic features of word problems in grade 4 and 5 German textbooks – A compara-tive corpus linguistic approach}}},
  year         = {{2019}},
}

@inproceedings{45391,
  author       = {{Delucchi, R. and Neugebauer, P. and Dröse, Jennifer and Prediger, Susanne and Mertins, B.}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2019 }},
  editor       = {{Frank, A. and Krauss, S. and Binder, K.}},
  pages        = {{1239--1242}},
  publisher    = {{WTM}},
  title        = {{{Eye-Tracking-Studie zum Erfassen von Referenzstrukturen in Textaufgaben der Klasse 5}}},
  year         = {{2019}},
}

@inproceedings{52510,
  author       = {{Werth, Gerda}},
  booktitle    = {{Beiträge zum Mathematikunterricht}},
  editor       = {{Frank, Andreas and Krauss, Stefan  and Binder, Karin}},
  location     = {{Regensburg}},
  publisher    = {{WTM}},
  title        = {{{Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin}}},
  year         = {{2019}},
}

@article{33598,
  author       = {{Rezat, Sara and Rezat, Sebastian}},
  journal      = {{In: Mathematik differenziert 3/2019}},
  pages        = {{30--37}},
  title        = {{{„...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben}}},
  year         = {{2019}},
}

@inbook{44684,
  author       = {{Vollstedt, Maike and Rezat, Sebastian}},
  booktitle    = {{Compendium for Early Career Researchers in Mathematics Education}},
  editor       = {{Kaiser, Gabriele and Presmeg, Norma}},
  isbn         = {{9783030156350}},
  issn         = {{2520-8322}},
  publisher    = {{Springer International Publishing}},
  title        = {{{An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm}}},
  doi          = {{10.1007/978-3-030-15636-7_4}},
  year         = {{2019}},
}

@article{46156,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Although the teaching of vocabulary in mathematics lessons is requested in content- and language-integrated lesson designs, the clarification of the specific lexical language demands is still an open question for many mathematical topics. In a content- and language-integrated lesson design towards understanding the concept of equivalent fractions, the vocabulary (words and phrases) used by 17 students has been analyzed with qualitative means of data analysis. The qualitative in-depth analyses underline the importance of meaning-related vocabulary for making structural relations between the fractions in view explicit. Quantitative analyses of inventoried vocabulary for the four categories “self-initiated by students,” “triggered by teaching material,” “triggered by teacher,” or “triggered by peers” show the relations of collective and autonomous vocabularies from which the students retrieve their lexical means in oral and written language production.</jats:p>}},
  author       = {{Wessel, Lena}},
  issn         = {{1033-2170}},
  journal      = {{Mathematics Education Research Journal}},
  keywords     = {{Education, General Mathematics}},
  number       = {{4}},
  pages        = {{653--681}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses}}},
  doi          = {{10.1007/s13394-019-00284-z}},
  volume       = {{32}},
  year         = {{2019}},
}

@inbook{48320,
  author       = {{Leuders, Timo and Wessel, Lena}},
  booktitle    = {{Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell}},
  editor       = {{Kreutz, J. and Leuders, Timo and Hellmann, T.}},
  pages        = {{117--134}},
  publisher    = {{Springer}},
  title        = {{{3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell}}},
  year         = {{2019}},
}

@book{48376,
  abstract     = {{<jats:p>„Vielfalt, die verbindet“ ist ein Leitmotiv, welches das Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018 in Essen gut beschreibt. Zu diesem kamen Akteure von Fachhochschulen und Universitäten mit fachmathematischer wie fachdidaktischer Perspektive vom 9. bis 10. November zusammen, um die Problematik des Übergangs von Schule zu Hochschule im Kontext mathematischer Studiengänge zu diskutieren. Der vorliegende Band bündelt die vielfältigen Projekte und Forschungsaktivitäten rund um den Übergang Schule–Hochschule und zeigt Innovationen innerhalb der mathematischen Hochschullehre gleichermaßen praxisorientiert wie theoretisch fundiert auf. Neben drei Hauptbeiträgen von Bärbel Barzel, Frode Rønning sowie Nimet Sarikaya und Peter Furlan umfasst der Band weitere 13 Sektionsbeiträge, welche u. a. die nebenstehenden Schwerpunkte fokussieren. • Heranführen von Studierenden an hochschulmathematische Denk- und Arbeitsweisen • Anpassung von Strukturen und Aufgaben für einen konstruktiven Übergang von Schule zu Hochschule • Bewährte Unterstützungsmaßnahmen für ein erfolgreiches Selbstlernen, z. B. in Form von Peer Instruction. • Etablierte Flipped-Classroom- und Blended-Learning-Formate  • Messung vielfältiger Fähigkeitsprofile von Studierenden beim Eintritt in die Hochschule • Chancen der Digitalisierung nutzen: Lehren und Lernen mit digitalen Medien, z. B. mithilfe von Lernvideo oder durch dynamische Visualisierungen • Umgang mit zunehmender Heterogenität und unterschiedlichem Vorwissen auf Seite der Studierenden • Konzepte problembasierten Lernens in die Hochschullehre integrieren • Steigerung der Motivation von Studierenden • Umgang mit der doppelten Diskontinuität mathematischer Lehramtsstudiengänge</jats:p>}},
  editor       = {{Klinger, Marcel and Schüler-Meyer, Alexander and Wessel, Lena}},
  isbn         = {{9783959870986}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018}}},
  doi          = {{10.37626/ga9783959870986.0}},
  volume       = {{6}},
  year         = {{2019}},
}