@inbook{48330,
  author       = {{Wessel, Lena and Andreas, T.}},
  booktitle    = {{Sprachen – Bilden – Chancen: Sprachbildung in der Lehrkräftebildung}},
  editor       = {{Jostes, B.}},
  pages        = {{189--200}},
  publisher    = {{Waxmann}},
  title        = {{{Der Zusammenhang von sprachlichen Kompetenzen und schulischen mathematischen Leistungen: Curriculare Herausforderungen bei der Ausbildung von Lehrkräften vor dem Hintergrund des Berliner Rahmenlehrplans Mathematik}}},
  year         = {{2017}},
}

@inbook{48400,
  author       = {{Sprütten, F. and Wessel, Lena}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  editor       = {{Kortenkamp, U. and Kuzle, A.}},
  pages        = {{953--956}},
  publisher    = {{WTM-Verlag}},
  title        = {{{„9 minus 8, das kommt 1.“ Mathematikunterricht in internationalen Förderklassen (IFK). Ziele und exemplarische Realisierungen}}},
  year         = {{2017}},
}

@inbook{48401,
  author       = {{Wessel, Lena}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  editor       = {{Kortenkamp, U. and Kuzle, A.}},
  pages        = {{1049--1052}},
  publisher    = {{WTM-Verlag}},
  title        = {{{„Ja und dann kommt man halt immer einen höher.“ Operatives Üben am Beispiel von Ableitungsregeln}}},
  year         = {{2017}},
}

@inbook{48331,
  author       = {{Wessel, Lena and Prediger, Susanne}},
  booktitle    = {{Mathematik und Sprache-Empirischer Forschungsstand und unterrichtliche Herausforderungen}},
  editor       = {{Leiss, D. and Neumann, A. and Schwippert, K.}},
  pages        = {{165–187}},
  publisher    = {{Waxmann}},
  title        = {{{Differentielle Förderbedarfe je nach Sprachhintergrund? Analysen zu Unterschieden und Gemeinsamkeiten zwischen sprachlich starken und schwachen, einsprachigen und mehrsprachigen Lernenden}}},
  year         = {{2017}},
}

@inbook{48411,
  author       = {{Wessel, Lena}},
  booktitle    = {{Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)}},
  editor       = {{Dooley, T. and Gueudet, G.}},
  keywords     = {{Academic language, relative frequency, scaffolding, design research, trace analysis}},
  pages        = {{1388--1395}},
  publisher    = {{DCU Institute of Education and ERME.}},
  title        = {{{How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses}}},
  year         = {{2017}},
}

@inbook{45395,
  author       = {{Dröse, Jennifer and Prediger, Susanne and Marcus, A.}},
  booktitle    = {{Mathe sicher können - Förderbausteine und Handreichungen}},
  editor       = {{Prediger, Susanne and Selter, Ch. and Nührenbörger, M. and Hußmann, S. }},
  publisher    = {{Cornelsen}},
  title        = {{{Förderbaustein S3 - Verstehen von Textaufgaben}}},
  year         = {{2017}},
}

@inproceedings{45681,
  author       = {{Bruns, Julia and Eichen, L.}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  location     = {{Potsdam}},
  pages        = {{1221–1224}},
  publisher    = {{WTM-Verlag}},
  title        = {{{EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen}}},
  year         = {{2017}},
}

@article{36481,
  abstract     = {{Recent studies highlight early childhood teachers’ mathematics-related competence. Developing this competence should be a main aspect of early childhood teachers’ education. This is, however, not the case in all countries. Consequently, high-quality professional development courses are needed. Based on research results, we developed a competence-oriented continuous professional development course ("EmMa") and examined the effects of "EmMa" by asking: How does "EmMa" affect the development of early childhood teachers’ i) mathematical content knowledge, ii) mathematical pedagogical content knowledge and iii) beliefs towards mathematics in general? To answer these questions, we conducted a pre-test/post-test study including a control group with 99 in-service early childhood teachers. Results show that the course affected teachers’ mathematical pedagogical content knowledge and static orientation towards mathematics positively. From this we conclude that scaling-up "EmMa" might be a suitable approach to bridge the gap between pre-service education with nearly no mathematics and the challenges of early mathematics education.}},
  author       = {{Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}},
  journal      = {{Mathematics Teacher Education and Development (MTED)}},
  keywords     = {{Beliefs, Competency Based Teacher Education, Control Groups, Early Childhood Education, Faculty Development, Foreign Countries, Inservice Teacher Education, Intervention, Mathematical Aptitude, Mathematics Skills, Pedagogical Content Knowledge, Preschool Teachers, Pretests Posttests, Professional Continuing Education, Statistical Analysis, Teacher Competency Testing}},
  number       = {{3}},
  pages        = {{76–93}},
  title        = {{{Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study}}},
  volume       = {{19}},
  year         = {{2017}},
}

@article{34826,
  author       = {{Eichen, Lars and Bruns, Julia}},
  issn         = {{2191-9194}},
  journal      = {{Frühe Bildung}},
  keywords     = {{competency development, early childhood mathematics education, professional development course}},
  number       = {{2}},
  pages        = {{67--73}},
  publisher    = {{Hogrefe & Huber Publishers}},
  title        = {{{Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen}}},
  doi          = {{10.1026/2191-9186/a000310}},
  volume       = {{6}},
  year         = {{2017}},
}

@inproceedings{36479,
  author       = {{Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}},
  booktitle    = {{Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education }},
  editor       = {{Kaur, Berinderjeet and Ho, Weng Kin and Toh, Tin Lam and Choy, Ban Heng}},
  location     = {{Singapur}},
  pages        = {{185--192}},
  title        = {{{Structure of Early Childhood Educators Math-related Competence}}},
  volume       = {{2}},
  year         = {{2017}},
}

@inbook{36484,
  abstract     = {{Ziel der quasi-experimentellen Querschnittsuntersuchung ist die Beschreibung der adaptiven Förderpraxis elementarpädagogischer Fachpersonen (n = 31) von Kindern (n = 62) im Bereich Mathematik unter Einbezug des Konzepts der Zone der nächsten Entwicklung nach Vygotskij. Im Zentrum dieses Beitrags steht die Frage: Welcher Zusammenhang zeigt sich zwischen dem Bildungsverständnis der elementarpädagogischen Fachpersonen und der Adaptivität ihres Förderverhaltens im Bereich Mathematik? Die Ergebnisse weisen darauf hin, dass die Förderung nur unzureichend adaptiv gestaltet wird. Es zeigt sich kein Zusammenhang zwischen dem Bildungsverständnis und der adaptiven Förderleistung im Bereich Mathematik. Es scheint aufgrund der Ergebnisse, dass elementarpädagogische Fachpersonen stärkere Unterstützung in der Begleitung mathematischer Bildungsprozesse brauchen.}},
  author       = {{Bruns, Julia and Eichen, Lars}},
  booktitle    = {{Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule}},
  editor       = {{Schuler, Stephanie and Streit, Christine and Wittmann, Gerald}},
  isbn         = {{978-3-658-12950-7}},
  pages        = {{125–138}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Individuelle Förderung im Kontext früher mathematischer Bildung}}},
  doi          = {{10.1007/978-3-658-12950-7_9}},
  year         = {{2017}},
}

@inbook{56356,
  author       = {{Biehler, Rolf and Friedrich, Hauke}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  editor       = {{Kortenkamp, U. and Kuzle, A.}},
  pages        = {{91--94}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Professionelles Wissen von Lehrkräften zum Thema bedingte Wahrscheinlichkeiten und stochastische Unabhängigkeit}}},
  year         = {{2017}},
}

@inbook{56363,
  author       = {{Biehler, Rolf and Frischemeier, Daniel and Reading, Chris and Shaughnessy, J. Michael}},
  booktitle    = {{International Handbook of Research in Statistics Education}},
  editor       = {{Ben-Zvi, Dani and Makar, K. and Garfield, J.}},
  isbn         = {{9783319661933}},
  issn         = {{2197-1951}},
  pages        = {{139--192}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Reasoning About Data}}},
  doi          = {{10.1007/978-3-319-66195-7_5}},
  year         = {{2017}},
}

@inbook{56704,
  author       = {{Fleischmann, Yael and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  editor       = {{Kortenkamp, U. and Kuzle, A.}},
  pages        = {{231--234}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Analyse von Studierendenbearbeitungen von Präsenzaufgaben in der linearen Algebra}}},
  year         = {{2017}},
}

@inbook{56785,
  author       = {{Mai, Tobias and Feudel, Frank and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  editor       = {{Kortenkamp, U. and Kuzle, A.}},
  pages        = {{629--632}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Der Vektorbegriff an der Schnittstelle zwischen Schule und Hochschule}}},
  year         = {{2017}},
}

@inbook{56786,
  author       = {{Nieszporek, Ralf and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  editor       = {{Kortenkamp, U. and Kuzle, A.}},
  pages        = {{1259--1262}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Kompetenzzuwachsmessung bei Lehrkräftefortbildungen durch retrospektive Selbsteinschätzung am Beispiel von "Stochastik kompakt"}}},
  year         = {{2017}},
}

@inbook{56889,
  author       = {{Barzel, Bärbel and Biehler, Rolf}},
  booktitle    = {{Proceedings of the Third ERME Topic Conference on Mathematics Teaching, Resources and Teacher Professional Development}},
  editor       = {{Zehetmeier, S. and Rösken-Winter, B. and Potari, D. and Ribeiro, M.}},
  pages        = {{16--34}},
  publisher    = {{Humboldt-Universität zu Berlin}},
  title        = {{{Design principles and domains of knowledge for the professionalization of teachers and facilitators-Two examples from the DZLM for upper secondary teachers}}},
  year         = {{2017}},
}

@inbook{56891,
  author       = {{Biehler, Rolf}},
  booktitle    = {{Erfolgreich studieren mit E-Learning: Online-Kurse für Mathematik und Sprach-und Textverständnis - Dokumentation der Tagung vom 3. November 2016 RWTH Aachen University}},
  editor       = {{Leuchter, C. and Wistuba, F. and Czapla, C. and Segerer, C.}},
  pages        = {{18–30}},
  publisher    = {{RWTH Aachen University}},
  title        = {{{Das virtuelle Eingangstutorium Mathematik studiVEMINT–Struktur und Inhalt}}},
  year         = {{2017}},
}

@inbook{56892,
  author       = {{Biehler, Rolf and Hochmuth, Reinhard}},
  booktitle    = {{Didactics of Mathematics in Higher Education as a Scientific Discipline–Conference Proceedings - Khdm-report 17-05}},
  editor       = {{Göller, R. and Biehler, R. and Hochmuth, R. and Rück, H.-G.}},
  pages        = {{14–20}},
  publisher    = {{Universität Kassel}},
  title        = {{{Relating different mathematical praxeologies as a challenge for designing mathematical content for bridging courses}}},
  year         = {{2017}},
}

@article{56896,
  author       = {{Biehler, Rolf and Frischemeier, Daniel and Podworny, Susanne}},
  journal      = {{Statistics Education Research Journal}},
  number       = {{2}},
  pages        = {{244–286}},
  title        = {{{Elementary preservice teachers´ reasoning about modeling a "family factory" with TinkerPlots - A pilot study}}},
  volume       = {{16}},
  year         = {{2017}},
}