@article{56236,
  abstract     = {{<jats:title>Abstract</jats:title><jats:sec><jats:title>Background</jats:title><jats:p>Real‐world problems are important in math instruction, but they do not necessarily trigger students' task motivation. Personalizing real‐world problems by (1) matching problems to students' shared living environment (context personalization) and (2) asking students to pose their own problems (active personalization) might be two interventions to increase students' task motivation.</jats:p></jats:sec><jats:sec><jats:title>Aim</jats:title><jats:p>In the current study, we investigated the effects of context personalization and active personalization on students' self‐efficacy expectations, intrinsic value, attainment value, utility value, and cost.</jats:p></jats:sec><jats:sec><jats:title>Sample</jats:title><jats:p>The participants were 28 fifth‐ and sixth‐grade students who voluntarily took part in a six‐month afterschool program in which they posed problems with the aim of creating a math walk in their hometown.</jats:p></jats:sec><jats:sec><jats:title>Method</jats:title><jats:p>Using a within‐subjects design, at the end of the afterschool program, the students rated their self‐efficacy expectations and task values for four self‐developed problems associated with their hometown, four peer‐developed problems associated with their hometown, and four instructor‐provided problems associated with unfamiliar locations.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>Students reported higher self‐efficacy expectations, intrinsic value, attainment value, and utility value for active‐personalized than non‐personalized problems. To a lesser extent, context personalization promoted intrinsic value and attainment value. No effect was found for cost.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>Active personalization (i.e. asking students to pose their own real‐world problems) is suited to enhance students' task motivation, specifically their self‐efficacy expectations, intrinsic value, attainment value, and utility value. Context personalization still boosts students' intrinsic value and attainment value. Implementation in classroom instruction is discussed.</jats:p></jats:sec>}},
  author       = {{Schönherr, Johanna}},
  issn         = {{0007-0998}},
  journal      = {{British Journal of Educational Psychology}},
  number       = {{2}},
  pages        = {{407--424}},
  publisher    = {{Wiley}},
  title        = {{{Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value}}},
  doi          = {{10.1111/bjep.12653}},
  volume       = {{94}},
  year         = {{2024}},
}

@article{54836,
  author       = {{Schönherr, Johanna and Schukajlow, Stanislaw}},
  issn         = {{0742-051X}},
  journal      = {{Teaching and Teacher Education}},
  publisher    = {{Elsevier BV}},
  title        = {{{Preservice teachers' judgments of students’ expectations of success and task values: Close relations with their personal task motivation}}},
  doi          = {{10.1016/j.tate.2024.104659}},
  volume       = {{148}},
  year         = {{2024}},
}

@article{56235,
  author       = {{Schönherr, Johanna and Strohmaier, Anselm R. and Schukajlow, Stanislaw}},
  issn         = {{1747-938X}},
  journal      = {{Educational Research Review}},
  publisher    = {{Elsevier BV}},
  title        = {{{Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education}}},
  doi          = {{10.1016/j.edurev.2024.100639}},
  volume       = {{45}},
  year         = {{2024}},
}

@inbook{56237,
  author       = {{Schönherr, Johanna and Mayer, Richard E.}},
  booktitle    = {{Lecture Notes in Computer Science}},
  isbn         = {{9783031712906}},
  issn         = {{0302-9743}},
  publisher    = {{Springer Nature Switzerland}},
  title        = {{{Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling}}},
  doi          = {{10.1007/978-3-031-71291-3_26}},
  year         = {{2024}},
}

@article{60103,
  abstract     = {{<jats:p>Noticing besitzt eine hohe Bedeutung für das professionelle Handeln von Sportlehrkräften, insbesondere für den inklusiven Sportunterricht. Um eine angemessene Berücksichtigung individueller Lernvoraussetzungen und -prozesse bei der Planung und Durchführung von Unterricht zu gewährleisten, müssen die Sportlehrkräfte ihre Aufmerksamkeit gezielt auf die für die individuelle Förderung der Schüler*innen relevanten Ereignisse im zum Teil unübersichtlichen interaktiven Geschehens in der Sporthalle richten und diese auf theoretischer Grundlage interpretieren. Noticing, welches die selektive Aufmerksamkeitslenkung und das theoriegeleitete Deuten umfasst, bildet somit eine wichtige Voraussetzung, um allen Schüler*innen eine individuelle Förderung im inklusiven Sportunterricht zu ermöglichen. Die Fähigkeiten angehender Sportlehrkräften im Bereich Noticing insbesondere in inklusiven Settings sind bislang kaum untersucht worden. Diese Forschungslücke kann u.a. auf fehlende Forschungsinstrumente zur standardisierten Erfassung dieses Konstrukts zurückgeführt werden. Im Rahmen des Beitrags wird daher die Entwicklung und Validierung eines standardisierten, Videovignetten-basiertes Testinstruments zur Messung des Noticing von angehenden Sportlehrkräften im Hinblick auf individuelle Förderung im inklusiven Sportunterricht vorgestellt. Im Fokus der Validierung stehen der Testinhalt, die interne Struktur des Instruments sowie Zusammenhänge mit verwandten inhaltlichen Konstrukten. Die Ergebnisse aus drei aufeinander aufbauenden Validierungsstudien geben Hinweise auf die Reliabilität und Validität der Testwertinterpretation des Instruments ViProQiS_IF im Sinne des Noticing im Hinblick auf individuelle Förderung im inklusiven Sportunterricht.</jats:p>}},
  author       = {{Langer, Wiebke and Bruns, Julia and Erhorn, Jan}},
  issn         = {{1866-6671}},
  journal      = {{Journal for Educational Research Online}},
  number       = {{1}},
  pages        = {{51--73}},
  publisher    = {{Waxmann}},
  title        = {{{Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht}}},
  doi          = {{10.31244/jero.2023.01.03}},
  volume       = {{2023}},
  year         = {{2024}},
}

@article{60104,
  abstract     = {{<jats:title>Abstract</jats:title>
          <jats:p>The understanding of place value systems, especially the base-ten place value system, is one of the most important prerequisites to develop numeracy. The understanding of place value systems can be ascribed to two concepts, which in the tradition of the German subject-matter didactics are called <jats:italic>regrouping principle</jats:italic> and <jats:italic>place value principle</jats:italic>. Our study aims at clarifying whether these two principles can be used systematically for an effective identification of the gaps in students’ understanding to give a basis for individual support. We therefore conducted a study with <jats:italic>N</jats:italic> = 100 third graders (8 to 10 years old). We asked the students to work on 7 tasks on translating named units into written numbers using the place value system, in which the place value principle, the regrouping principle or both principles had to be considered. We analysed the errors qualitatively regarding which principle was violated and developed a typification of solution behaviour. The identified individual difficulties by taking the perspective of the two principles can be a starting point for individual support. Our tasks are shown to be a quick and easy way to diagnose students’ individual problems in understanding the base-ten place value system.</jats:p>}},
  author       = {{Jensen, Solveig and Gasteiger, Hedwig and Bruns, Julia}},
  issn         = {{0173-5322}},
  journal      = {{Journal für Mathematik-Didaktik}},
  number       = {{2}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems}}},
  doi          = {{10.1007/s13138-024-00234-8}},
  volume       = {{45}},
  year         = {{2024}},
}

@inbook{45693,
  author       = {{Langer, W. and Bruns, Julia and Erhorn, J.}},
  booktitle    = {{Teacher professional vision: Empirical perspectives}},
  editor       = {{Stahnke, R. and Gegenfurtner, A.}},
  pages        = {{232--248}},
  publisher    = {{Routledge}},
  title        = {{{Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education}}},
  year         = {{2024}},
}

@inbook{45692,
  author       = {{Bruns, Julia}},
  booktitle    = {{Teacher professional vision: Theoretical and Methodological Advances}},
  editor       = {{Stahnke, R. and Gegenfurtner, A.}},
  pages        = {{156--171}},
  publisher    = {{Routledge}},
  title        = {{{Intervention Research on Teachers’ Professional Vision: Challenges of Current Research}}},
  year         = {{2024}},
}

@inbook{57390,
  author       = {{Rezat, Sebastian and Westbury, Ian}},
  booktitle    = {{Fourth International Handbook of Mathematics Education}},
  editor       = {{Clements, M.A. (Ken) and Kaur, Berinderjeet and Lowrie, Thomas and Mesa, Vilma and Prytz, Johan}},
  isbn         = {{9783031514739}},
  issn         = {{2197-1951}},
  publisher    = {{Springer Nature Switzerland}},
  title        = {{{Textbooks and curriculum from a governance perspective}}},
  doi          = {{10.1007/978-3-031-51474-6_24}},
  year         = {{2024}},
}

@misc{56198,
  author       = {{Liebendörfer, Michael and Biehler, Rolf and Schmitz, Angelika}},
  publisher    = {{Universität Kassel}},
  title        = {{{Mathematische Lernvideos zu Studieneinstieg und Studienvorbereitung}}},
  doi          = {{10.17170/KOBRA-2024081810686-004}},
  year         = {{2024}},
}

@inproceedings{57613,
  author       = {{Rezat, Sebastian}},
  booktitle    = {{Proceedings of FAME 1 – Feedback & Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands)}},
  editor       = {{Iannone, Paola and Moons, Filip and Drüke-Noe, Christina and Geraniou, Eirini and Morselli, Francesca and Klingbeil, Katrin and Veldhuis, Michiel and Olsher, Shai}},
  pages        = {{262–269}},
  publisher    = {{Utrecht University and ERME}},
  title        = {{{Students' instrumentalizations of hints and automated feedback in their task solution process when learning mathematics with a digital curriculum resource}}},
  doi          = {{10.5281/zenodo.14231455}},
  year         = {{2024}},
}

@inproceedings{57895,
  abstract     = {{In our paper, we present a study in which we investigate which strategies pre-service teachers (PSTs) use to find and, if necessary, reject possible candidates for congruence theorems for quadrilaterals. This study was conducted before the PTSs attended a university geometry course. In this way, statements about learning prerequisites can be made. For the study, we analyzed group discussions of PSTs to identify typical approaches and evaluate them from a mathematical perspective. The results can be considered for the further development of courses for PSTs and generate hypotheses
for further research.}},
  author       = {{Hoffmann, Max and Schlüter, Sarah}},
  booktitle    = {{Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)}},
  editor       = {{González-Martín, Alejandro S. and Gueudet, Ghislaine and Florensa, Ignasi and Lombard, Nathan}},
  keywords     = {{Teachers’ and students’ practices at university level, Transition to, across and from university mathematics, Teaching and learning of specific topics in university mathematics, Congruence, Quadrilaterals}},
  publisher    = {{Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM}},
  title        = {{{How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?}}},
  year         = {{2024}},
}

@inbook{57952,
  author       = {{Lankeit, Elisa and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.}},
  editor       = {{Ebers, P. and Rösken, F. and Barzel, B. and Büchter, A. and Schacht, F. and Scherer, P.}},
  pages        = {{1073--1076}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Bedeutungsfacetten der Beziehungen von Differenzierbarkeit und Stetigkeit im Ein- und Mehrdimensionalen: Ein Blick auf die semantische Ebene}}},
  doi          = {{10.37626/GA9783959872782.0}},
  year         = {{2024}},
}

@inbook{57950,
  author       = {{Fleischer, Yannik and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.}},
  editor       = {{Ebers, P. and Rösken, F. and Barzel, B. and Büchter, A. and Schacht, F. and Scherer, P.}},
  pages        = {{167--170}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Intuitiver Zugang zu datenbasierten Entscheidungsbäumen}}},
  doi          = {{10.37626/GA9783959872782.0}},
  year         = {{2024}},
}

@inbook{57948,
  author       = {{Mai, Tobias and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.}},
  editor       = {{Ebers, P. and Rösken, F. and Barzel, B. and Büchter, A. and Schacht, F. and Scherer, P.}},
  pages        = {{1103--1106}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Transitionen zwischen Vektorobjekten in Schulbüchern}}},
  doi          = {{10.37626/GA9783959872782.0}},
  year         = {{2024}},
}

@inbook{57947,
  author       = {{Bauer, Thomas and Biehler, Rolf and Lankeit, Elisa}},
  booktitle    = {{INDRUM2024 PROCEEDINGS - Fifth conference of the International Network for Didactic Research in University Mathematics}},
  editor       = {{Gonzalez-Martin, A. S. and Gueudet, G. and Florensa, I. and Lombard, N.}},
  pages        = {{65--74}},
  publisher    = {{Escola Univeristaria Salesiana de Sarria (Univ. Autonoma de Barcelona) and INDRUM}},
  title        = {{{Designing a Concept Inventory for Real Analysis}}},
  year         = {{2024}},
}

@article{55666,
  author       = {{Wessel, Lena and Dellori, Anna}},
  journal      = {{Mathematica Didactica}},
  number       = {{1}},
  title        = {{{Algebraische Konzepte vertiefen und ihre Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium}}},
  doi          = {{10.18716/ojs/md/2024.1658}},
  volume       = {{47}},
  year         = {{2024}},
}

@inproceedings{58851,
  author       = {{Stallmeister, Lea and Rezat, Sebastian}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
  editor       = {{Ebers, Patrick and Rösken, Fabian and Barzel, Bärbel and Büchter, Andreas and Schacht, Florian and Scherer, Petra}},
  pages        = {{1365--1368}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Ressourcennutzung von Schüler:innen zum Lernen von Mathematik}}},
  doi          = {{10.37626/GA9783959872782.0}},
  year         = {{2024}},
}

@inbook{58216,
  abstract     = {{AnnoPy ist ein digitales Werkzeug, das an der Universität Paderborn in einer interdisziplinären Kooperation zwischen der Germanistischen Sprachdidaktik, Mathematikdidaktik und Informatikdidaktik entwickelt wurde, um wissenschaftliche Textkompetenzen zu fördern. Es kann in Präsenz- oder Blended-Learning-Szenarien eingesetzt werden, um eine Brücke zwischen individueller Auseinandersetzung mit dem Text und dessen sozial-diskursiver Aushandlung zu schlagen. Im Beitrag werden unterschiedliche Einsatzszenarien aus den drei beteiligten Disziplinen exemplarisch dargestellt, die jeweils unterschiedliche Facetten wissenschaftlicher Textkompetenz in den Mittelpunkt stellen. Im Fokus stehen dabei insbesondere die Förderung fachspezifischer Lesekompetenz im Rahmen einer Vorlesung mit großen Teilnehmendenzahlen sowie die Anwendung fachspezifischer Theorien und Konzepte in der Erschließung, Analyse und Beurteilung von Texten.}},
  author       = {{Rezat, Sebastian and Rezat, Sara and Scholle, Oliver and Schulte, Carsten and Winkelnkemper, Felix}},
  booktitle    = {{Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven}},
  editor       = {{Herzig, Bardo and Eickelmann, Birgit and Schwabl, Franziska and Schulze, Johanna and Niemann, Jan}},
  isbn         = {{9783830948377}},
  keywords     = {{digitale Medien, wissenschaftliche Textkompetenz, Lehrkonzept}},
  pages        = {{219–230}},
  publisher    = {{Waxmann}},
  title        = {{{AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern}}},
  doi          = {{10.31244/9783830998372}},
  year         = {{2024}},
}

@inbook{59581,
  author       = {{Häsel-Weide, Uta and Nührenbörger, M.}},
  booktitle    = {{Beiträge zum Mathematikuntericht 2024. 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
  editor       = {{Ebers, P. and Rösken, F. and Barzel, B. and Büchter, A. and Schacht, F. and Scherer, P.}},
  pages        = {{207--210}},
  title        = {{{ Praktiken der Förderung im inklusiven Mathematikunterricht}}},
  doi          = {{https://doi.ohttps://doi.org/10.37626/GA9783959872782.0 rg/10.37626/GA9783959872782.0}},
  year         = {{2024}},
}