@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}},
}
@inbook{61141,
author = {{Graf, Lara Marie and Häsel-Weide, Uta and Höveler, K. and Nührenbörger, M.}},
booktitle = {{Empirische Sonderpädagogik}},
pages = {{334--350}},
title = {{{ Typiken zum fachspezifischen Umgang mit Anforderungssituationen diagnosegeleiteter Förderung. Professionalisierung von fachfremd unterrichtenden Lehrkräften zur diagnosegeleiteten Förderung im inklusiven Mathematikunterricht am Beispiel der Förderung von Operationsvorstellungen}}},
doi = {{10.2440/003-0036 }},
year = {{2024}},
}
@article{60195,
abstract = {{AbstractThis survey describes the structure of the field of research on curriculum resources in mathematics education in the period from 2018 till 2023. Based on the procedures of a systematic review relevant literature was identified using Web of Science as a database. The included literature was analyzed and categorized according to the type of curriculum resource and the area of study. Seven areas of studies were identified: studies on the role of curriculum resources, content analysis, user studies, studies on the effects of curriculum resources, studies on curriculum resource design, curriculum resources as data, and reviews. The areas were further subdivided into different subcategories based on the research questions of the included papers. The findings show that research on mathematics textbooks is still predominant in the field. The most popular areas of research are content analysis, user studies, studies on design, and studies on effects. Emerging areas are research on students’ use of curriculum resources and the employment of user data from digital curriculum resources as data basis in mathematics education research.}},
author = {{Rezat, Sebastian}},
issn = {{1863-9690}},
journal = {{ZDM – Mathematics Education}},
number = {{2}},
pages = {{223--237}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Research on curriculum resources in mathematics education: a survey of the field}}},
doi = {{10.1007/s11858-024-01559-x}},
volume = {{56}},
year = {{2024}},
}
@inproceedings{46756,
author = {{Wallner, Melina and Häsel-Weide, Uta}},
booktitle = {{International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education}},
editor = {{Novotna, J. and Moraova, H.}},
location = {{Prag}},
pages = {{346--354}},
publisher = {{Charles University}},
title = {{{Conceptual understanding of third grades for axial symmetry}}},
year = {{2023}},
}
@article{49425,
author = {{Seitz, Simone and Häsel-Weide, Uta and Wilke, Yannik and Wallner, Melina}},
journal = {{Teachers and Teaching}},
pages = {{1--16}},
title = {{{Expertise and professionalism for inclusive (mathematics) teaching and learning: reflections on findings from interdisciplinary professionalisation research}}},
doi = {{https://doi.org/10.1080/13540602.2023.2284876 }},
year = {{2023}},
}
@inproceedings{51131,
author = {{Graf, Lara Marie and Häsel-Weide, Uta and Höveler, K. and Nührenbörger, M.}},
booktitle = {{Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)}},
editor = {{Drijvers, P. and Csapodi, C. and Palmér, H. and Gosztonyi, K. and Kónya, E.}},
pages = {{3203--3210}},
title = {{{Insights into out-of-field teachers’ self-reports: Fostering the understanding of addition and subtraction as a basis for children to overcome difficulties in mathematics}}},
year = {{2023}},
}
@article{52806,
author = {{Gilbert, H. and Schürmann, M. and Liebendörfer, M. and Lawson, D. and Hodds, M.}},
issn = {{0020-739X}},
journal = {{International Journal of Mathematical Education in Science and Technology}},
keywords = {{Applied Mathematics, Education, Mathematics (miscellaneous)}},
pages = {{1--26}},
publisher = {{Informa UK Limited}},
title = {{{Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland}}},
doi = {{10.1080/0020739x.2023.2184282}},
year = {{2023}},
}
@inbook{52811,
author = {{Biehler, Rolf and Guntermann, Dominik and Liebendörfer, Michael and Krämer, Sandra and Schlüter, Sarah}},
booktitle = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
editor = {{Goethe-Universität Frankfur, IDMI-Primar}},
isbn = {{978-3-95987-208-9}},
pages = {{407–410}},
publisher = {{WTM}},
title = {{{Fachdidaktisches Design von Begründungsvideos im Projekt studiVEMINTvideos}}},
doi = {{10.37626/GA9783959872089.0}},
volume = {{1}},
year = {{2023}},
}
@inbook{52810,
author = {{Göller, Robin and Gildehaus, Lara and Liebendörfer, Michael and Besser, Michael}},
booktitle = {{Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2021. Beiträge zum gleichnamigen Online-Symposium am 12 November 2021 aus Bochum}},
editor = {{Härterich, Jörg and Kallweit, Michael and Rolka, Katrin and Skill, Thomas}},
isbn = {{978-3-95987-264-5}},
pages = {{66–80}},
publisher = {{WTM}},
title = {{{Erfassung und Vergleich (mathematischer) Eingangsvoraussetzungen angehender Studierender verschiedener mathematikhaltiger Studiengänge}}},
year = {{2023}},
}
@inbook{52809,
author = {{Kempen, Leander and Liebendörfer, Michael}},
booktitle = {{Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2021. Beiträge zum gleichnamigen Online-Symposium am 12 November 2021 aus Bochum}},
editor = {{Härterich, Jörg and Kallweit, Michael and Rolka, Katrin and Skill, Thomas}},
isbn = {{978-3-95987-264-5}},
pages = {{91–106}},
publisher = {{WTM}},
title = {{{Zu digital - zu viel - zu schwer? Qualitative Einsichten in das Erleben und Handeln von Erstsemester-Studierenden der Mathematik während der Corona-Pandemie}}},
year = {{2023}},
}
@inbook{52813,
author = {{Schlüter, Sarah and Liebendörfer, Michael}},
booktitle = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
editor = {{Goethe-Universität Frankfur, IDMI-Primar}},
isbn = {{978-3-95987-208-9}},
pages = {{1177–1180}},
publisher = {{WTM}},
title = {{{Bearbeitungsmuster von Studierenden im Umgang mit formalen Definitionen im Kontext konstanter Folgen}}},
doi = {{10.37626/GA9783959872089.0}},
volume = {{2}},
year = {{2023}},
}
@inbook{52812,
author = {{Krämer, Sandra and Liebendörfer, Michael}},
booktitle = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
editor = {{Goethe-Universität Frankfur, IDMI-Primar}},
isbn = {{978-3-95987-208-9}},
pages = {{949–952}},
publisher = {{WTM}},
title = {{{Förderung prozeduraler Flexibilität durch Lernvideos mit interaktiven Aufgaben}}},
doi = {{10.37626/GA9783959872089.0}},
volume = {{2}},
year = {{2023}},
}
@article{52807,
abstract = {{Many preservice mathematics teachers lose their motivation during their first year at university. This phenomenon has been repeatedly described in recent years but is not yet fully understood. Since motivation may relate to different objects such as mathematics or teaching, we aim to qualitatively reconstruct different facets of the central motivational constructs of Situated-Expectancy-Value theory (intrinsic value, attainment value, utility value, cost, and expectancy of success) for preservice mathematics teachers. The analysis of longitudinal group interviews of 14 preservice higher-secondary mathematic teachers from a German university revealed different objects of motivation (e.g., teaching mathematics, scientific mathematics, procedural mathematics, or proof-based mathematics) in preservice teachers' values and expectancy of success. Furthermore, relations between those values and expectancy of success were identified that played a significant role in preservice teachers’ motivational development over their first semester (e.g., relations of attainment value for scientific mathematics and psychological cost). Theoretical and practical implications towards a teaching-specific conceptualization of expectancy of success and values and value interventions are being discussed.}},
title = {{{Preservice teachers’ mathematics-related values and expectancy in the transition from school to university}}},
doi = {{10.48489/QUADRANTE.31191}},
year = {{2023}},
}
@book{51101,
author = {{Werth, Gerda}},
isbn = {{9783658424442}},
issn = {{2661-8591}},
publisher = {{Springer Fachmedien Wiesbaden}},
title = {{{Neue Wege im mathematischen Unterricht: Auf den Spuren Mathilde Vaertings}}},
doi = {{10.1007/978-3-658-42445-9}},
year = {{2023}},
}
@article{51103,
author = {{Werth, Gerda}},
journal = {{mathematik lehren}},
pages = {{15--19}},
publisher = {{Friedrich}},
title = {{{Standardkonstruktionen eigenständig entdecken. Mathilde Vaertings Idee der Selbstständigkeitsprobe}}},
volume = {{241}},
year = {{2023}},
}
@inbook{53565,
author = {{Schwerin, Imke}},
booktitle = {{Mathematikdidaktik Grundschule}},
location = {{Bremen}},
publisher = {{University of Bamberg Press}},
title = {{{Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2}}},
year = {{2023}},
}
@inproceedings{53439,
author = {{Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}},
booktitle = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 29.08.2022 bis 02.09.2022 in Frankfurt am Main}},
pages = {{1125–1128}},
publisher = {{WTM-Verlag}},
title = {{{Mathematik – Lesen – Lernen: Ein Vorlesungskonzept zur Förderung mathematischer Lesekompetenz}}},
doi = {{10.17877/DE290R-23392}},
year = {{2023}},
}
@inproceedings{53441,
author = {{Leifeld, Markus and Rezat, Sebastian}},
booktitle = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 29.08.2022 bis 02.09.2022 in Frankfurt am Main}},
pages = {{993–996}},
publisher = {{WTM-Verlag}},
title = {{{Verstehen schriftlicher Rechenverfahren durch algorithmisches Denken am Beispiel der schriftlichen Subtraktion}}},
doi = {{10.17877/DE290R-23760}},
year = {{2023}},
}
@inproceedings{53475,
author = {{Malik, Sara Naseem and Rezat, Sebastian}},
booktitle = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 29.08.2022 bis 02.09.2022 in Frankfurt am Main}},
publisher = {{WTM-Verlag}},
title = {{{Herausforderungen anwendungsbezogener Aufgaben - eine curriculare Perspektive auf den Forschungsstand}}},
doi = {{10.17877/DE290R-23380}},
year = {{2023}},
}
@inbook{46987,
author = {{Pepin, Birgit and Kock, Zeger-jan and Rezat, Sebastian}},
booktitle = {{Handbook of Digital Resources in Mathematics Education}},
editor = {{Pepin, Birgit and Gueudet, Ghislaine and Choppin, Jeff}},
isbn = {{9783030950606}},
issn = {{2197-1951}},
pages = {{1–28}},
publisher = {{Springer International Publishing}},
title = {{{Toward student agency in the selection and use of digital resources for learning and studying mathematics}}},
doi = {{10.1007/978-3-030-95060-6_26-1}},
year = {{2023}},
}