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Springer International Publishing; 2023:91-117. doi:<a href=\"https://doi.org/10.1007/978-3-031-14175-1_5\">10.1007/978-3-031-14175-1_5</a>","bibtex":"@inbook{Liebendörfer_Büdenbender-Kuklinski_Lankeit_Schürmann_Biehler_Schaper_2023, place={Cham}, title={Framing Goals of Mathematics Support Measures}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-14175-1_5\">10.1007/978-3-031-14175-1_5</a>}, booktitle={Practice-Oriented Research in Tertiary Mathematics Education}, publisher={Springer International Publishing}, author={Liebendörfer, Michael and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Schürmann, Mirko and Biehler, Rolf and Schaper, Niclas}, year={2023}, pages={91–117} }"},"type":"book_chapter","department":[{"_id":"363"},{"_id":"423"},{"_id":"625"}],"date_created":"2023-01-10T08:55:08Z","place":"Cham"},{"date_created":"2023-07-26T10:16:08Z","place":"Cham","type":"book_editor","department":[{"_id":"363"},{"_id":"625"}],"citation":{"bibtex":"@book{Biehler_Liebendörfer_Gueudet_Rasmussen_Winsløw_2023, place={Cham}, title={Practice-Oriented Research in Tertiary Mathematics Education}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-14175-1\">10.1007/978-3-031-14175-1</a>}, publisher={Springer International Publishing}, year={2023} }","ama":"Biehler R, Liebendörfer M, Gueudet G, Rasmussen C, Winsløw C, eds. <i>Practice-Oriented Research in Tertiary Mathematics Education</i>. 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Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-031-14175-1\">https://doi.org/10.1007/978-3-031-14175-1</a>"},"_id":"46157","publisher":"Springer International Publishing","language":[{"iso":"eng"}],"user_id":"37888","doi":"10.1007/978-3-031-14175-1","editor":[{"first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274"},{"id":"30933","last_name":"Liebendörfer","orcid":"0000-0001-9887-2074","first_name":"Michael","full_name":"Liebendörfer, Michael"},{"full_name":"Gueudet, Ghislaine","last_name":"Gueudet","first_name":"Ghislaine"},{"last_name":"Rasmussen","first_name":"Chris","full_name":"Rasmussen, Chris"},{"full_name":"Winsløw, Carl","last_name":"Winsløw","first_name":"Carl"}],"year":"2023","title":"Practice-Oriented Research in Tertiary Mathematics Education","status":"public","publication_identifier":{"issn":["1869-4918","1869-4926"],"isbn":["9783031141744","9783031141751"]},"publication_status":"published","date_updated":"2024-04-18T10:09:52Z"},{"date_created":"2023-04-14T09:25:18Z","type":"journal_article","department":[{"_id":"363"},{"_id":"625"}],"publication":"Mitteilungen der Gesellschaft für Didaktik der Mathematik","citation":{"mla":"Biehler, Rolf, et al. “Lernvideos und ihre Erstellung - Das Projekt studiVEMINTvideos.” <i>Mitteilungen der Gesellschaft für Didaktik der Mathematik</i>, vol. 114, 2023, pp. 8–12.","bibtex":"@article{Biehler_Liebendörfer_Schmitz_2023, title={Lernvideos und ihre Erstellung - Das Projekt studiVEMINTvideos}, volume={114}, journal={Mitteilungen der Gesellschaft für Didaktik der Mathematik}, author={Biehler, Rolf and Liebendörfer, Michael and Schmitz, A.}, year={2023}, pages={8–12} }","ama":"Biehler R, Liebendörfer M, Schmitz A. Lernvideos und ihre Erstellung - Das Projekt studiVEMINTvideos. <i>Mitteilungen der Gesellschaft für Didaktik der Mathematik</i>. 2023;114:8-12.","ieee":"R. Biehler, M. Liebendörfer, and A. Schmitz, “Lernvideos und ihre Erstellung - Das Projekt studiVEMINTvideos,” <i>Mitteilungen der Gesellschaft für Didaktik der Mathematik</i>, vol. 114, pp. 8–12, 2023.","apa":"Biehler, R., Liebendörfer, M., &#38; Schmitz, A. (2023). Lernvideos und ihre Erstellung - Das Projekt studiVEMINTvideos. <i>Mitteilungen der Gesellschaft für Didaktik der Mathematik</i>, <i>114</i>, 8–12.","chicago":"Biehler, Rolf, Michael Liebendörfer, and A. Schmitz. “Lernvideos und ihre Erstellung - Das Projekt studiVEMINTvideos.” <i>Mitteilungen der Gesellschaft für Didaktik der Mathematik</i> 114 (2023): 8–12.","short":"R. Biehler, M. Liebendörfer, A. Schmitz, Mitteilungen der Gesellschaft für Didaktik der Mathematik 114 (2023) 8–12."},"page":"8-12","_id":"43504","language":[{"iso":"ger"}],"user_id":"37888","volume":114,"status":"public","title":"Lernvideos und ihre Erstellung - Das Projekt studiVEMINTvideos","year":"2023","author":[{"id":"16274","first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf"},{"full_name":"Liebendörfer, Michael","first_name":"Michael","last_name":"Liebendörfer","orcid":"0000-0001-9887-2074","id":"30933"},{"full_name":"Schmitz, A.","first_name":"A.","last_name":"Schmitz"}],"date_updated":"2024-04-18T10:10:59Z","intvolume":"       114"},{"date_created":"2024-03-27T09:29:20Z","type":"conference_abstract","department":[{"_id":"98"}],"publication":"Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik","citation":{"mla":"Kolbe, Tim. “Think-Aloud Beim Hochschulischen Mathematiklernen – Ergebnisse Einer Pilotierung.” <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by . IDMI Primar Goethe-Univeristät Frankfurt, WTM, 2023, doi:<a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>.","ama":"Kolbe T. Think-aloud beim hochschulischen Mathematiklernen – Ergebnisse einer Pilotierung. In: IDMI Primar Goethe-Univeristät Frankfurt ., ed. <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>. WTM; 2023. doi:<a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>","bibtex":"@inproceedings{Kolbe_2023, title={Think-aloud beim hochschulischen Mathematiklernen – Ergebnisse einer Pilotierung}, DOI={<a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>}, booktitle={Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}, publisher={WTM}, author={Kolbe, Tim}, editor={IDMI Primar Goethe-Univeristät Frankfurt, .}, year={2023} }","apa":"Kolbe, T. (2023). Think-aloud beim hochschulischen Mathematiklernen – Ergebnisse einer Pilotierung. In . IDMI Primar Goethe-Univeristät Frankfurt (Ed.), <i>Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>. WTM. <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>","ieee":"T. Kolbe, “Think-aloud beim hochschulischen Mathematiklernen – Ergebnisse einer Pilotierung,” in <i>Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, Frankfurt am Main, 2023, doi: <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>.","short":"T. Kolbe, in: . IDMI Primar Goethe-Univeristät Frankfurt (Ed.), Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik, WTM, 2023.","chicago":"Kolbe, Tim. “Think-Aloud Beim Hochschulischen Mathematiklernen – Ergebnisse Einer Pilotierung.” In <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by . IDMI Primar Goethe-Univeristät Frankfurt. WTM, 2023. <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>."},"_id":"53053","publisher":"WTM","language":[{"iso":"eng"}],"doi":"https://doi.org/10.37626/GA9783959872089.0","user_id":"85819","editor":[{"last_name":"IDMI Primar Goethe-Univeristät Frankfurt","first_name":".","full_name":"IDMI Primar Goethe-Univeristät Frankfurt, ."}],"title":"Think-aloud beim hochschulischen Mathematiklernen – Ergebnisse einer Pilotierung","year":"2023","status":"public","conference":{"location":"Frankfurt am Main","name":"56. Jahrestagung der Gesellschaft für Didaktik der Mathematik"},"author":[{"full_name":"Kolbe, Tim","first_name":"Tim","last_name":"Kolbe","id":"85819"}],"date_updated":"2024-04-26T08:13:52Z"},{"citation":{"chicago":"Schoenherr, Johanna, and Stanislaw Schukajlow. “Characterizing External Visualization in Mathematics Education Research: A Scoping Review.” <i>ZDM – Mathematics Education</i>, 2023. <a href=\"https://doi.org/10.1007/s11858-023-01494-3\">https://doi.org/10.1007/s11858-023-01494-3</a>.","short":"J. Schoenherr, S. Schukajlow, ZDM – Mathematics Education (2023).","apa":"Schoenherr, J., &#38; Schukajlow, S. (2023). Characterizing external visualization in mathematics education research: a scoping review. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-023-01494-3\">https://doi.org/10.1007/s11858-023-01494-3</a>","ieee":"J. Schoenherr and S. Schukajlow, “Characterizing external visualization in mathematics education research: a scoping review,” <i>ZDM – Mathematics Education</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s11858-023-01494-3\">10.1007/s11858-023-01494-3</a>.","ama":"Schoenherr J, Schukajlow S. Characterizing external visualization in mathematics education research: a scoping review. <i>ZDM – Mathematics Education</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s11858-023-01494-3\">10.1007/s11858-023-01494-3</a>","bibtex":"@article{Schoenherr_Schukajlow_2023, title={Characterizing external visualization in mathematics education research: a scoping review}, DOI={<a href=\"https://doi.org/10.1007/s11858-023-01494-3\">10.1007/s11858-023-01494-3</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Schoenherr, Johanna and Schukajlow, Stanislaw}, year={2023} }","mla":"Schoenherr, Johanna, and Stanislaw Schukajlow. “Characterizing External Visualization in Mathematics Education Research: A Scoping Review.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2023, doi:<a href=\"https://doi.org/10.1007/s11858-023-01494-3\">10.1007/s11858-023-01494-3</a>."},"publication":"ZDM – Mathematics Education","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>External visualization (i.e., physically embodied visualization) is central to the teaching and learning of mathematics. As external visualization is an important part of mathematics at all levels of education, it is diverse, and research on external visualization has become a wide and complex field. The aim of this scoping review is to characterize external visualizations in recent mathematics education research in order to develop a common ground and guide future research. A qualitative content analysis of the full texts of 130 studies published between 2018 and 2022 applied a deductive-inductive coding procedure to assess four dimensions: visualization product or process, type of visualization, media, and purpose. The analysis revealed different types of external visualizations including visualizations with physical resemblance ranging from pictorial to abstract visualizations as well as three types of visualizations with structural resemblance: length, area, and relational visualizations. Future research should include measures of visualization products or processes to help explain the demands and affordances that different types of visualizations present to learners and teachers.</jats:p>","lang":"eng"}],"date_created":"2023-08-17T10:11:45Z","department":[{"_id":"913"}],"type":"journal_article","keyword":["General Mathematics","Education"],"publication_identifier":{"issn":["1863-9690","1863-9704"]},"author":[{"full_name":"Schoenherr, Johanna","last_name":"Schoenherr","first_name":"Johanna"},{"full_name":"Schukajlow, Stanislaw","last_name":"Schukajlow","first_name":"Stanislaw"}],"year":"2023","title":"Characterizing external visualization in mathematics education research: a scoping review","status":"public","date_updated":"2024-04-30T13:43:22Z","publication_status":"published","publisher":"Springer Science and Business Media LLC","_id":"46569","language":[{"iso":"eng"}],"doi":"10.1007/s11858-023-01494-3","user_id":"99409"},{"user_id":"26718","volume":5,"page":"215-229","_id":"48596","language":[{"iso":"ger"}],"date_updated":"2024-07-23T13:05:48Z","intvolume":"         5","title":"„FInDig“: Fach – Inklusion – Digitalisierung vernetzen. Ein Planungs- und Reflexionsmodell für die Lehrkräftebildung","status":"public","year":"2023","author":[{"id":"60267","full_name":"Häsel-Weide, Uta","last_name":"Häsel-Weide","first_name":"Uta"},{"full_name":"Schmidt, R.","first_name":"R.","last_name":"Schmidt"},{"full_name":"Büker, Petra","first_name":"Petra","last_name":"Büker","id":"21978"}],"type":"journal_article","department":[{"_id":"543"},{"_id":"458"}],"date_created":"2023-11-02T11:22:34Z","related_material":{"link":[{"url":"https://doi.org/10.11576/pflb-6763 ","relation":"original"}]},"publication":"Zeitschrift für Schul- und Professionsentwicklung (PFLB)","issue":"1","citation":{"bibtex":"@article{Häsel-Weide_Schmidt_Büker_2023, title={„FInDig“: Fach – Inklusion – Digitalisierung vernetzen. Ein Planungs- und Reflexionsmodell für die Lehrkräftebildung}, volume={5}, number={1}, journal={Zeitschrift für Schul- und Professionsentwicklung (PFLB)}, author={Häsel-Weide, Uta and Schmidt, R. and Büker, Petra}, year={2023}, pages={215–229} }","ama":"Häsel-Weide U, Schmidt R, Büker P. „FInDig“: Fach – Inklusion – Digitalisierung vernetzen. Ein Planungs- und Reflexionsmodell für die Lehrkräftebildung. <i>Zeitschrift für Schul- und Professionsentwicklung (PFLB)</i>. 2023;5(1):215-229.","mla":"Häsel-Weide, Uta, et al. “„FInDig“: Fach – Inklusion – Digitalisierung vernetzen. Ein Planungs- und Reflexionsmodell für die Lehrkräftebildung.” <i>Zeitschrift für Schul- und Professionsentwicklung (PFLB)</i>, vol. 5, no. 1, 2023, pp. 215–29.","short":"U. Häsel-Weide, R. Schmidt, P. Büker, Zeitschrift für Schul- und Professionsentwicklung (PFLB) 5 (2023) 215–229.","chicago":"Häsel-Weide, Uta, R. Schmidt, and Petra Büker. “„FInDig“: Fach – Inklusion – Digitalisierung vernetzen. Ein Planungs- und Reflexionsmodell für die Lehrkräftebildung.” <i>Zeitschrift für Schul- und Professionsentwicklung (PFLB)</i> 5, no. 1 (2023): 215–29.","ieee":"U. Häsel-Weide, R. Schmidt, and P. Büker, “„FInDig“: Fach – Inklusion – Digitalisierung vernetzen. Ein Planungs- und Reflexionsmodell für die Lehrkräftebildung,” <i>Zeitschrift für Schul- und Professionsentwicklung (PFLB)</i>, vol. 5, no. 1, pp. 215–229, 2023.","apa":"Häsel-Weide, U., Schmidt, R., &#38; Büker, P. (2023). „FInDig“: Fach – Inklusion – Digitalisierung vernetzen. 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Reziprokes Peer-Tutoring zur Förderung von Schüler*innen mit Schwierigkeiten beim Mathematiklernen. In: <i>Mathematica Didactica, 46</i>. ; 2023. doi:<a href=\"https://doi.org/10.18716/ojs/md/2023.1671\">https://doi.org/10.18716/ojs/md/2023.1671</a>","bibtex":"@inbook{Vitt_Häsel-Weide_2023, title={Reziprokes Peer-Tutoring zur Förderung von Schüler*innen mit Schwierigkeiten beim Mathematiklernen.}, DOI={<a href=\"https://doi.org/10.18716/ojs/md/2023.1671\">https://doi.org/10.18716/ojs/md/2023.1671</a>}, booktitle={Mathematica Didactica, 46}, author={Vitt, Vivian and Häsel-Weide, Uta}, year={2023} }","apa":"Vitt, V., &#38; Häsel-Weide, U. (2023). Reziprokes Peer-Tutoring zur Förderung von Schüler*innen mit Schwierigkeiten beim Mathematiklernen. In <i>Mathematica Didactica, 46</i>. <a href=\"https://doi.org/10.18716/ojs/md/2023.1671\">https://doi.org/10.18716/ojs/md/2023.1671</a>","ieee":"V. Vitt and U. Häsel-Weide, “Reziprokes Peer-Tutoring zur Förderung von Schüler*innen mit Schwierigkeiten beim Mathematiklernen.,” in <i>Mathematica Didactica, 46</i>, 2023.","short":"V. Vitt, U. Häsel-Weide, in: Mathematica Didactica, 46, 2023.","chicago":"Vitt, Vivian, and Uta Häsel-Weide. “Reziprokes Peer-Tutoring Zur Förderung von Schüler*innen Mit Schwierigkeiten Beim Mathematiklernen.” In <i>Mathematica Didactica, 46</i>, 2023. <a href=\"https://doi.org/10.18716/ojs/md/2023.1671\">https://doi.org/10.18716/ojs/md/2023.1671</a>."},"date_created":"2023-03-30T10:06:24Z","type":"book_chapter","department":[{"_id":"543"}]},{"date_created":"2023-06-22T09:28:22Z","type":"journal_article","department":[{"_id":"543"}],"issue":"339","publication":"Die Grundschulzeitschrift","citation":{"bibtex":"@article{Häsel-Weide_2023, title={ Inklusiver Mathematikunterricht. Mathematiklernen in Vielfalt von Kompetenzen, Wegen und Lernsituationen}, number={339}, journal={Die Grundschulzeitschrift}, publisher={Friedrich Verlag}, author={Häsel-Weide, Uta}, year={2023}, pages={6–11} }","ama":"Häsel-Weide U.  Inklusiver Mathematikunterricht. Mathematiklernen in Vielfalt von Kompetenzen, Wegen und Lernsituationen. <i>Die Grundschulzeitschrift</i>. 2023;(339):6-11.","mla":"Häsel-Weide, Uta. “ Inklusiver Mathematikunterricht. Mathematiklernen in Vielfalt von Kompetenzen, Wegen und Lernsituationen.” <i>Die Grundschulzeitschrift</i>, no. 339, Friedrich Verlag, 2023, pp. 6–11.","short":"U. Häsel-Weide, Die Grundschulzeitschrift (2023) 6–11.","chicago":"Häsel-Weide, Uta. “ Inklusiver Mathematikunterricht. Mathematiklernen in Vielfalt von Kompetenzen, Wegen und Lernsituationen.” <i>Die Grundschulzeitschrift</i>, no. 339 (2023): 6–11.","ieee":"U. Häsel-Weide, “ Inklusiver Mathematikunterricht. Mathematiklernen in Vielfalt von Kompetenzen, Wegen und Lernsituationen,” <i>Die Grundschulzeitschrift</i>, no. 339, pp. 6–11, 2023.","apa":"Häsel-Weide, U. (2023).  Inklusiver Mathematikunterricht. Mathematiklernen in Vielfalt von Kompetenzen, Wegen und Lernsituationen. <i>Die Grundschulzeitschrift</i>, <i>339</i>, 6–11."},"related_material":{"link":[{"relation":"other","url":"https://www.friedrich-verlag.de/grundschule/die-grundschulzeitschrift/mathematikunterricht-inklusiv-5991"}]},"page":"6-11","publisher":"Friedrich Verlag","_id":"45712","language":[{"iso":"ger"}],"user_id":"44184","year":"2023","status":"public","title":" Inklusiver Mathematikunterricht. Mathematiklernen in Vielfalt von Kompetenzen, Wegen und Lernsituationen","author":[{"id":"60267","first_name":"Uta","last_name":"Häsel-Weide","full_name":"Häsel-Weide, Uta"}],"date_updated":"2023-06-22T09:34:13Z"},{"user_id":"44184","publisher":"Friedrich Verlag","_id":"45713","language":[{"iso":"ger"}],"page":"20-23","date_updated":"2023-06-22T09:34:18Z","author":[{"first_name":"Lara Marie","last_name":"Graf","full_name":"Graf, Lara Marie","id":"89837"},{"id":"61635","first_name":"Inga","last_name":"Wienhues","full_name":"Wienhues, Inga"},{"id":"60267","full_name":"Häsel-Weide, Uta","first_name":"Uta","last_name":"Häsel-Weide"}],"year":"2023","status":"public","title":"Addition und Subtraktion verstehen","department":[{"_id":"543"}],"type":"journal_article","date_created":"2023-06-22T09:33:59Z","related_material":{"link":[{"url":"https://www.friedrich-verlag.de/grundschule/die-grundschulzeitschrift/mathematikunterricht-inklusiv-5991","relation":"other"}]},"citation":{"mla":"Graf, Lara Marie, et al. “Addition und Subtraktion verstehen.” <i>Die Grundschulzeitschrift</i>, no. 339, Friedrich Verlag, 2023, pp. 20–23.","bibtex":"@article{Graf_Wienhues_Häsel-Weide_2023, title={Addition und Subtraktion verstehen}, number={339}, journal={Die Grundschulzeitschrift}, publisher={Friedrich Verlag}, author={Graf, Lara Marie and Wienhues, Inga and Häsel-Weide, Uta}, year={2023}, pages={20–23} }","ama":"Graf LM, Wienhues I, Häsel-Weide U. Addition und Subtraktion verstehen. <i>Die Grundschulzeitschrift</i>. 2023;(339):20-23.","ieee":"L. M. Graf, I. Wienhues, and U. Häsel-Weide, “Addition und Subtraktion verstehen,” <i>Die Grundschulzeitschrift</i>, no. 339, pp. 20–23, 2023.","apa":"Graf, L. M., Wienhues, I., &#38; Häsel-Weide, U. (2023). Addition und Subtraktion verstehen. <i>Die Grundschulzeitschrift</i>, <i>339</i>, 20–23.","chicago":"Graf, Lara Marie, Inga Wienhues, and Uta Häsel-Weide. “Addition und Subtraktion verstehen.” <i>Die Grundschulzeitschrift</i>, no. 339 (2023): 20–23.","short":"L.M. Graf, I. Wienhues, U. Häsel-Weide, Die Grundschulzeitschrift (2023) 20–23."},"issue":"339","publication":"Die Grundschulzeitschrift"},{"citation":{"ieee":"I. Schwerin and U. Häsel-Weide, “Second grader´s understanding of doubling and halfing in various representations,” in <i>International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education</i>, Prag, 2023, pp. 297–305.","mla":"Schwerin, Imke, and Uta Häsel-Weide. “Second Grader´s Understanding of Doubling and Halfing in Various Representations.” <i>International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education</i>, edited by J. Novotna and H. Moraova, Charles University, 2023, pp. 297–305.","apa":"Schwerin, I., &#38; Häsel-Weide, U. (2023). Second grader´s understanding of doubling and halfing in various representations. In J. Novotna &#38; H. Moraova (Eds.), <i>International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education</i> (pp. 297–305). Charles University.","bibtex":"@inproceedings{Schwerin_Häsel-Weide_2023, title={Second grader´s understanding of doubling and halfing in various representations}, booktitle={International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education}, publisher={Charles University}, author={Schwerin, Imke and Häsel-Weide, Uta}, editor={Novotna, J. and Moraova, H.}, year={2023}, pages={297–305} }","chicago":"Schwerin, Imke, and Uta Häsel-Weide. “Second Grader´s Understanding of Doubling and Halfing in Various Representations.” In <i>International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education</i>, edited by J. Novotna and H. Moraova, 297–305. Charles University, 2023.","short":"I. Schwerin, U. Häsel-Weide, in: J. Novotna, H. Moraova (Eds.), International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education, Charles University, 2023, pp. 297–305.","ama":"Schwerin I, Häsel-Weide U. Second grader´s understanding of doubling and halfing in various representations. In: Novotna J, Moraova H, eds. <i>International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education</i>. Charles University; 2023:297-305."},"publication":"International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education","date_created":"2023-08-30T09:40:23Z","department":[{"_id":"543"}],"type":"conference","conference":{"location":"Prag","name":"International Symposium in Elementary Mathematics Teaching"},"author":[{"full_name":"Schwerin, Imke","first_name":"Imke","last_name":"Schwerin","id":"48912"},{"last_name":"Häsel-Weide","first_name":"Uta","full_name":"Häsel-Weide, Uta","id":"60267"}],"year":"2023","status":"public","title":"Second grader´s understanding of doubling and halfing in various representations","date_updated":"2023-08-30T09:55:41Z","_id":"46757","language":[{"iso":"eng"}],"publisher":"Charles University","page":"297-305","editor":[{"first_name":"J.","last_name":"Novotna","full_name":"Novotna, J."},{"full_name":"Moraova, H.","last_name":"Moraova","first_name":"H."}],"user_id":"44184"},{"date_updated":"2023-08-30T09:55:46Z","author":[{"first_name":"Rebekka","last_name":"Schmidt","full_name":"Schmidt, Rebekka","id":"58565"},{"full_name":"Tenberge, Claudia","last_name":"Tenberge","first_name":"Claudia","id":"67302"},{"last_name":"Häsel-Weide","first_name":"Uta","full_name":"Häsel-Weide, Uta","id":"60267"}],"status":"public","title":"Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern","year":"2023","editor":[{"first_name":"N.","last_name":"Vöing","full_name":"Vöing, N."},{"first_name":"R.","last_name":"Schmidt","full_name":"Schmidt, R."},{"full_name":"Neiske, I.","first_name":"I.","last_name":"Neiske"}],"user_id":"44184","_id":"46758","publisher":"Visual Ink Publishing","language":[{"iso":"ger"}],"page":"297-318","citation":{"apa":"Schmidt, R., Tenberge, C., &#38; Häsel-Weide, U. (2023). Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern. In N. Vöing, R. Schmidt, &#38; I. Neiske (Eds.), <i>Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre</i> (pp. 297–318). Visual Ink Publishing.","ieee":"R. Schmidt, C. Tenberge, and U. Häsel-Weide, “Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern,” in <i>Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre</i>, N. Vöing, R. Schmidt, and I. Neiske, Eds. Visual Ink Publishing, 2023, pp. 297–318.","short":"R. Schmidt, C. Tenberge, U. Häsel-Weide, in: N. Vöing, R. Schmidt, I. Neiske (Eds.), Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre, Visual Ink Publishing, 2023, pp. 297–318.","chicago":"Schmidt, Rebekka, Claudia Tenberge, and Uta Häsel-Weide. “Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern.” In <i>Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre</i>, edited by N. Vöing, R. Schmidt, and I. Neiske, 297–318. Visual Ink Publishing, 2023.","mla":"Schmidt, Rebekka, et al. “Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern.” <i>Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre</i>, edited by N. Vöing et al., Visual Ink Publishing, 2023, pp. 297–318.","ama":"Schmidt R, Tenberge C, Häsel-Weide U. Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern. In: Vöing N, Schmidt R, Neiske I, eds. <i>Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre</i>. Visual Ink Publishing; 2023:297-318.","bibtex":"@inbook{Schmidt_Tenberge_Häsel-Weide_2023, title={Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern}, booktitle={Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre}, publisher={Visual Ink Publishing}, author={Schmidt, Rebekka and Tenberge, Claudia and Häsel-Weide, Uta}, editor={Vöing, N. and Schmidt, R. and Neiske, I.}, year={2023}, pages={297–318} }"},"publication":"Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre","department":[{"_id":"543"}],"type":"book_chapter","date_created":"2023-08-30T09:54:47Z"},{"page":"737-751","publisher":"Springer Science and Business Media LLC","_id":"56200","user_id":"37888","volume":55,"status":"public","citation":{"short":"M. Hoffmann, R. Biehler, ZDM – Mathematics Education 55 (2023) 737–751.","chicago":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” <i>ZDM – Mathematics Education</i> 55, no. 4 (2023): 737–51. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>.","ieee":"M. Hoffmann and R. Biehler, “Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course,” <i>ZDM – Mathematics Education</i>, vol. 55, no. 4, pp. 737–751, 2023, doi: <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>.","apa":"Hoffmann, M., &#38; Biehler, R. (2023). Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. <i>ZDM – Mathematics Education</i>, <i>55</i>(4), 737–751. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>","bibtex":"@article{Hoffmann_Biehler_2023, title={Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course}, volume={55}, DOI={<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>}, number={4}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Hoffmann, Max and Biehler, Rolf}, year={2023}, pages={737–751} }","ama":"Hoffmann M, Biehler R. Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. <i>ZDM – Mathematics Education</i>. 2023;55(4):737-751. doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>","mla":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” <i>ZDM – Mathematics Education</i>, vol. 55, no. 4, Springer Science and Business Media LLC, 2023, pp. 737–51, doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>."},"main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11858-023-01505-3"}],"language":[{"iso":"eng"}],"doi":"10.1007/s11858-023-01505-3","title":"Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course","year":"2023","publication_identifier":{"issn":["1863-9690","1863-9704"]},"author":[{"first_name":"Max","last_name":"Hoffmann","orcid":"0000-0002-6964-7123","full_name":"Hoffmann, Max","id":"32202"},{"full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf","id":"16274"}],"date_updated":"2024-09-25T08:26:34Z","publication_status":"published","intvolume":"        55","date_created":"2024-09-23T07:51:34Z","type":"journal_article","department":[{"_id":"363"}],"publication":"ZDM – Mathematics Education","issue":"4","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Intending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “<jats:italic>interface ePortfolio</jats:italic>” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of <jats:italic>profession orientation</jats:italic>. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers.</jats:p>"}]},{"user_id":"85820","doi":"10.1007/s13138-022-00214-w","_id":"40607","language":[{"iso":"eng"}],"publisher":"Springer Science and Business Media LLC","publication_status":"published","date_updated":"2025-01-15T08:36:09Z","author":[{"first_name":"Jennifer","last_name":"Dröse","full_name":"Dröse, Jennifer"},{"full_name":"Prediger, Susanne","first_name":"Susanne","last_name":"Prediger"}],"publication_identifier":{"issn":["0173-5322","1869-2699"]},"year":"2023","status":"public","title":"Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements","department":[{"_id":"98"}],"keyword":["Education","General Mathematics"],"type":"journal_article","date_created":"2023-01-27T18:47:24Z","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Teachers’ in-depth diagnostic thinking has been shown to be crucial for student-centered teaching as they need to perceive and interpret students’ understanding for well-informed decision-making on adaptive teaching practices. The paper presents a content-related approach to analyzing diagnostic thinking processes with respect to the mathematical knowledge elements that prospective teachers identify as students’ resources and obstacles. Prospective teachers’ challenge is that some relevant knowledge elements first have to be unpacked, because compact concepts (such as the place value concept) or procedures (such as for multi-digit multiplication) comprise several smaller knowledge elements (such as the positional property) that have to be made explicit for students to foster their learning processes adequately. Our study examines what knowledge elements prospective teachers perceive and interpret in a transcript vignettes on multi-digit multiplication (of decimal and natural numbers) and its underlying basic arithmetic concepts (place value understanding and meaning of multiplication) in written diagnostic judgments on students’ resources and obstacles (<jats:italic>N</jats:italic> = 196). A comparative design within the vignette is used to investigate how far the process of perceiving can be supported by thematic cues. The analysis reveals that those knowledge elements cued in the vignette by being already unpacked and explicitly addressed are perceived and interpreted more often (but with lower correctness) than those that are uncued and therefore have to be unpacked by the prospective teachers themselves. This confirms the need to prepare prospective teachers for unpacking mathematical concepts themselves.</jats:p>"}],"quality_controlled":"1","citation":{"ieee":"J. Dröse and S. Prediger, “Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements,” <i>Journal für Mathematik-Didaktik</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s13138-022-00214-w\">10.1007/s13138-022-00214-w</a>.","mla":"Dröse, Jennifer, and Susanne Prediger. “Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements.” <i>Journal Für Mathematik-Didaktik</i>, Springer Science and Business Media LLC, 2023, doi:<a href=\"https://doi.org/10.1007/s13138-022-00214-w\">10.1007/s13138-022-00214-w</a>.","apa":"Dröse, J., &#38; Prediger, S. (2023). Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements. <i>Journal Für Mathematik-Didaktik</i>. <a href=\"https://doi.org/10.1007/s13138-022-00214-w\">https://doi.org/10.1007/s13138-022-00214-w</a>","bibtex":"@article{Dröse_Prediger_2023, title={Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements}, DOI={<a href=\"https://doi.org/10.1007/s13138-022-00214-w\">10.1007/s13138-022-00214-w</a>}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Dröse, Jennifer and Prediger, Susanne}, year={2023} }","ama":"Dröse J, Prediger S. Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements. <i>Journal für Mathematik-Didaktik</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s13138-022-00214-w\">10.1007/s13138-022-00214-w</a>","short":"J. Dröse, S. Prediger, Journal Für Mathematik-Didaktik (2023).","chicago":"Dröse, Jennifer, and Susanne Prediger. “Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements.” <i>Journal Für Mathematik-Didaktik</i>, 2023. <a href=\"https://doi.org/10.1007/s13138-022-00214-w\">https://doi.org/10.1007/s13138-022-00214-w</a>."},"publication":"Journal für Mathematik-Didaktik"}]