[{"title":"Second grader´s understanding of doubling and halfing in various representations","conference":{"location":"Prag","name":"International Symposium in Elementary Mathematics Teaching"},"publisher":"Charles University","date_updated":"2023-08-30T09:55:41Z","author":[{"first_name":"Imke","full_name":"Schwerin, Imke","id":"48912","last_name":"Schwerin"},{"id":"60267","full_name":"Häsel-Weide, Uta","last_name":"Häsel-Weide","first_name":"Uta"}],"date_created":"2023-08-30T09:40:23Z","year":"2023","citation":{"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.","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} }","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.","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.","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.","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."},"page":"297-305","language":[{"iso":"eng"}],"_id":"46757","user_id":"44184","department":[{"_id":"543"}],"editor":[{"first_name":"J.","full_name":"Novotna, J.","last_name":"Novotna"},{"first_name":"H.","last_name":"Moraova","full_name":"Moraova, H."}],"status":"public","type":"conference","publication":"International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education"},{"title":"Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern","date_updated":"2023-08-30T09:55:46Z","publisher":"Visual Ink Publishing","date_created":"2023-08-30T09:54:47Z","author":[{"id":"58565","full_name":"Schmidt, Rebekka","last_name":"Schmidt","first_name":"Rebekka"},{"first_name":"Claudia","id":"67302","full_name":"Tenberge, Claudia","last_name":"Tenberge"},{"first_name":"Uta","full_name":"Häsel-Weide, Uta","id":"60267","last_name":"Häsel-Weide"}],"year":"2023","citation":{"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.","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.","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.","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.","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} }","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.","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."},"page":"297-318","language":[{"iso":"ger"}],"_id":"46758","user_id":"44184","department":[{"_id":"543"}],"editor":[{"last_name":"Vöing","full_name":"Vöing, N.","first_name":"N."},{"first_name":"R.","full_name":"Schmidt, R.","last_name":"Schmidt"},{"first_name":"I.","last_name":"Neiske","full_name":"Neiske, I."}],"status":"public","type":"book_chapter","publication":"Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre"},{"department":[{"_id":"363"}],"user_id":"37888","_id":"56200","type":"journal_article","status":"public","volume":55,"author":[{"first_name":"Max","orcid":"0000-0002-6964-7123","last_name":"Hoffmann","id":"32202","full_name":"Hoffmann, Max"},{"first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274"}],"date_updated":"2024-09-25T08:26:34Z","doi":"10.1007/s11858-023-01505-3","main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11858-023-01505-3"}],"publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","intvolume":"        55","page":"737-751","citation":{"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>.","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>.","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>","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>","short":"M. Hoffmann, R. Biehler, ZDM – Mathematics Education 55 (2023) 737–751.","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} }","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>."},"language":[{"iso":"eng"}],"publication":"ZDM – Mathematics Education","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>"}],"date_created":"2024-09-23T07:51:34Z","publisher":"Springer Science and Business Media LLC","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","issue":"4","year":"2023"},{"citation":{"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} }","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>.","short":"J. Dröse, S. Prediger, Journal Für Mathematik-Didaktik (2023).","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>.","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>.","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>"},"year":"2023","quality_controlled":"1","publication_identifier":{"issn":["0173-5322","1869-2699"]},"publication_status":"published","doi":"10.1007/s13138-022-00214-w","title":"Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements","date_created":"2023-01-27T18:47:24Z","author":[{"first_name":"Jennifer","full_name":"Dröse, Jennifer","last_name":"Dröse"},{"full_name":"Prediger, Susanne","last_name":"Prediger","first_name":"Susanne"}],"publisher":"Springer Science and Business Media LLC","date_updated":"2025-01-15T08:36:09Z","status":"public","abstract":[{"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>","lang":"eng"}],"publication":"Journal für Mathematik-Didaktik","type":"journal_article","language":[{"iso":"eng"}],"keyword":["Education","General Mathematics"],"department":[{"_id":"98"}],"user_id":"85820","_id":"40607"},{"language":[{"iso":"eng"}],"_id":"45374","user_id":"85820","department":[{"_id":"98"}],"status":"public","type":"journal_article","publication":"Journal of Mathematics Teacher Education","title":"Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth","doi":"https://doi.org/10.1007/s10857-022-09538-3","date_updated":"2025-01-15T08:34:36Z","author":[{"full_name":"Prediger, S.","last_name":"Prediger","first_name":"S."},{"id":"85820","full_name":"Dröse, Jennifer","last_name":"Dröse","first_name":"Jennifer"},{"full_name":"Stahnke, R.","last_name":"Stahnke","first_name":"R."},{"full_name":"Ademmer, C.","last_name":"Ademmer","first_name":"C."}],"date_created":"2023-05-31T06:27:51Z","year":"2023","citation":{"ama":"Prediger S, Dröse J, Stahnke R, Ademmer C. Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth. <i>Journal of Mathematics Teacher Education</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s10857-022-09538-3\">https://doi.org/10.1007/s10857-022-09538-3</a>","ieee":"S. Prediger, J. Dröse, R. Stahnke, and C. Ademmer, “Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth,” <i>Journal of Mathematics Teacher Education</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s10857-022-09538-3\">https://doi.org/10.1007/s10857-022-09538-3</a>.","chicago":"Prediger, S., Jennifer Dröse, R. Stahnke, and C. Ademmer. “Teacher Expertise for Fostering At-Risk Students’ Understanding of Basic Concepts: Conceptual Model and Evidence for Growth.” <i>Journal of Mathematics Teacher Education</i>, 2023. <a href=\"https://doi.org/10.1007/s10857-022-09538-3\">https://doi.org/10.1007/s10857-022-09538-3</a>.","apa":"Prediger, S., Dröse, J., Stahnke, R., &#38; Ademmer, C. (2023). Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth. <i>Journal of Mathematics Teacher Education</i>. <a href=\"https://doi.org/10.1007/s10857-022-09538-3\">https://doi.org/10.1007/s10857-022-09538-3</a>","short":"S. Prediger, J. Dröse, R. Stahnke, C. Ademmer, Journal of Mathematics Teacher Education (2023).","bibtex":"@article{Prediger_Dröse_Stahnke_Ademmer_2023, title={Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth}, DOI={<a href=\"https://doi.org/10.1007/s10857-022-09538-3\">https://doi.org/10.1007/s10857-022-09538-3</a>}, journal={Journal of Mathematics Teacher Education}, author={Prediger, S. and Dröse, Jennifer and Stahnke, R. and Ademmer, C.}, year={2023} }","mla":"Prediger, S., et al. “Teacher Expertise for Fostering At-Risk Students’ Understanding of Basic Concepts: Conceptual Model and Evidence for Growth.” <i>Journal of Mathematics Teacher Education</i>, 2023, doi:<a href=\"https://doi.org/10.1007/s10857-022-09538-3\">https://doi.org/10.1007/s10857-022-09538-3</a>."},"quality_controlled":"1"},{"article_number":"104270","keyword":["Education"],"language":[{"iso":"eng"}],"_id":"46155","user_id":"72183","department":[{"_id":"611"}],"status":"public","type":"journal_article","publication":"Teaching and Teacher Education","title":"Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?","doi":"10.1016/j.tate.2023.104270","publisher":"Elsevier BV","date_updated":"2025-06-02T12:59:11Z","date_created":"2023-07-26T08:55:26Z","author":[{"last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183","first_name":"Julia"},{"first_name":"Maike","last_name":"Hagena","full_name":"Hagena, Maike"},{"last_name":"Gasteiger","full_name":"Gasteiger, Hedwig","first_name":"Hedwig"}],"volume":132,"year":"2023","citation":{"ama":"Bruns J, Hagena M, Gasteiger H. Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? <i>Teaching and Teacher Education</i>. 2023;132. doi:<a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>","ieee":"J. Bruns, M. Hagena, and H. Gasteiger, “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?,” <i>Teaching and Teacher Education</i>, vol. 132, Art. no. 104270, 2023, doi: <a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>.","chicago":"Bruns, Julia, Maike Hagena, and Hedwig Gasteiger. “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?” <i>Teaching and Teacher Education</i> 132 (2023). <a href=\"https://doi.org/10.1016/j.tate.2023.104270\">https://doi.org/10.1016/j.tate.2023.104270</a>.","apa":"Bruns, J., Hagena, M., &#38; Gasteiger, H. (2023). Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? <i>Teaching and Teacher Education</i>, <i>132</i>, Article 104270. <a href=\"https://doi.org/10.1016/j.tate.2023.104270\">https://doi.org/10.1016/j.tate.2023.104270</a>","mla":"Bruns, Julia, et al. “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?” <i>Teaching and Teacher Education</i>, vol. 132, 104270, Elsevier BV, 2023, doi:<a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>.","short":"J. Bruns, M. Hagena, H. Gasteiger, Teaching and Teacher Education 132 (2023).","bibtex":"@article{Bruns_Hagena_Gasteiger_2023, title={Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?}, volume={132}, DOI={<a href=\"https://doi.org/10.1016/j.tate.2023.104270\">10.1016/j.tate.2023.104270</a>}, number={104270}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Bruns, Julia and Hagena, Maike and Gasteiger, Hedwig}, year={2023} }"},"intvolume":"       132","publication_status":"published","publication_identifier":{"issn":["0742-051X"]}},{"department":[{"_id":"983"}],"user_id":"93843","_id":"59984","language":[{"iso":"eng"}],"publication":"Thirteenth Congress of the European Society for Research in Mathematics (CERME13)","type":"conference","status":"public","author":[{"last_name":"Garnelo Abellanas","id":"93843","full_name":"Garnelo Abellanas, Irene","first_name":"Irene"},{"full_name":"Liebendörfer, Michael","last_name":"Liebendörfer","first_name":"Michael"}],"date_created":"2025-05-19T07:19:01Z","date_updated":"2026-01-15T10:36:11Z","conference":{"location":"Budapest","name":"Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)"},"title":"Introducing mathematics undergraduate students to the theorem prover lean","related_material":{"link":[{"relation":"confirmation","url":"https://hal.science/hal-04406679v1/file/TWG_14-Garnelo-218.pdf"}]},"citation":{"mla":"Garnelo Abellanas, Irene, and Michael Liebendörfer. “Introducing Mathematics Undergraduate Students to the Theorem Prover Lean.” <i>Thirteenth Congress of the European Society for Research in Mathematics (CERME13)</i>, 2023.","bibtex":"@inproceedings{Garnelo Abellanas_Liebendörfer_2023, title={Introducing mathematics undergraduate students to the theorem prover lean}, booktitle={Thirteenth Congress of the European Society for Research in Mathematics (CERME13)}, author={Garnelo Abellanas, Irene and Liebendörfer, Michael}, year={2023} }","short":"I. Garnelo Abellanas, M. Liebendörfer, in: Thirteenth Congress of the European Society for Research in Mathematics (CERME13), 2023.","apa":"Garnelo Abellanas, I., &#38; Liebendörfer, M. (2023). Introducing mathematics undergraduate students to the theorem prover lean. <i>Thirteenth Congress of the European Society for Research in Mathematics (CERME13)</i>. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Budapest.","ieee":"I. Garnelo Abellanas and M. Liebendörfer, “Introducing mathematics undergraduate students to the theorem prover lean,” presented at the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Budapest, 2023.","chicago":"Garnelo Abellanas, Irene, and Michael Liebendörfer. “Introducing Mathematics Undergraduate Students to the Theorem Prover Lean.” In <i>Thirteenth Congress of the European Society for Research in Mathematics (CERME13)</i>, 2023.","ama":"Garnelo Abellanas I, Liebendörfer M. 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Forschung und Praxis}, author={Dröse, Jennifer and Neugebauer, P. and Delucchi Danhier, R. and Mertins, B.}, editor={Kleine, P. and Graulich, N. and Kuhn, J. and Schindler, M.}, year={2022}, pages={209–225} }","mla":"Dröse, Jennifer, et al. “Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen.” <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis</i>, edited by P. Kleine et al., 2022, pp. 209–25, doi:<a href=\"https://doi.org/10.1007/978-3-662-63214-7\">https://doi.org/10.1007/978-3-662-63214-7</a>.","apa":"Dröse, J., Neugebauer, P., Delucchi Danhier, R., &#38; Mertins, B. (2022). Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen. In P. Kleine, N. Graulich, J. Kuhn, &#38; M. Schindler (Eds.), <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis</i> (pp. 209–225). <a href=\"https://doi.org/10.1007/978-3-662-63214-7\">https://doi.org/10.1007/978-3-662-63214-7</a>"},"page":"209-225","date_updated":"2023-11-02T08:07:31Z","author":[{"first_name":"Jennifer","last_name":"Dröse","full_name":"Dröse, Jennifer","id":"85820"},{"first_name":"P.","full_name":"Neugebauer, P.","last_name":"Neugebauer"},{"last_name":"Delucchi Danhier","full_name":"Delucchi Danhier, R.","first_name":"R."},{"full_name":"Mertins, B.","last_name":"Mertins","first_name":"B."}],"date_created":"2023-05-31T06:22:21Z","title":"Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen","doi":"https://doi.org/10.1007/978-3-662-63214-7"},{"user_id":"85820","department":[{"_id":"98"}],"_id":"45378","language":[{"iso":"eng"}],"type":"conference","publication":"Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME","status":"public","editor":[{"first_name":"C.","full_name":"Fernandez, C.","last_name":"Fernandez"},{"last_name":"Llinares","full_name":"Llinares, S.","first_name":"S."},{"first_name":"A.","last_name":"Gutiérrez","full_name":"Gutiérrez, A."},{"full_name":"Planas, N.","last_name":"Planas","first_name":"N."}],"author":[{"last_name":"Dröse","id":"85820","full_name":"Dröse, Jennifer","first_name":"Jennifer"},{"id":"85190","full_name":"Wessel, Lena","last_name":"Wessel","first_name":"Lena"}],"date_created":"2023-05-31T06:54:24Z","date_updated":"2023-11-02T08:05:31Z","title":"Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task","quality_controlled":"1","citation":{"apa":"Dröse, J., &#38; Wessel, L. (2022). Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task. In C. Fernandez, S. Llinares, A. Gutiérrez, &#38; N. Planas (Eds.), <i>Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME</i>.","short":"J. Dröse, L. Wessel, in: C. Fernandez, S. Llinares, A. Gutiérrez, N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME, 2022.","bibtex":"@inproceedings{Dröse_Wessel_2022, title={Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task}, booktitle={Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME}, author={Dröse, Jennifer and Wessel, Lena}, editor={Fernandez, C. and Llinares, S. and Gutiérrez, A. and Planas, N.}, year={2022} }","mla":"Dröse, Jennifer, and Lena Wessel. “Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task.” <i>Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME</i>, edited by C. Fernandez et al., 2022.","chicago":"Dröse, Jennifer, and Lena Wessel. “Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task.” In <i>Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME</i>, edited by C. Fernandez, S. Llinares, A. Gutiérrez, and N. Planas, 2022.","ieee":"J. Dröse and L. Wessel, “Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task,” in <i>Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME</i>, 2022.","ama":"Dröse J, Wessel L. Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task. In: Fernandez C, Llinares S, Gutiérrez A, Planas N, eds. <i>Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME</i>. ; 2022."},"year":"2022"},{"publisher":"WTM","date_updated":"2024-04-09T10:56:58Z","author":[{"first_name":"Gerda","last_name":"Werth","full_name":"Werth, Gerda","id":"578"}],"date_created":"2024-03-14T11:17:56Z","title":"Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings","conference":{"end_date":"2022-09-02","location":"Frankfurt am. Main","name":"56. Jahrestagung der Gesellschaft für Didaktik der Mathematik","start_date":"2022-08-29"},"doi":"https://doi.org/10.37626/GA9783959872089.0","publication_status":"published","place":"Münster","year":"2022","citation":{"apa":"Werth, G. (2022). Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings. <i>Beiträge zum Mathematikunterricht</i>. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, Frankfurt am. Main. <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>","short":"G. Werth, in: Beiträge zum Mathematikunterricht, WTM, Münster, 2022.","mla":"Werth, Gerda. “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings.” <i>Beiträge zum Mathematikunterricht</i>, WTM, 2022, doi:<a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>.","bibtex":"@inproceedings{Werth_2022, place={Münster}, title={Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings}, DOI={<a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>}, booktitle={Beiträge zum Mathematikunterricht}, publisher={WTM}, author={Werth, Gerda}, year={2022} }","ama":"Werth G. Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings. In: <i>Beiträge zum Mathematikunterricht</i>. WTM; 2022. doi:<a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>","chicago":"Werth, Gerda. “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings.” In <i>Beiträge zum Mathematikunterricht</i>. Münster: WTM, 2022. <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>.","ieee":"G. Werth, “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings,” presented at the 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, Frankfurt am. Main, 2022, doi: <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>."},"_id":"52574","user_id":"578","department":[{"_id":"10"},{"_id":"98"},{"_id":"360"}],"language":[{"iso":"ger"}],"type":"conference","publication":"Beiträge zum Mathematikunterricht","status":"public"},{"has_accepted_license":"1","year":"2022","citation":{"mla":"Malik, Sara Naseem, and Sebastian Rezat. “Linguistic Features of Word Problems That Cause Difficulties for Learners across the Curriculum: A Literature Review.” <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>, ERME / Free University of Bozen-Bolzano, 2022.","bibtex":"@inproceedings{Malik_Rezat_2022, title={Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review}, booktitle={Proceedings on the Twelfth Congress on the European Society for research in Mathematics Education (CERME 12)}, publisher={ERME / Free University of Bozen-Bolzano}, author={Malik, Sara Naseem and Rezat, Sebastian}, year={2022} }","short":"S.N. Malik, S. Rezat, in: Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12), ERME / Free University of Bozen-Bolzano, 2022.","apa":"Malik, S. N., &#38; Rezat, S. (2022). Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review. <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>.","ieee":"S. N. Malik and S. Rezat, “Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review,” 2022.","chicago":"Malik, Sara Naseem, and Sebastian Rezat. “Linguistic Features of Word Problems That Cause Difficulties for Learners across the Curriculum: A Literature Review.” In <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>. ERME / Free University of Bozen-Bolzano, 2022.","ama":"Malik SN, Rezat S. Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review. In: <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>. ERME / Free University of Bozen-Bolzano; 2022."},"date_updated":"2024-04-18T08:03:54Z","publisher":"ERME / Free University of Bozen-Bolzano","author":[{"first_name":"Sara Naseem","id":"38640","full_name":"Malik, Sara Naseem","last_name":"Malik"},{"first_name":"Sebastian","last_name":"Rezat","id":"31132","full_name":"Rezat, Sebastian"}],"date_created":"2024-04-14T12:12:49Z","title":"Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review","publication":"Proceedings on the Twelfth Congress on the European Society for research in Mathematics Education (CERME 12)","type":"conference","status":"public","file":[{"success":1,"relation":"main_file","content_type":"application/pdf","file_size":390439,"access_level":"closed","file_id":"53481","file_name":"Malik_TWG09.pdf","date_updated":"2024-04-14T12:16:57Z","creator":"smalik","date_created":"2024-04-14T12:16:57Z"}],"_id":"53480","department":[{"_id":"360"}],"user_id":"31132","ddc":["370","510"],"language":[{"iso":"eng"}],"file_date_updated":"2024-04-14T12:16:57Z"},{"type":"journal_article","status":"public","_id":"44689","department":[{"_id":"360"}],"user_id":"31132","publication_identifier":{"issn":["1571-0068","1573-1774"]},"publication_status":"published","page":"215-236","intvolume":"        20","citation":{"apa":"Rezat, S., Malik, S. N., &#38; Leifeld, M. (2022). Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. <i>International Journal of Science and Mathematics Education</i>, <i>20</i>(S1), 215–236. <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">https://doi.org/10.1007/s10763-022-10309-y</a>","bibtex":"@article{Rezat_Malik_Leifeld_2022, title={Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation}, volume={20}, DOI={<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>}, number={S1}, journal={International Journal of Science and Mathematics Education}, publisher={Springer}, author={Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}, year={2022}, pages={215–236} }","short":"S. Rezat, S.N. Malik, M. Leifeld, International Journal of Science and Mathematics Education 20 (2022) 215–236.","mla":"Rezat, Sebastian, et al. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” <i>International Journal of Science and Mathematics Education</i>, vol. 20, no. S1, Springer, 2022, pp. 215–36, doi:<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>.","chicago":"Rezat, Sebastian, Sara Naseem Malik, and Markus Leifeld. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” <i>International Journal of Science and Mathematics Education</i> 20, no. S1 (2022): 215–36. <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">https://doi.org/10.1007/s10763-022-10309-y</a>.","ieee":"S. Rezat, S. N. Malik, and M. Leifeld, “Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation,” <i>International Journal of Science and Mathematics Education</i>, vol. 20, no. S1, pp. 215–236, 2022, doi: <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>.","ama":"Rezat S, Malik SN, Leifeld M. Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. <i>International Journal of Science and Mathematics Education</i>. 2022;20(S1):215-236. doi:<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>"},"date_updated":"2024-04-18T08:22:47Z","volume":20,"author":[{"id":"31132","full_name":"Rezat, Sebastian","last_name":"Rezat","first_name":"Sebastian"},{"last_name":"Malik","full_name":"Malik, Sara Naseem","id":"38640","first_name":"Sara Naseem"},{"last_name":"Leifeld","full_name":"Leifeld, Markus","first_name":"Markus"}],"doi":"10.1007/s10763-022-10309-y","publication":"International Journal of Science and Mathematics Education","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Even in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed.</jats:p>"}],"keyword":["General Mathematics","Education"],"language":[{"iso":"eng"}],"quality_controlled":"1","issue":"S1","year":"2022","publisher":"Springer","date_created":"2023-05-09T14:03:15Z","title":"Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation"},{"quality_controlled":"1","citation":{"short":"J. Dröse, B. Griese, L. Wessel, in: Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 2022.","mla":"Dröse, Jennifer, et al. “Prospective Teachers’ Diagnostic Judgments on Students’ Understanding of Conditional Probabilities.” <i>Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, 2022.","bibtex":"@inproceedings{Dröse_Griese_Wessel_2022, title={Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities}, booktitle={Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}, author={Dröse, Jennifer and Griese, Birgit and Wessel, Lena}, year={2022} }","apa":"Dröse, J., Griese, B., &#38; Wessel, L. (2022). Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities. <i>Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>. TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12), Bozen-Bolzano,Italy.","ama":"Dröse J, Griese B, Wessel L. Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities. In: <i>Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>. ; 2022.","ieee":"J. Dröse, B. Griese, and L. Wessel, “Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities,” presented at the TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12), Bozen-Bolzano,Italy, 2022.","chicago":"Dröse, Jennifer, Birgit Griese, and Lena Wessel. “Prospective Teachers’ Diagnostic Judgments on Students’ Understanding of Conditional Probabilities.” In <i>Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, 2022."},"year":"2022","date_created":"2023-10-23T10:56:02Z","author":[{"first_name":"Jennifer","last_name":"Dröse","full_name":"Dröse, Jennifer","id":"85820"},{"first_name":"Birgit","full_name":"Griese, Birgit","last_name":"Griese"},{"id":"85190","full_name":"Wessel, Lena","last_name":"Wessel","first_name":"Lena"}],"date_updated":"2024-04-18T08:59:49Z","conference":{"start_date":"Feb2022","name":"TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12)","location":"Bozen-Bolzano,Italy"},"main_file_link":[{"url":"https://hal.science/hal-03744585/"}],"title":"Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities","publication":"Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)","type":"conference","status":"public","department":[{"_id":"643"}],"user_id":"37888","_id":"48389","language":[{"iso":"eng"}]},{"year":"2022","page":"665-668","citation":{"bibtex":"@article{Dellori_Wessel_2022, title={Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra}, DOI={<a href=\"https://doi.org/10.17877/DE290R-23598\">10.17877/DE290R-23598</a>}, journal={Beiträge zum Mathematikunterricht 2022}, publisher={LibreCat University}, author={Dellori, Anna and Wessel, Lena}, year={2022}, pages={665–668} }","mla":"Dellori, Anna, and Lena Wessel. “Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra.” <i>Beiträge zum Mathematikunterricht 2022</i>, LibreCat University, 2022, pp. 665–68, doi:<a href=\"https://doi.org/10.17877/DE290R-23598\">10.17877/DE290R-23598</a>.","short":"A. Dellori, L. Wessel, Beiträge zum Mathematikunterricht 2022 (2022) 665–668.","apa":"Dellori, A., &#38; Wessel, L. (2022). Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra. <i>Beiträge zum Mathematikunterricht 2022</i>, 665–668. <a href=\"https://doi.org/10.17877/DE290R-23598\">https://doi.org/10.17877/DE290R-23598</a>","ieee":"A. Dellori and L. Wessel, “Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra,” <i>Beiträge zum Mathematikunterricht 2022</i>, pp. 665–668, 2022, doi: <a href=\"https://doi.org/10.17877/DE290R-23598\">10.17877/DE290R-23598</a>.","chicago":"Dellori, Anna, and Lena Wessel. “Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra.” <i>Beiträge zum Mathematikunterricht 2022</i>, 2022, 665–68. <a href=\"https://doi.org/10.17877/DE290R-23598\">https://doi.org/10.17877/DE290R-23598</a>.","ama":"Dellori A, Wessel L. Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra. <i>Beiträge zum Mathematikunterricht 2022</i>. Published online 2022:665-668. doi:<a href=\"https://doi.org/10.17877/DE290R-23598\">10.17877/DE290R-23598</a>"},"title":"Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra","doi":"10.17877/DE290R-23598","main_file_link":[{"url":"http://dx.doi.org/10.17877/DE290R-23598"}],"date_updated":"2024-04-18T09:14:52Z","publisher":"LibreCat University","date_created":"2023-10-19T09:37:24Z","author":[{"full_name":"Dellori, Anna","id":"57818","last_name":"Dellori","first_name":"Anna"},{"full_name":"Wessel, Lena","id":"85190","last_name":"Wessel","first_name":"Lena"}],"status":"public","publication":"Beiträge zum Mathematikunterricht 2022","type":"journal_article","language":[{"iso":"ger"}],"_id":"48325","department":[{"_id":"643"}],"user_id":"37888"}]