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Münster: Waxmann, 2022.","bibtex":"@inbook{Häsel-Weide_Seitz_Wallner_Wilke_2022, place={Münster}, title={Professionalisierung für inklusiven Mathematikunterricht. Interdisziplinäre Seminarkonzeption zur reflexiven Professionalisierung angehender Mathematiklehrkräfte in der Sekundarstufe}, booktitle={Qualifizierung für Inklusion. Sekundarstufe}, publisher={Waxmann}, author={Häsel-Weide, Uta and Seitz, S. and Wallner, Melina and Wilke, Y.}, editor={Lutz, D. and Becker, J. and Buchhaupt, F. and Katzenbach, D. and Strecker, A. and Urban, M.}, year={2022}, pages={83–100} }","mla":"Häsel-Weide, Uta, et al. “Professionalisierung für inklusiven Mathematikunterricht. Interdisziplinäre Seminarkonzeption zur reflexiven Professionalisierung angehender Mathematiklehrkräfte in der Sekundarstufe.” <i>Qualifizierung für Inklusion. Sekundarstufe</i>, edited by D. Lutz et al., Waxmann, 2022, pp. 83–100.","apa":"Häsel-Weide, U., Seitz, S., Wallner, M., &#38; Wilke, Y. (2022). Professionalisierung für inklusiven Mathematikunterricht. Interdisziplinäre Seminarkonzeption zur reflexiven Professionalisierung angehender Mathematiklehrkräfte in der Sekundarstufe. In D. Lutz, J. Becker, F. Buchhaupt, D. Katzenbach, A. Strecker, &#38; M. Urban (Eds.), <i>Qualifizierung für Inklusion. Sekundarstufe</i> (pp. 83–100). Waxmann.","ieee":"U. Häsel-Weide, S. Seitz, M. Wallner, and Y. Wilke, “Professionalisierung für inklusiven Mathematikunterricht. Interdisziplinäre Seminarkonzeption zur reflexiven Professionalisierung angehender Mathematiklehrkräfte in der Sekundarstufe,” in <i>Qualifizierung für Inklusion. Sekundarstufe</i>, D. Lutz, J. Becker, F. Buchhaupt, D. Katzenbach, A. Strecker, and M. Urban, Eds. Münster: Waxmann, 2022, pp. 83–100."},"place":"Münster","date_created":"2022-07-11T05:31:28Z","type":"book_chapter","department":[{"_id":"98"},{"_id":"543"}],"title":"Professionalisierung für inklusiven Mathematikunterricht. Interdisziplinäre Seminarkonzeption zur reflexiven Professionalisierung angehender Mathematiklehrkräfte in der Sekundarstufe","status":"public","year":"2022","author":[{"full_name":"Häsel-Weide, Uta","first_name":"Uta","last_name":"Häsel-Weide","id":"60267"},{"full_name":"Seitz, S.","last_name":"Seitz","first_name":"S."},{"full_name":"Wallner, Melina","last_name":"Wallner","first_name":"Melina","id":"45445"},{"first_name":"Y.","last_name":"Wilke","full_name":"Wilke, Y."}],"date_updated":"2022-07-11T05:31:46Z","publication_status":"published","page":"83-100","publisher":"Waxmann","_id":"32339","language":[{"iso":"ger"}],"user_id":"85821","editor":[{"full_name":"Lutz, D.","last_name":"Lutz","first_name":"D."},{"full_name":"Becker, J.","last_name":"Becker","first_name":"J."},{"full_name":"Buchhaupt, F.","last_name":"Buchhaupt","first_name":"F."},{"full_name":"Katzenbach, D.","first_name":"D.","last_name":"Katzenbach"},{"full_name":"Strecker, A.","first_name":"A.","last_name":"Strecker"},{"full_name":"Urban, M.","last_name":"Urban","first_name":"M."}]},{"date_updated":"2022-07-11T05:31:41Z","publication_status":"published","intvolume":"         3","year":"2022","title":"Diagnosegeleitete Förderung im inklusiven Mathematikunterricht der Grundschule – Professionalisierung durch reflektierte Handlungspraxis in der Lehrer*innenbildung.","status":"public","author":[{"full_name":"Hähn, K.","last_name":"Hähn","first_name":"K."},{"last_name":"Häsel-Weide","first_name":"Uta","full_name":"Häsel-Weide, Uta","id":"60267"},{"full_name":"Scherer, P.","last_name":"Scherer","first_name":"P."}],"user_id":"85821","volume":3,"language":[{"iso":"ger"}],"_id":"32338","related_material":{"link":[{"url":"https://doi.org/10.21248/qfi.72","relation":"contains"}]},"issue":"2","publication":"QfI - Qualifizierung für Inklusion","citation":{"mla":"Hähn, K., et al. “Diagnosegeleitete Förderung im inklusiven Mathematikunterricht der Grundschule – Professionalisierung durch reflektierte Handlungspraxis in der Lehrer*innenbildung.” <i>QfI - Qualifizierung für Inklusion</i>, vol. 3, no. 2, 2022.","ama":"Hähn K, Häsel-Weide U, Scherer P. Diagnosegeleitete Förderung im inklusiven Mathematikunterricht der Grundschule – Professionalisierung durch reflektierte Handlungspraxis in der Lehrer*innenbildung. <i>QfI - Qualifizierung für Inklusion</i>. 2022;3(2).","bibtex":"@article{Hähn_Häsel-Weide_Scherer_2022, title={Diagnosegeleitete Förderung im inklusiven Mathematikunterricht der Grundschule – Professionalisierung durch reflektierte Handlungspraxis in der Lehrer*innenbildung.}, volume={3}, number={2}, journal={QfI - Qualifizierung für Inklusion}, author={Hähn, K. and Häsel-Weide, Uta and Scherer, P.}, year={2022} }","apa":"Hähn, K., Häsel-Weide, U., &#38; Scherer, P. (2022). Diagnosegeleitete Förderung im inklusiven Mathematikunterricht der Grundschule – Professionalisierung durch reflektierte Handlungspraxis in der Lehrer*innenbildung. <i>QfI - Qualifizierung für Inklusion</i>, <i>3</i>(2).","ieee":"K. Hähn, U. Häsel-Weide, and P. Scherer, “Diagnosegeleitete Förderung im inklusiven Mathematikunterricht der Grundschule – Professionalisierung durch reflektierte Handlungspraxis in der Lehrer*innenbildung.,” <i>QfI - Qualifizierung für Inklusion</i>, vol. 3, no. 2, 2022.","chicago":"Hähn, K., Uta Häsel-Weide, and P. Scherer. “Diagnosegeleitete Förderung im inklusiven Mathematikunterricht der Grundschule – Professionalisierung durch reflektierte Handlungspraxis in der Lehrer*innenbildung.” <i>QfI - Qualifizierung für Inklusion</i> 3, no. 2 (2022).","short":"K. Hähn, U. Häsel-Weide, P. Scherer, QfI - Qualifizierung für Inklusion 3 (2022)."},"type":"journal_article","department":[{"_id":"98"},{"_id":"543"}],"date_created":"2022-07-11T05:13:52Z"},{"year":"2022","status":"public","title":"Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen","author":[{"last_name":"Dröse","first_name":"Jennifer","full_name":"Dröse, Jennifer","id":"85820"},{"full_name":"Neugebauer, P.","first_name":"P.","last_name":"Neugebauer"},{"full_name":"Delucchi Danhier, R.","first_name":"R.","last_name":"Delucchi Danhier"},{"full_name":"Mertins, B.","last_name":"Mertins","first_name":"B."}],"date_updated":"2023-11-02T08:07:31Z","page":"209-225","language":[{"iso":"ger"}],"_id":"45373","user_id":"85820","doi":"https://doi.org/10.1007/978-3-662-63214-7","editor":[{"last_name":"Kleine","first_name":"P.","full_name":"Kleine, P."},{"last_name":"Graulich","first_name":"N.","full_name":"Graulich, N."},{"full_name":"Kuhn, J.","last_name":"Kuhn","first_name":"J."},{"full_name":"Schindler, M.","last_name":"Schindler","first_name":"M."}],"publication":"Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis","citation":{"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>","ieee":"J. Dröse, P. Neugebauer, R. Delucchi Danhier, and B. Mertins, “Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen,” in <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis</i>, P. Kleine, N. Graulich, J. Kuhn, and M. Schindler, Eds. 2022, pp. 209–225.","chicago":"Dröse, Jennifer, P. Neugebauer, R. Delucchi Danhier, and B. Mertins. “Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen.” In <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis</i>, edited by P. Kleine, N. Graulich, J. Kuhn, and M. Schindler, 209–25, 2022. <a href=\"https://doi.org/10.1007/978-3-662-63214-7\">https://doi.org/10.1007/978-3-662-63214-7</a>.","short":"J. Dröse, P. Neugebauer, R. Delucchi Danhier, B. Mertins, in: P. Kleine, N. Graulich, J. Kuhn, M. Schindler (Eds.), Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis, 2022, pp. 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>.","ama":"Dröse J, Neugebauer P, Delucchi Danhier R, Mertins B. Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen. In: Kleine P, Graulich N, Kuhn J, Schindler M, eds. <i>Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis</i>. ; 2022:209-225. doi:<a href=\"https://doi.org/10.1007/978-3-662-63214-7\">https://doi.org/10.1007/978-3-662-63214-7</a>","bibtex":"@inbook{Dröse_Neugebauer_Delucchi Danhier_Mertins_2022, title={Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-63214-7\">https://doi.org/10.1007/978-3-662-63214-7</a>}, booktitle={Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. 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} }"},"quality_controlled":"1","date_created":"2023-05-31T06:22:21Z","type":"book_chapter","department":[{"_id":"98"}]},{"user_id":"85820","editor":[{"last_name":"Fernandez","first_name":"C.","full_name":"Fernandez, C."},{"full_name":"Llinares, S.","first_name":"S.","last_name":"Llinares"},{"last_name":"Gutiérrez","first_name":"A.","full_name":"Gutiérrez, A."},{"full_name":"Planas, N.","last_name":"Planas","first_name":"N."}],"_id":"45378","language":[{"iso":"eng"}],"date_updated":"2023-11-02T08:05:31Z","title":"Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task","year":"2022","status":"public","author":[{"full_name":"Dröse, Jennifer","last_name":"Dröse","first_name":"Jennifer","id":"85820"},{"last_name":"Wessel","first_name":"Lena","full_name":"Wessel, Lena","id":"85190"}],"type":"conference","department":[{"_id":"98"}],"date_created":"2023-05-31T06:54:24Z","quality_controlled":"1","publication":"Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME","citation":{"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.","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.","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.","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>.","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."}},{"publication":"Beiträge zum Mathematikunterricht","citation":{"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>.","short":"G. Werth, in: Beiträge zum Mathematikunterricht, WTM, Münster, 2022.","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>","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>.","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>","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} }","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>."},"date_created":"2024-03-14T11:17:56Z","place":"Münster","type":"conference","department":[{"_id":"10"},{"_id":"98"},{"_id":"360"}],"status":"public","title":"Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings","year":"2022","author":[{"id":"578","full_name":"Werth, Gerda","first_name":"Gerda","last_name":"Werth"}],"conference":{"end_date":"2022-09-02","name":"56. Jahrestagung der Gesellschaft für Didaktik der Mathematik","start_date":"2022-08-29","location":"Frankfurt am. Main"},"publication_status":"published","date_updated":"2024-04-09T10:56:58Z","_id":"52574","language":[{"iso":"ger"}],"publisher":"WTM","user_id":"578","doi":"https://doi.org/10.37626/GA9783959872089.0"},{"type":"conference","department":[{"_id":"360"}],"file":[{"creator":"smalik","date_created":"2024-04-14T12:16:57Z","relation":"main_file","date_updated":"2024-04-14T12:16:57Z","file_name":"Malik_TWG09.pdf","access_level":"closed","file_size":390439,"file_id":"53481","success":1,"content_type":"application/pdf"}],"date_created":"2024-04-14T12:12:49Z","file_date_updated":"2024-04-14T12:16:57Z","publication":"Proceedings on the Twelfth Congress on the European Society for research in Mathematics Education (CERME 12)","citation":{"ieee":"S. N. Malik and S. Rezat, “Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review,” 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>.","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} }","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.","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.","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."},"user_id":"31132","ddc":["370","510"],"_id":"53480","language":[{"iso":"eng"}],"publisher":"ERME / Free University of Bozen-Bolzano","date_updated":"2024-04-18T08:03:54Z","has_accepted_license":"1","title":"Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review","year":"2022","status":"public","author":[{"id":"38640","last_name":"Malik","first_name":"Sara Naseem","full_name":"Malik, Sara Naseem"},{"id":"31132","last_name":"Rezat","first_name":"Sebastian","full_name":"Rezat, Sebastian"}]},{"publication_status":"published","date_updated":"2024-04-18T08:22:47Z","intvolume":"        20","title":"Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation","year":"2022","publication_identifier":{"issn":["1571-0068","1573-1774"]},"author":[{"last_name":"Rezat","first_name":"Sebastian","full_name":"Rezat, Sebastian","id":"31132"},{"first_name":"Sara Naseem","last_name":"Malik","full_name":"Malik, Sara Naseem","id":"38640"},{"full_name":"Leifeld, Markus","last_name":"Leifeld","first_name":"Markus"}],"doi":"10.1007/s10763-022-10309-y","language":[{"iso":"eng"}],"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>"}],"issue":"S1","publication":"International Journal of Science and Mathematics Education","type":"journal_article","keyword":["General Mathematics","Education"],"department":[{"_id":"360"}],"date_created":"2023-05-09T14:03:15Z","status":"public","user_id":"31132","volume":20,"page":"215-236","_id":"44689","publisher":"Springer","quality_controlled":"1","citation":{"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>.","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} }","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>","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>.","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>","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>.","short":"S. Rezat, S.N. Malik, M. Leifeld, International Journal of Science and Mathematics Education 20 (2022) 215–236."}},{"title":"Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities","year":"2022","status":"public","conference":{"location":"Bozen-Bolzano,Italy","name":"TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12)","start_date":"Feb2022"},"author":[{"id":"85820","full_name":"Dröse, Jennifer","last_name":"Dröse","first_name":"Jennifer"},{"full_name":"Griese, Birgit","first_name":"Birgit","last_name":"Griese"},{"id":"85190","full_name":"Wessel, Lena","first_name":"Lena","last_name":"Wessel"}],"date_updated":"2024-04-18T08:59:49Z","main_file_link":[{"url":"https://hal.science/hal-03744585/"}],"language":[{"iso":"eng"}],"_id":"48389","user_id":"37888","publication":"Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)","citation":{"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.","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.","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.","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} }","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."},"quality_controlled":"1","date_created":"2023-10-23T10:56:02Z","type":"conference","department":[{"_id":"643"}]},{"user_id":"37888","doi":"10.17877/DE290R-23598","page":"665-668","main_file_link":[{"url":"http://dx.doi.org/10.17877/DE290R-23598"}],"publisher":"LibreCat University","_id":"48325","language":[{"iso":"ger"}],"date_updated":"2024-04-18T09:14:52Z","title":"Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra","year":"2022","status":"public","author":[{"full_name":"Dellori, Anna","last_name":"Dellori","first_name":"Anna","id":"57818"},{"full_name":"Wessel, Lena","last_name":"Wessel","first_name":"Lena","id":"85190"}],"type":"journal_article","department":[{"_id":"643"}],"date_created":"2023-10-19T09:37:24Z","publication":"Beiträge zum Mathematikunterricht 2022","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} }","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>","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>.","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>.","short":"A. Dellori, L. Wessel, Beiträge zum Mathematikunterricht 2022 (2022) 665–668.","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>.","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>"}},{"user_id":"37888","editor":[{"full_name":"Trigueros, M.","last_name":"Trigueros","first_name":"M."},{"full_name":"Barquero, B.","first_name":"B.","last_name":"Barquero"},{"last_name":"Hochmuth","first_name":"R.","full_name":"Hochmuth, R."},{"first_name":"J.","last_name":"Peters","full_name":"Peters, J."}],"page":"572-573","language":[{"iso":"eng"}],"_id":"48385","date_updated":"2024-04-18T09:16:53Z","status":"public","year":"2022","title":"Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra","author":[{"full_name":"Dellori, Anna","last_name":"Dellori","first_name":"Anna","id":"57818"},{"id":"85190","full_name":"Wessel, Lena","last_name":"Wessel","first_name":"Lena"}],"type":"book_chapter","department":[{"_id":"643"}],"date_created":"2023-10-23T09:40:30Z","publication":"Proceedings of INDRUM2022","citation":{"mla":"Dellori, Anna, and Lena Wessel. “Design Principles for Intertwining Local and Nonlocal Mathematics - The Case of Relating Registers and Representations in Abstract Algebra.” <i>Proceedings of INDRUM2022</i>, edited by M. Trigueros et al., 2022, pp. 572–73.","ama":"Dellori A, Wessel L. Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra. In: Trigueros M, Barquero B, Hochmuth R, Peters J, eds. <i>Proceedings of INDRUM2022</i>. ; 2022:572-573.","bibtex":"@inbook{Dellori_Wessel_2022, title={Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra}, booktitle={Proceedings of INDRUM2022}, author={Dellori, Anna and Wessel, Lena}, editor={Trigueros, M. and Barquero, B. and Hochmuth, R. and Peters, J.}, year={2022}, pages={572–573} }","apa":"Dellori, A., &#38; Wessel, L. (2022). Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra. In M. Trigueros, B. Barquero, R. Hochmuth, &#38; J. Peters (Eds.), <i>Proceedings of INDRUM2022</i> (pp. 572–573).","ieee":"A. Dellori and L. Wessel, “Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra,” in <i>Proceedings of INDRUM2022</i>, M. Trigueros, B. Barquero, R. Hochmuth, and J. Peters, Eds. 2022, pp. 572–573.","short":"A. Dellori, L. Wessel, in: M. Trigueros, B. Barquero, R. Hochmuth, J. Peters (Eds.), Proceedings of INDRUM2022, 2022, pp. 572–573.","chicago":"Dellori, Anna, and Lena Wessel. “Design Principles for Intertwining Local and Nonlocal Mathematics - The Case of Relating Registers and Representations in Abstract Algebra.” In <i>Proceedings of INDRUM2022</i>, edited by M. Trigueros, B. Barquero, R. Hochmuth, and J. Peters, 572–73, 2022."}},{"editor":[{"last_name":"Karunakaran","first_name":"S.S.","full_name":"Karunakaran, S.S."},{"full_name":"Higgins, A.","first_name":"A.","last_name":"Higgins"}],"user_id":"37888","_id":"48407","publisher":"MA","language":[{"iso":"eng"}],"page":"1177","date_updated":"2024-04-18T09:18:08Z","author":[{"id":"57818","full_name":"Dellori, Anna","last_name":"Dellori","first_name":"Anna"},{"first_name":"Lena","last_name":"Wessel","full_name":"Wessel, Lena","id":"85190"}],"status":"public","year":"2022","title":"Pre-service Teachers' Professional Development: Relating Abstract Algebra and School Algebra","department":[{"_id":"643"}],"type":"book_chapter","place":"Boston","date_created":"2023-10-24T07:28:19Z","citation":{"ieee":"A. Dellori and L. Wessel, “Pre-service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra,” in <i>Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education</i>, S. S. Karunakaran and A. Higgins, Eds. Boston: MA, 2022, p. 1177.","apa":"Dellori, A., &#38; Wessel, L. (2022). Pre-service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra. In S. S. Karunakaran &#38; A. Higgins (Eds.), <i>Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education</i> (p. 1177). MA.","chicago":"Dellori, Anna, and Lena Wessel. “Pre-Service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra.” In <i>Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education</i>, edited by S.S. Karunakaran and A. Higgins, 1177. Boston: MA, 2022.","short":"A. Dellori, L. Wessel, in: S.S. Karunakaran, A. Higgins (Eds.), Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education, MA, Boston, 2022, p. 1177.","mla":"Dellori, Anna, and Lena Wessel. “Pre-Service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra.” <i>Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education</i>, edited by S.S. Karunakaran and A. Higgins, MA, 2022, p. 1177.","bibtex":"@inbook{Dellori_Wessel_2022, place={Boston}, title={Pre-service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra}, booktitle={Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education}, publisher={MA}, author={Dellori, Anna and Wessel, Lena}, editor={Karunakaran, S.S. and Higgins, A.}, year={2022}, pages={1177} }","ama":"Dellori A, Wessel L. Pre-service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra. In: Karunakaran SS, Higgins A, eds. <i>Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education</i>. MA; 2022:1177."},"publication":"Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education"},{"page":"33-36","language":[{"iso":"ger"}],"_id":"48408","user_id":"37888","volume":233,"year":"2022","title":"Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten","status":"public","author":[{"first_name":"Lena","last_name":"Wessel","full_name":"Wessel, Lena","id":"85190"},{"full_name":"Dröse, Jennifer","first_name":"Jennifer","last_name":"Dröse","id":"85820"}],"date_updated":"2024-04-18T09:18:16Z","intvolume":"       233","date_created":"2023-10-24T07:33:17Z","type":"journal_article","department":[{"_id":"643"}],"publication":"mathematik lehren","citation":{"ama":"Wessel L, Dröse J. Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten. <i>mathematik lehren</i>. 2022;233:33-36.","bibtex":"@article{Wessel_Dröse_2022, title={Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten}, volume={233}, journal={mathematik lehren}, author={Wessel, Lena and Dröse, Jennifer}, year={2022}, pages={33–36} }","mla":"Wessel, Lena, and Jennifer Dröse. “Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten.” <i>mathematik lehren</i>, vol. 233, 2022, pp. 33–36.","chicago":"Wessel, Lena, and Jennifer Dröse. “Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten.” <i>mathematik lehren</i> 233 (2022): 33–36.","short":"L. Wessel, J. Dröse, mathematik lehren 233 (2022) 33–36.","apa":"Wessel, L., &#38; Dröse, J. (2022). Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten. <i>mathematik lehren</i>, <i>233</i>, 33–36.","ieee":"L. Wessel and J. Dröse, “Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten,” <i>mathematik lehren</i>, vol. 233, pp. 33–36, 2022."}},{"author":[{"full_name":"Nieszporek, Ralf","first_name":"Ralf","last_name":"Nieszporek"},{"last_name":"Griese","first_name":"Birgit","full_name":"Griese, Birgit"},{"first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274"}],"status":"public","year":"2022","title":"Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability","publication_status":"published","date_updated":"2024-04-18T09:45:05Z","_id":"35696","language":[{"iso":"eng"}],"publisher":"International Association for Statistical Education","editor":[{"first_name":"S. A.","last_name":"Peters","full_name":"Peters, S. A."},{"full_name":"Zapata-Cardona, L.","last_name":"Zapata-Cardona","first_name":"L."},{"first_name":"F.","last_name":"Bonafini","full_name":"Bonafini, F."},{"last_name":"Fan","first_name":"A.","full_name":"Fan, A."}],"user_id":"37888","doi":"10.52041/iase.icots11.t4b2","citation":{"mla":"Nieszporek, Ralf, et al. “Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability.” <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>, edited by S. A. Peters et al., International Association for Statistical Education, 2022, doi:<a href=\"https://doi.org/10.52041/iase.icots11.t4b2\">10.52041/iase.icots11.t4b2</a>.","apa":"Nieszporek, R., Griese, B., &#38; Biehler, R. (2022). Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability. In S. A. Peters, L. Zapata-Cardona, F. Bonafini, &#38; A. Fan (Eds.), <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>. International Association for Statistical Education. <a href=\"https://doi.org/10.52041/iase.icots11.t4b2\">https://doi.org/10.52041/iase.icots11.t4b2</a>","ieee":"R. Nieszporek, B. Griese, and R. Biehler, “Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability,” in <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>, S. A. Peters, L. Zapata-Cardona, F. Bonafini, and A. Fan, Eds. Rosario, Argentina: International Association for Statistical Education, 2022.","ama":"Nieszporek R, Griese B, Biehler R. Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability. In: Peters SA, Zapata-Cardona L, Bonafini F, Fan A, eds. <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>. International Association for Statistical Education; 2022. doi:<a href=\"https://doi.org/10.52041/iase.icots11.t4b2\">10.52041/iase.icots11.t4b2</a>","short":"R. Nieszporek, B. Griese, R. Biehler, in: S.A. Peters, L. Zapata-Cardona, F. Bonafini, A. Fan (Eds.), Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics, International Association for Statistical Education, Rosario, Argentina, 2022.","chicago":"Nieszporek, Ralf, Birgit Griese, and Rolf Biehler. “Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability.” In <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>, edited by S. A. Peters, L. Zapata-Cardona, F. Bonafini, and A. Fan. Rosario, Argentina: International Association for Statistical Education, 2022. <a href=\"https://doi.org/10.52041/iase.icots11.t4b2\">https://doi.org/10.52041/iase.icots11.t4b2</a>.","bibtex":"@inbook{Nieszporek_Griese_Biehler_2022, place={Rosario, Argentina}, title={Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability}, DOI={<a href=\"https://doi.org/10.52041/iase.icots11.t4b2\">10.52041/iase.icots11.t4b2</a>}, booktitle={Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics}, publisher={International Association for Statistical Education}, author={Nieszporek, Ralf and Griese, Birgit and Biehler, Rolf}, editor={Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan, A.}, year={2022} }"},"publication":"Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics","abstract":[{"lang":"eng","text":"<jats:p>The data age has led to curriculum developments promoting the relevance of stochastics in mathematics education. This has resulted in an increased demand for teacher professional development (PD) courses, and thus in a rising number of facilitators for this purpose. Their expertise, however, remains under-researched, even though facilitators are the crucial factor in PD success. Our study aims at revealing how one aspect of facilitator expertise, orientation, is connected to other aspects: views on content goals, perception of possible challenges, and attitude towards teaching resources. The explorations reveal differing orientations and learning goals with identical teaching resources for two facilitators who had also been working as a team for the re-design of the PD course for years.</jats:p>"}],"date_created":"2023-01-10T09:01:02Z","place":"Rosario, Argentina","department":[{"_id":"363"}],"type":"book_chapter"}]