[{"doi":"10.4324/9780429346859-6","user_id":"37888","editor":[{"full_name":"Durand-Guerrier, V.","first_name":"V.","last_name":"Durand-Guerrier"},{"full_name":"Hochmuth, R.","first_name":"R.","last_name":"Hochmuth"},{"full_name":"Nardi, E.","first_name":"E.","last_name":"Nardi"},{"full_name":"Winsløw, C.","last_name":"Winsløw","first_name":"C."}],"page":"59-79","publisher":"Routledge","_id":"35704","language":[{"iso":"eng"}],"date_updated":"2024-04-18T09:51:16Z","publication_status":"published","status":"public","year":"2021","title":"Education and professional development of university mathematics teachers","author":[{"full_name":"Winsløw, Carl","first_name":"Carl","last_name":"Winsløw"},{"id":"16274","last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf"},{"full_name":"Jaworski, Barbara","first_name":"Barbara","last_name":"Jaworski"},{"last_name":"Rønning","first_name":"Frode","full_name":"Rønning, Frode"},{"last_name":"Wawro","first_name":"Megan","full_name":"Wawro, Megan"}],"publication_identifier":{"isbn":["9780429346859"]},"type":"book_chapter","department":[{"_id":"363"}],"date_created":"2023-01-10T09:10:22Z","publication":"Research and Development in University Mathematics Education","citation":{"ieee":"C. Winsløw, R. Biehler, B. Jaworski, F. Rønning, and M. Wawro, “Education and professional development of university mathematics teachers,” in <i>Research and Development in University Mathematics Education</i>, V. Durand-Guerrier, R. Hochmuth, E. Nardi, and C. Winsløw, Eds. Routledge, 2021, pp. 59–79.","apa":"Winsløw, C., Biehler, R., Jaworski, B., Rønning, F., &#38; Wawro, M. (2021). Education and professional development of university mathematics teachers. In V. Durand-Guerrier, R. Hochmuth, E. Nardi, &#38; C. Winsløw (Eds.), <i>Research and Development in University Mathematics Education</i> (pp. 59–79). Routledge. <a href=\"https://doi.org/10.4324/9780429346859-6\">https://doi.org/10.4324/9780429346859-6</a>","short":"C. Winsløw, R. Biehler, B. Jaworski, F. Rønning, M. Wawro, in: V. Durand-Guerrier, R. Hochmuth, E. Nardi, C. Winsløw (Eds.), Research and Development in University Mathematics Education, Routledge, 2021, pp. 59–79.","chicago":"Winsløw, Carl, Rolf Biehler, Barbara Jaworski, Frode Rønning, and Megan Wawro. “Education and Professional Development of University Mathematics Teachers.” In <i>Research and Development in University Mathematics Education</i>, edited by V. Durand-Guerrier, R. Hochmuth, E. Nardi, and C. Winsløw, 59–79. Routledge, 2021. <a href=\"https://doi.org/10.4324/9780429346859-6\">https://doi.org/10.4324/9780429346859-6</a>.","mla":"Winsløw, Carl, et al. “Education and Professional Development of University Mathematics Teachers.” <i>Research and Development in University Mathematics Education</i>, edited by V. Durand-Guerrier et al., Routledge, 2021, pp. 59–79, doi:<a href=\"https://doi.org/10.4324/9780429346859-6\">10.4324/9780429346859-6</a>.","bibtex":"@inbook{Winsløw_Biehler_Jaworski_Rønning_Wawro_2021, title={Education and professional development of university mathematics teachers}, DOI={<a href=\"https://doi.org/10.4324/9780429346859-6\">10.4324/9780429346859-6</a>}, booktitle={Research and Development in University Mathematics Education}, publisher={Routledge}, author={Winsløw, Carl and Biehler, Rolf and Jaworski, Barbara and Rønning, Frode and Wawro, Megan}, editor={Durand-Guerrier, V. and Hochmuth, R. and Nardi, E. and Winsløw, C.}, year={2021}, pages={59–79} }","ama":"Winsløw C, Biehler R, Jaworski B, Rønning F, Wawro M. Education and professional development of university mathematics teachers. In: Durand-Guerrier V, Hochmuth R, Nardi E, Winsløw C, eds. <i>Research and Development in University Mathematics Education</i>. Routledge; 2021:59-79. doi:<a href=\"https://doi.org/10.4324/9780429346859-6\">10.4324/9780429346859-6</a>"}},{"user_id":"37888","volume":2021,"page":"19–22","language":[{"iso":"ger"}],"_id":"35761","publisher":"Friedrich Verlag","date_updated":"2024-04-18T09:48:12Z","intvolume":"      2021","year":"2021","title":"Schatten von 3D-Objekten: Modellierung mit GeoGebra 3D und Anwendungen in der Computergrafik","status":"public","author":[{"first_name":"Lukas","last_name":"Höper","full_name":"Höper, Lukas"},{"full_name":"Malin, Leah","first_name":"Leah","last_name":"Malin"},{"id":"16274","first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf"}],"type":"journal_article","department":[{"_id":"363"}],"date_created":"2023-01-10T10:28:38Z","publication":"mathematik lehren","issue":"228","citation":{"mla":"Höper, Lukas, et al. “Schatten von 3D-Objekten: Modellierung mit GeoGebra 3D und Anwendungen in der Computergrafik.” <i>mathematik lehren</i>, vol. 2021, no. 228, Friedrich Verlag, 2021, pp. 19–22.","bibtex":"@article{Höper_Malin_Biehler_2021, title={Schatten von 3D-Objekten: Modellierung mit GeoGebra 3D und Anwendungen in der Computergrafik}, volume={2021}, number={228}, journal={mathematik lehren}, publisher={Friedrich Verlag}, author={Höper, Lukas and Malin, Leah and Biehler, Rolf}, year={2021}, pages={19–22} }","ama":"Höper L, Malin L, Biehler R. Schatten von 3D-Objekten: Modellierung mit GeoGebra 3D und Anwendungen in der Computergrafik. <i>mathematik lehren</i>. 2021;2021(228):19–22.","ieee":"L. Höper, L. Malin, and R. Biehler, “Schatten von 3D-Objekten: Modellierung mit GeoGebra 3D und Anwendungen in der Computergrafik,” <i>mathematik lehren</i>, vol. 2021, no. 228, pp. 19–22, 2021.","apa":"Höper, L., Malin, L., &#38; Biehler, R. (2021). Schatten von 3D-Objekten: Modellierung mit GeoGebra 3D und Anwendungen in der Computergrafik. <i>mathematik lehren</i>, <i>2021</i>(228), 19–22.","chicago":"Höper, Lukas, Leah Malin, and Rolf Biehler. “Schatten von 3D-Objekten: Modellierung mit GeoGebra 3D und Anwendungen in der Computergrafik.” <i>mathematik lehren</i> 2021, no. 228 (2021): 19–22.","short":"L. Höper, L. Malin, R. Biehler, mathematik lehren 2021 (2021) 19–22."}},{"user_id":"37888","volume":2021,"page":"23–27","_id":"35763","publisher":"Friedrich Verlag","language":[{"iso":"ger"}],"date_updated":"2024-04-18T09:48:24Z","intvolume":"      2021","title":"Faszination 3D-Film: Entwicklung einer 3D-Konstruktion","status":"public","year":"2021","author":[{"id":"58465","full_name":"Hüsing, Sven","first_name":"Sven","last_name":"Hüsing"},{"full_name":"Weiser, Niklas","first_name":"Niklas","last_name":"Weiser"},{"id":"16274","full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler"}],"type":"journal_article","department":[{"_id":"363"}],"date_created":"2023-01-10T10:29:36Z","issue":"228","publication":"mathematik lehren","citation":{"chicago":"Hüsing, Sven, Niklas Weiser, and Rolf Biehler. “Faszination 3D-Film: Entwicklung einer 3D-Konstruktion.” <i>mathematik lehren</i> 2021, no. 228 (2021): 23–27.","short":"S. Hüsing, N. Weiser, R. Biehler, mathematik lehren 2021 (2021) 23–27.","apa":"Hüsing, S., Weiser, N., &#38; Biehler, R. (2021). Faszination 3D-Film: Entwicklung einer 3D-Konstruktion. <i>mathematik lehren</i>, <i>2021</i>(228), 23–27.","ieee":"S. Hüsing, N. Weiser, and R. Biehler, “Faszination 3D-Film: Entwicklung einer 3D-Konstruktion,” <i>mathematik lehren</i>, vol. 2021, no. 228, pp. 23–27, 2021.","ama":"Hüsing S, Weiser N, Biehler R. Faszination 3D-Film: Entwicklung einer 3D-Konstruktion. <i>mathematik lehren</i>. 2021;2021(228):23–27.","bibtex":"@article{Hüsing_Weiser_Biehler_2021, title={Faszination 3D-Film: Entwicklung einer 3D-Konstruktion}, volume={2021}, number={228}, journal={mathematik lehren}, publisher={Friedrich Verlag}, author={Hüsing, Sven and Weiser, Niklas and Biehler, Rolf}, year={2021}, pages={23–27} }","mla":"Hüsing, Sven, et al. “Faszination 3D-Film: Entwicklung einer 3D-Konstruktion.” <i>mathematik lehren</i>, vol. 2021, no. 228, Friedrich Verlag, 2021, pp. 23–27."}},{"doi":"10.1007/s40753-021-00154-9","language":[{"iso":"eng"}],"date_updated":"2024-04-18T10:09:08Z","publication_status":"published","intvolume":"         8","year":"2021","title":"Consultation Phases in Mathematics Learning and Support Centres","author":[{"full_name":"Schürmann, Mirko","last_name":"Schürmann","first_name":"Mirko","orcid":"0000-0003-2646-085X","id":"59707"},{"full_name":"Panse, Anja","last_name":"Panse","first_name":"Anja"},{"last_name":"Shaikh","first_name":"Zain","full_name":"Shaikh, Zain"},{"first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274"},{"last_name":"Schaper","first_name":"Niclas","full_name":"Schaper, Niclas"},{"id":"30933","orcid":"0000-0001-9887-2074","first_name":"Michael","last_name":"Liebendörfer","full_name":"Liebendörfer, Michael"},{"first_name":"Joachim","last_name":"Hilgert","full_name":"Hilgert, Joachim","id":"220"}],"publication_identifier":{"issn":["2198-9745","2198-9753"]},"keyword":["Education","Mathematics (miscellaneous)"],"type":"journal_article","department":[{"_id":"363"},{"_id":"423"},{"_id":"91"},{"_id":"625"}],"date_created":"2023-01-10T09:09:23Z","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Mathematics Learning Support Centres are becoming more and more common in higher education both internationally and in Germany. Whereas it is clear that their quality largely depends on a functioning interaction in consultations, little is known about how such consultations proceed in detail. On the basis of models from the literature and recorded support sessions (N = 36), we constructed a process model that divides consultations into four ideal–typical phases. In the individual consultations, forward or backward leaps occur, but overall the model seems to describe the data well. A high intercoder reliability shows that it can be applied consistently on real data by different researchers. An analysis of the consultations between students and tutors shows that both mainly work on past attempts or thoughts of the students to solve the exercise or problems and on concrete strategies to solve a problem within the session. In contrast, very little time is dedicated to summarizing and reflecting the solution. The data allows for a more in-depth discussion of what constitutes quality in advising processes and how it might be further explored. Practically, the model may structure support sessions and help in focussing on different goals in different phases.</jats:p>"}],"issue":"1","publication":"International Journal of Research in Undergraduate Mathematics Education","user_id":"37888","volume":8,"page":"94-120","publisher":"Springer Science and Business Media LLC","_id":"35702","status":"public","citation":{"ama":"Schürmann M, Panse A, Shaikh Z, et al. Consultation Phases in Mathematics Learning and Support Centres. <i>International Journal of Research in Undergraduate Mathematics Education</i>. 2021;8(1):94-120. doi:<a href=\"https://doi.org/10.1007/s40753-021-00154-9\">10.1007/s40753-021-00154-9</a>","bibtex":"@article{Schürmann_Panse_Shaikh_Biehler_Schaper_Liebendörfer_Hilgert_2021, title={Consultation Phases in Mathematics Learning and Support Centres}, volume={8}, DOI={<a href=\"https://doi.org/10.1007/s40753-021-00154-9\">10.1007/s40753-021-00154-9</a>}, number={1}, journal={International Journal of Research in Undergraduate Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Schürmann, Mirko and Panse, Anja and Shaikh, Zain and Biehler, Rolf and Schaper, Niclas and Liebendörfer, Michael and Hilgert, Joachim}, year={2021}, pages={94–120} }","mla":"Schürmann, Mirko, et al. “Consultation Phases in Mathematics Learning and Support Centres.” <i>International Journal of Research in Undergraduate Mathematics Education</i>, vol. 8, no. 1, Springer Science and Business Media LLC, 2021, pp. 94–120, doi:<a href=\"https://doi.org/10.1007/s40753-021-00154-9\">10.1007/s40753-021-00154-9</a>.","chicago":"Schürmann, Mirko, Anja Panse, Zain Shaikh, Rolf Biehler, Niclas Schaper, Michael Liebendörfer, and Joachim Hilgert. “Consultation Phases in Mathematics Learning and Support Centres.” <i>International Journal of Research in Undergraduate Mathematics Education</i> 8, no. 1 (2021): 94–120. <a href=\"https://doi.org/10.1007/s40753-021-00154-9\">https://doi.org/10.1007/s40753-021-00154-9</a>.","short":"M. Schürmann, A. Panse, Z. Shaikh, R. Biehler, N. Schaper, M. Liebendörfer, J. Hilgert, International Journal of Research in Undergraduate Mathematics Education 8 (2021) 94–120.","apa":"Schürmann, M., Panse, A., Shaikh, Z., Biehler, R., Schaper, N., Liebendörfer, M., &#38; Hilgert, J. (2021). Consultation Phases in Mathematics Learning and Support Centres. <i>International Journal of Research in Undergraduate Mathematics Education</i>, <i>8</i>(1), 94–120. <a href=\"https://doi.org/10.1007/s40753-021-00154-9\">https://doi.org/10.1007/s40753-021-00154-9</a>","ieee":"M. Schürmann <i>et al.</i>, “Consultation Phases in Mathematics Learning and Support Centres,” <i>International Journal of Research in Undergraduate Mathematics Education</i>, vol. 8, no. 1, pp. 94–120, 2021, doi: <a href=\"https://doi.org/10.1007/s40753-021-00154-9\">10.1007/s40753-021-00154-9</a>."}},{"status":"public","page":"291-311","publisher":"Informa UK Limited","_id":"35781","user_id":"37888","volume":24,"citation":{"ama":"Podworny S, Biehler R. The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study. <i>Mathematical Thinking and Learning</i>. 2021;24(4):291-311. doi:<a href=\"https://doi.org/10.1080/10986065.2021.1922837\">10.1080/10986065.2021.1922837</a>","bibtex":"@article{Podworny_Biehler_2021, title={The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study}, volume={24}, DOI={<a href=\"https://doi.org/10.1080/10986065.2021.1922837\">10.1080/10986065.2021.1922837</a>}, number={4}, journal={Mathematical Thinking and Learning}, publisher={Informa UK Limited}, author={Podworny, Susanne and Biehler, Rolf}, year={2021}, pages={291–311} }","mla":"Podworny, Susanne, and Rolf Biehler. “The Process of Actively Building a Model for a Randomization Test – Insights into Learners’ Modeling Activities Based on a Case Study.” <i>Mathematical Thinking and Learning</i>, vol. 24, no. 4, Informa UK Limited, 2021, pp. 291–311, doi:<a href=\"https://doi.org/10.1080/10986065.2021.1922837\">10.1080/10986065.2021.1922837</a>.","short":"S. Podworny, R. Biehler, Mathematical Thinking and Learning 24 (2021) 291–311.","chicago":"Podworny, Susanne, and Rolf Biehler. “The Process of Actively Building a Model for a Randomization Test – Insights into Learners’ Modeling Activities Based on a Case Study.” <i>Mathematical Thinking and Learning</i> 24, no. 4 (2021): 291–311. <a href=\"https://doi.org/10.1080/10986065.2021.1922837\">https://doi.org/10.1080/10986065.2021.1922837</a>.","apa":"Podworny, S., &#38; Biehler, R. (2021). The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study. <i>Mathematical Thinking and Learning</i>, <i>24</i>(4), 291–311. <a href=\"https://doi.org/10.1080/10986065.2021.1922837\">https://doi.org/10.1080/10986065.2021.1922837</a>","ieee":"S. Podworny and R. Biehler, “The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study,” <i>Mathematical Thinking and Learning</i>, vol. 24, no. 4, pp. 291–311, 2021, doi: <a href=\"https://doi.org/10.1080/10986065.2021.1922837\">10.1080/10986065.2021.1922837</a>."},"title":"The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study","year":"2021","publication_identifier":{"issn":["1098-6065","1532-7833"]},"author":[{"id":"30619","full_name":"Podworny, Susanne","first_name":"Susanne","orcid":"0000-0002-6313-5987","last_name":"Podworny"},{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler","id":"16274"}],"publication_status":"published","date_updated":"2024-04-18T10:12:50Z","intvolume":"        24","language":[{"iso":"eng"}],"doi":"10.1080/10986065.2021.1922837","publication":"Mathematical Thinking and Learning","issue":"4","date_created":"2023-01-10T10:44:50Z","type":"journal_article","keyword":["Developmental and Educational Psychology","Education","General Mathematics"],"department":[{"_id":"363"}]},{"date_updated":"2024-04-18T10:12:44Z","publication_status":"published","intvolume":"        43","year":"2021","title":"A first introduction to data science education in secondary schools: Teaching and learning about data exploration with<scp>CODAP</scp>using survey data","author":[{"last_name":"Frischemeier","first_name":"Daniel","full_name":"Frischemeier, Daniel"},{"id":"16274","first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf"},{"id":"30619","first_name":"Susanne","last_name":"Podworny","orcid":"0000-0002-6313-5987","full_name":"Podworny, Susanne"},{"id":"32443","last_name":"Budde","first_name":"Lea","full_name":"Budde, Lea"}],"publication_identifier":{"issn":["0141-982X","1467-9639"]},"doi":"10.1111/test.12283","language":[{"iso":"eng"}],"publication":"Teaching Statistics","issue":"S1","type":"journal_article","keyword":["Education","Statistics and Probability"],"department":[{"_id":"363"}],"date_created":"2023-01-10T10:16:44Z","status":"public","user_id":"37888","volume":43,"page":"S182-S189","_id":"35751","publisher":"Wiley","citation":{"mla":"Frischemeier, Daniel, et al. “A First Introduction to Data Science Education in Secondary Schools: Teaching and Learning about Data Exploration With&#60;scp&#62;CODAP&#60;/Scp&#62;using Survey Data.” <i>Teaching Statistics</i>, vol. 43, no. S1, Wiley, 2021, pp. S182–89, doi:<a href=\"https://doi.org/10.1111/test.12283\">10.1111/test.12283</a>.","ama":"Frischemeier D, Biehler R, Podworny S, Budde L. A first introduction to data science education in secondary schools: Teaching and learning about data exploration with&#60;scp&#62;CODAP&#60;/scp&#62;using survey data. <i>Teaching Statistics</i>. 2021;43(S1):S182-S189. doi:<a href=\"https://doi.org/10.1111/test.12283\">10.1111/test.12283</a>","bibtex":"@article{Frischemeier_Biehler_Podworny_Budde_2021, title={A first introduction to data science education in secondary schools: Teaching and learning about data exploration with&#60;scp&#62;CODAP&#60;/scp&#62;using survey data}, volume={43}, DOI={<a href=\"https://doi.org/10.1111/test.12283\">10.1111/test.12283</a>}, number={S1}, journal={Teaching Statistics}, publisher={Wiley}, author={Frischemeier, Daniel and Biehler, Rolf and Podworny, Susanne and Budde, Lea}, year={2021}, pages={S182–S189} }","apa":"Frischemeier, D., Biehler, R., Podworny, S., &#38; Budde, L. (2021). A first introduction to data science education in secondary schools: Teaching and learning about data exploration with&#60;scp&#62;CODAP&#60;/scp&#62;using survey data. <i>Teaching Statistics</i>, <i>43</i>(S1), S182–S189. <a href=\"https://doi.org/10.1111/test.12283\">https://doi.org/10.1111/test.12283</a>","ieee":"D. Frischemeier, R. Biehler, S. Podworny, and L. Budde, “A first introduction to data science education in secondary schools: Teaching and learning about data exploration with&#60;scp&#62;CODAP&#60;/scp&#62;using survey data,” <i>Teaching Statistics</i>, vol. 43, no. S1, pp. S182–S189, 2021, doi: <a href=\"https://doi.org/10.1111/test.12283\">10.1111/test.12283</a>.","chicago":"Frischemeier, Daniel, Rolf Biehler, Susanne Podworny, and Lea Budde. “A First Introduction to Data Science Education in Secondary Schools: Teaching and Learning about Data Exploration With&#60;scp&#62;CODAP&#60;/Scp&#62;using Survey Data.” <i>Teaching Statistics</i> 43, no. S1 (2021): S182–89. <a href=\"https://doi.org/10.1111/test.12283\">https://doi.org/10.1111/test.12283</a>.","short":"D. Frischemeier, R. Biehler, S. Podworny, L. Budde, Teaching Statistics 43 (2021) S182–S189."}},{"citation":{"chicago":"Schürmann, Mirko, Michael Liebendörfer, Lara Gildehaus, Niclas Schaper, Reinhard Hochmuth, Rolf Biehler, Elisa Lankeit, Christiane Kuklinski, and Johanna Ruge. “Opportunities and Possibilities of a Network of Mathematical Learning and Support Centres in Germany.” <i>Sigma Newsletter</i> 22 (2021): 5–6.","short":"M. Schürmann, M. Liebendörfer, L. Gildehaus, N. Schaper, R. Hochmuth, R. Biehler, E. Lankeit, C. Kuklinski, J. Ruge, Sigma Newsletter 22 (2021) 5–6.","apa":"Schürmann, M., Liebendörfer, M., Gildehaus, L., Schaper, N., Hochmuth, R., Biehler, R., Lankeit, E., Kuklinski, C., &#38; Ruge, J. (2021). Opportunities and Possibilities of a Network of Mathematical Learning and Support Centres in Germany. <i>Sigma Newsletter</i>, <i>22</i>, 5–6.","ieee":"M. Schürmann <i>et al.</i>, “Opportunities and Possibilities of a Network of Mathematical Learning and Support Centres in Germany,” <i>Sigma newsletter</i>, vol. 22, pp. 5–6, 2021.","ama":"Schürmann M, Liebendörfer M, Gildehaus L, et al. Opportunities and Possibilities of a Network of Mathematical Learning and Support Centres in Germany. <i>Sigma newsletter</i>. 2021;22:5-6.","bibtex":"@article{Schürmann_Liebendörfer_Gildehaus_Schaper_Hochmuth_Biehler_Lankeit_Kuklinski_Ruge_2021, title={Opportunities and Possibilities of a Network of Mathematical Learning and Support Centres in Germany}, volume={22}, journal={Sigma newsletter}, author={Schürmann, Mirko and Liebendörfer, Michael and Gildehaus, Lara and Schaper, Niclas and Hochmuth, Reinhard and Biehler, Rolf and Lankeit, Elisa and Kuklinski, Christiane and Ruge, Johanna}, year={2021}, pages={5–6} }","mla":"Schürmann, Mirko, et al. “Opportunities and Possibilities of a Network of Mathematical Learning and Support Centres in Germany.” <i>Sigma Newsletter</i>, vol. 22, 2021, pp. 5–6."},"publication":"Sigma newsletter","date_created":"2021-09-21T14:53:57Z","department":[{"_id":"423"},{"_id":"625"}],"type":"journal_article","author":[{"id":"59707","full_name":"Schürmann, Mirko","last_name":"Schürmann","orcid":"0000-0003-2646-085X","first_name":"Mirko"},{"id":"30933","full_name":"Liebendörfer, Michael","orcid":"0000-0001-9887-2074","first_name":"Michael","last_name":"Liebendörfer"},{"full_name":"Gildehaus, Lara","first_name":"Lara","last_name":"Gildehaus"},{"last_name":"Schaper","first_name":"Niclas","full_name":"Schaper, Niclas"},{"first_name":"Reinhard","last_name":"Hochmuth","full_name":"Hochmuth, Reinhard"},{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler","id":"16274"},{"full_name":"Lankeit, Elisa","first_name":"Elisa","last_name":"Lankeit"},{"first_name":"Christiane","last_name":"Kuklinski","full_name":"Kuklinski, Christiane"},{"full_name":"Ruge, Johanna","last_name":"Ruge","first_name":"Johanna"}],"year":"2021","title":"Opportunities and Possibilities of a Network of Mathematical Learning and Support Centres in Germany","status":"public","intvolume":"        22","date_updated":"2024-04-30T13:47:50Z","language":[{"iso":"eng"}],"_id":"24786","page":"5-6","volume":22,"user_id":"30933"},{"year":"2021","title":"Was ist eine gute Skizze? Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie fördern","status":"public","author":[{"first_name":"Johanna","last_name":"Schönherr","full_name":"Schönherr, Johanna","id":"99409"},{"full_name":"Schukajlow, S.","first_name":"S.","last_name":"Schukajlow"},{"full_name":"Blomberg, J.","first_name":"J.","last_name":"Blomberg"}],"date_updated":"2024-04-30T13:43:43Z","publication_status":"published","intvolume":"       224","page":"22–27","language":[{"iso":"ger"}],"_id":"45335","user_id":"99409","volume":224,"publication":"mathematik lehren","citation":{"mla":"Schönherr, Johanna, et al. “Was ist eine gute Skizze? Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie fördern.” <i>mathematik lehren</i>, vol. 224, 2021, pp. 22–27.","bibtex":"@article{Schönherr_Schukajlow_Blomberg_2021, title={Was ist eine gute Skizze? Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie fördern}, volume={224}, journal={mathematik lehren}, author={Schönherr, Johanna and Schukajlow, S. and Blomberg, J.}, year={2021}, pages={22–27} }","ama":"Schönherr J, Schukajlow S, Blomberg J. Was ist eine gute Skizze? Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie fördern. <i>mathematik lehren</i>. 2021;224:22–27.","ieee":"J. Schönherr, S. Schukajlow, and J. Blomberg, “Was ist eine gute Skizze? Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie fördern,” <i>mathematik lehren</i>, vol. 224, pp. 22–27, 2021.","apa":"Schönherr, J., Schukajlow, S., &#38; Blomberg, J. (2021). Was ist eine gute Skizze? Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie fördern. <i>mathematik lehren</i>, <i>224</i>, 22–27.","short":"J. Schönherr, S. Schukajlow, J. Blomberg, mathematik lehren 224 (2021) 22–27.","chicago":"Schönherr, Johanna, S. Schukajlow, and J. Blomberg. “Was ist eine gute Skizze? Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie fördern.” <i>mathematik lehren</i> 224 (2021): 22–27."},"extern":"1","date_created":"2023-05-29T17:28:42Z","type":"journal_article","department":[{"_id":"913"}]},{"extern":"1","publication":"Mathematical Thinking and Learning","citation":{"apa":"Schönherr, J., Schukajlow, S., Blomberg, J., &#38; Leopold, C. (2021). Does strategic knowledge matter? Effects of strategic knowledge about drawing on students’ modeling competencies in the domain of geometry. <i>Mathematical Thinking and Learning</i>. <a href=\"https://doi.org/10.1080/10986065.2021.2012741\">https://doi.org/10.1080/10986065.2021.2012741</a>","ieee":"J. Schönherr, S. Schukajlow, J. Blomberg, and C. Leopold, “Does strategic knowledge matter? Effects of strategic knowledge about drawing on students’ modeling competencies in the domain of geometry,” <i>Mathematical Thinking and Learning</i>, 2021, doi: <a href=\"https://doi.org/10.1080/10986065.2021.2012741\">10.1080/10986065.2021.2012741</a>.","chicago":"Schönherr, Johanna, S. Schukajlow, J. Blomberg, and C. Leopold. “Does Strategic Knowledge Matter? Effects of Strategic Knowledge about Drawing on Students’ Modeling Competencies in the Domain of Geometry.” <i>Mathematical Thinking and Learning</i>, 2021. <a href=\"https://doi.org/10.1080/10986065.2021.2012741\">https://doi.org/10.1080/10986065.2021.2012741</a>.","short":"J. Schönherr, S. Schukajlow, J. Blomberg, C. Leopold, Mathematical Thinking and Learning (2021).","mla":"Schönherr, Johanna, et al. “Does Strategic Knowledge Matter? Effects of Strategic Knowledge about Drawing on Students’ Modeling Competencies in the Domain of Geometry.” <i>Mathematical Thinking and Learning</i>, 2021, doi:<a href=\"https://doi.org/10.1080/10986065.2021.2012741\">10.1080/10986065.2021.2012741</a>.","ama":"Schönherr J, Schukajlow S, Blomberg J, Leopold C. Does strategic knowledge matter? Effects of strategic knowledge about drawing on students’ modeling competencies in the domain of geometry. <i>Mathematical Thinking and Learning</i>. Published online 2021. doi:<a href=\"https://doi.org/10.1080/10986065.2021.2012741\">10.1080/10986065.2021.2012741</a>","bibtex":"@article{Schönherr_Schukajlow_Blomberg_Leopold_2021, title={Does strategic knowledge matter? Effects of strategic knowledge about drawing on students’ modeling competencies in the domain of geometry}, DOI={<a href=\"https://doi.org/10.1080/10986065.2021.2012741\">10.1080/10986065.2021.2012741</a>}, journal={Mathematical Thinking and Learning}, author={Schönherr, Johanna and Schukajlow, S. and Blomberg, J. and Leopold, C.}, year={2021} }"},"type":"journal_article","department":[{"_id":"913"}],"date_created":"2023-05-29T17:22:24Z","date_updated":"2024-05-02T07:55:51Z","publication_status":"published","year":"2021","title":"Does strategic knowledge matter? Effects of strategic knowledge about drawing on students’ modeling competencies in the domain of geometry","status":"public","author":[{"first_name":"Johanna","last_name":"Schönherr","full_name":"Schönherr, Johanna","id":"99409"},{"first_name":"S.","last_name":"Schukajlow","full_name":"Schukajlow, S."},{"full_name":"Blomberg, J.","last_name":"Blomberg","first_name":"J."},{"full_name":"Leopold, C.","last_name":"Leopold","first_name":"C."}],"doi":"10.1080/10986065.2021.2012741","user_id":"99409","language":[{"iso":"eng"}],"_id":"45333"},{"publication":"Contemporary Educational Psychology","citation":{"ama":"Schönherr J, Blomberg J, Schukajlow S, Leopold C. Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance. <i>Contemporary Educational Psychology</i>. 2021;65. doi:<a href=\"https://doi.org/10.1016/j.cedpsych.2021.101967\">10.1016/j.cedpsych.2021.101967</a>","bibtex":"@article{Schönherr_Blomberg_Schukajlow_Leopold_2021, title={Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance}, volume={65}, DOI={<a href=\"https://doi.org/10.1016/j.cedpsych.2021.101967\">10.1016/j.cedpsych.2021.101967</a>}, journal={Contemporary Educational Psychology}, author={Schönherr, Johanna and Blomberg, J. and Schukajlow, S. and Leopold, C.}, year={2021} }","mla":"Schönherr, Johanna, et al. “Do Emotions and Prior Performance Facilitate the Use of the Learner-Generated Drawing Strategy? Effects of Enjoyment, Anxiety, and Intramathematical Performance on the Use of the Drawing Strategy and Modelling Performance.” <i>Contemporary Educational Psychology</i>, vol. 65, 2021, doi:<a href=\"https://doi.org/10.1016/j.cedpsych.2021.101967\">10.1016/j.cedpsych.2021.101967</a>.","short":"J. Schönherr, J. Blomberg, S. Schukajlow, C. Leopold, Contemporary Educational Psychology 65 (2021).","chicago":"Schönherr, Johanna, J. Blomberg, S. Schukajlow, and C. Leopold. “Do Emotions and Prior Performance Facilitate the Use of the Learner-Generated Drawing Strategy? Effects of Enjoyment, Anxiety, and Intramathematical Performance on the Use of the Drawing Strategy and Modelling Performance.” <i>Contemporary Educational Psychology</i> 65 (2021). <a href=\"https://doi.org/10.1016/j.cedpsych.2021.101967\">https://doi.org/10.1016/j.cedpsych.2021.101967</a>.","apa":"Schönherr, J., Blomberg, J., Schukajlow, S., &#38; Leopold, C. (2021). Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance. <i>Contemporary Educational Psychology</i>, <i>65</i>. <a href=\"https://doi.org/10.1016/j.cedpsych.2021.101967\">https://doi.org/10.1016/j.cedpsych.2021.101967</a>","ieee":"J. Schönherr, J. Blomberg, S. Schukajlow, and C. Leopold, “Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance,” <i>Contemporary Educational Psychology</i>, vol. 65, 2021, doi: <a href=\"https://doi.org/10.1016/j.cedpsych.2021.101967\">10.1016/j.cedpsych.2021.101967</a>."},"extern":"1","date_created":"2023-05-29T17:37:24Z","type":"journal_article","department":[{"_id":"913"}],"year":"2021","status":"public","title":"Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance","author":[{"last_name":"Schönherr","first_name":"Johanna","full_name":"Schönherr, Johanna","id":"99409"},{"last_name":"Blomberg","first_name":"J.","full_name":"Blomberg, J."},{"last_name":"Schukajlow","first_name":"S.","full_name":"Schukajlow, S."},{"last_name":"Leopold","first_name":"C.","full_name":"Leopold, C."}],"publication_status":"published","date_updated":"2024-05-02T07:57:08Z","intvolume":"        65","language":[{"iso":"eng"}],"_id":"45342","user_id":"99409","doi":"10.1016/j.cedpsych.2021.101967","volume":65},{"citation":{"mla":"Biehler, Rolf, and Franz Yannik Fleischer. “Introducing Students to Machine Learning with Decision Trees Using CODAP and Jupyter Notebooks.” <i>Teaching Statistics</i>, vol. 43, Wiley, 2021, pp. S133–42, doi:<a href=\"https://doi.org/10.1111/test.12279\">10.1111/test.12279</a>.","ama":"Biehler R, Fleischer FY. Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks. <i>Teaching Statistics</i>. 2021;43:S133-S142. doi:<a href=\"https://doi.org/10.1111/test.12279\">10.1111/test.12279</a>","bibtex":"@article{Biehler_Fleischer_2021, title={Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks}, volume={43}, DOI={<a href=\"https://doi.org/10.1111/test.12279\">10.1111/test.12279</a>}, journal={Teaching Statistics}, publisher={Wiley}, author={Biehler, Rolf and Fleischer, Franz Yannik}, year={2021}, pages={S133–S142} }","apa":"Biehler, R., &#38; Fleischer, F. Y. (2021). Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks. <i>Teaching Statistics</i>, <i>43</i>, S133–S142. <a href=\"https://doi.org/10.1111/test.12279\">https://doi.org/10.1111/test.12279</a>","ieee":"R. Biehler and F. Y. Fleischer, “Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks,” <i>Teaching Statistics</i>, vol. 43, pp. S133–S142, 2021, doi: <a href=\"https://doi.org/10.1111/test.12279\">10.1111/test.12279</a>.","short":"R. Biehler, F.Y. Fleischer, Teaching Statistics 43 (2021) S133–S142.","chicago":"Biehler, Rolf, and Franz Yannik Fleischer. “Introducing Students to Machine Learning with Decision Trees Using CODAP and Jupyter Notebooks.” <i>Teaching Statistics</i> 43 (2021): S133–42. <a href=\"https://doi.org/10.1111/test.12279\">https://doi.org/10.1111/test.12279</a>."},"publisher":"Wiley","_id":"35737","page":"S133-S142","volume":43,"user_id":"37888","status":"public","date_created":"2023-01-10T10:08:32Z","department":[{"_id":"363"}],"keyword":["Education","Statistics and Probability"],"type":"journal_article","publication":"Teaching Statistics","language":[{"iso":"eng"}],"doi":"10.1111/test.12279","publication_identifier":{"issn":["0141-982X","1467-9639"]},"author":[{"id":"16274","full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf"},{"full_name":"Fleischer, Franz Yannik","first_name":"Franz Yannik","orcid":"https://orcid.org/0000-0003-0318-0329","last_name":"Fleischer","id":"42660"}],"title":"Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks","year":"2021","intvolume":"        43","date_updated":"2024-08-21T10:05:05Z","publication_status":"published"},{"status":"public","user_id":"49063","volume":9,"page":"500-538","publisher":"Wiley","_id":"34822","quality_controlled":"1","citation":{"apa":"Bruns, J., Gasteiger, H., &#38; Strahl, C. (2021). Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review. <i>Review of Education</i>, <i>9</i>(2), 500–538. <a href=\"https://doi.org/10.1002/rev3.3255\">https://doi.org/10.1002/rev3.3255</a>","ieee":"J. Bruns, H. Gasteiger, and C. Strahl, “Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review,” <i>Review of Education</i>, vol. 9, no. 2, pp. 500–538, 2021, doi: <a href=\"https://doi.org/10.1002/rev3.3255\">10.1002/rev3.3255</a>.","chicago":"Bruns, Julia, Hedwig Gasteiger, and Carolin Strahl. “Conceptualising and Measuring Domain-Specific Content Knowledge of Early Childhood Educators: A Systematic Review.” <i>Review of Education</i> 9, no. 2 (2021): 500–538. <a href=\"https://doi.org/10.1002/rev3.3255\">https://doi.org/10.1002/rev3.3255</a>.","short":"J. Bruns, H. Gasteiger, C. Strahl, Review of Education 9 (2021) 500–538.","mla":"Bruns, Julia, et al. “Conceptualising and Measuring Domain-Specific Content Knowledge of Early Childhood Educators: A Systematic Review.” <i>Review of Education</i>, vol. 9, no. 2, Wiley, 2021, pp. 500–38, doi:<a href=\"https://doi.org/10.1002/rev3.3255\">10.1002/rev3.3255</a>.","ama":"Bruns J, Gasteiger H, Strahl C. Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review. <i>Review of Education</i>. 2021;9(2):500-538. doi:<a href=\"https://doi.org/10.1002/rev3.3255\">10.1002/rev3.3255</a>","bibtex":"@article{Bruns_Gasteiger_Strahl_2021, title={Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review}, volume={9}, DOI={<a href=\"https://doi.org/10.1002/rev3.3255\">10.1002/rev3.3255</a>}, number={2}, journal={Review of Education}, publisher={Wiley}, author={Bruns, Julia and Gasteiger, Hedwig and Strahl, Carolin}, year={2021}, pages={500–538} }"},"isi":"1","external_id":{"isi":["000614156400001"]},"publication_status":"published","date_updated":"2023-06-20T19:04:34Z","article_type":"review","intvolume":"         9","year":"2021","title":"Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review","author":[{"last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia","full_name":"Bruns, Julia","id":"72183"},{"first_name":"Hedwig","last_name":"Gasteiger","full_name":"Gasteiger, Hedwig"},{"first_name":"Carolin","last_name":"Strahl","full_name":"Strahl, Carolin"}],"publication_identifier":{"issn":["2049-6613"]},"doi":"10.1002/rev3.3255","language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"The role of domain-specific content knowledge is discussed controversially for the early childhood context. Therefore, this review aims at untangling the research on domain-specific content knowledge for early childhood educators by systematically reviewing the conceptual and operational definition of and results on early childhood educators' content knowledge in different domains. Using the scientific databases ERIC, PsycInfo and Web of Sciences, we identified 36 studies on early childhood educators' domain-specific content knowledge. By comparing these studies, we found that conceptualizations of early childhood educators' content knowledge move on a continuum between a scientific related perspective and a practice related perspective. The scientific related perspective defines content knowledge as the knowledge of key concepts, facts and rules of the domain integrating knowledge taught in primary, secondary or upper secondary school. The practice related perspective includes knowledge of key concepts, facts and rules of the domain limited to the knowledge explicitly relevant for teaching in early childhood education as well as selected domain-specific knowledge of children and teaching. Our review shows that the results and implications drawn by the study authors depend on how these authors conceptualize early childhood educators' content knowledge on this continuum. Further research, therefore, needs to consider carefully how early childhood educators' content knowledge is conceptualized. The paper further discusses gaps in this research field, such as validating methods for measuring early childhood educators' content knowledge or implementing more rigorous experimental designs to examine effects of early childhood educators' content knowledge."}],"issue":"2","publication":"Review of Education","type":"journal_article","keyword":["content knowledge","domain-specific learning","early childhood education","teacher knowledge"],"department":[{"_id":"611"},{"_id":"97"}],"date_created":"2022-12-22T09:22:46Z"},{"date_created":"2023-06-20T18:47:03Z","type":"journal_article","department":[{"_id":"97"},{"_id":"611"}],"publication":". TPS – Theorie und Praxis der Sozialpädagogik","citation":{"chicago":"Bruns, Julia, and T. Schopferer. “Eine mustergültige Wissenschaft.” . <i>. TPS – Theorie und Praxis der Sozialpädagogik</i> 11 (2021): 28–32.","short":"J. Bruns, T. Schopferer, . . TPS – Theorie und Praxis der Sozialpädagogik 11 (2021) 28–32.","ieee":"J. Bruns and T. Schopferer, “Eine mustergültige Wissenschaft,” . <i>TPS – Theorie und Praxis der Sozialpädagogik</i>, vol. 11, pp. 28–32, 2021.","apa":"Bruns, J., &#38; Schopferer, T. (2021). Eine mustergültige Wissenschaft. . <i>. TPS – Theorie und Praxis der Sozialpädagogik</i>, <i>11</i>, 28–32.","bibtex":"@article{Bruns_Schopferer_2021, title={Eine mustergültige Wissenschaft}, volume={11}, journal={. TPS – Theorie und Praxis der Sozialpädagogik}, author={Bruns, Julia and Schopferer, T.}, year={2021}, pages={28–32} }","ama":"Bruns J, Schopferer T. Eine mustergültige Wissenschaft. . <i>TPS – Theorie und Praxis der Sozialpädagogik</i>. 2021;11:28-32.","mla":"Bruns, Julia, and T. Schopferer. “Eine mustergültige Wissenschaft.” . <i>. TPS – Theorie und Praxis der Sozialpädagogik</i>, vol. 11, 2021, pp. 28–32."},"page":"28-32","language":[{"iso":"ger"}],"_id":"45687","user_id":"49063","volume":11,"title":"Eine mustergültige Wissenschaft","year":"2021","status":"public","author":[{"id":"72183","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","full_name":"Bruns, Julia"},{"full_name":"Schopferer, T.","last_name":"Schopferer","first_name":"T."}],"date_updated":"2023-06-20T18:47:08Z","publication_status":"published","intvolume":"        11"},{"_id":"36527","page":"101-109","volume":3,"editor":[{"full_name":"Inprasitha, Maitree","first_name":"Maitree","last_name":"Inprasitha"},{"full_name":"Changsri, Narumon","first_name":"Narumon","last_name":"Changsri"},{"full_name":"Boonsena, Nisakorn","last_name":"Boonsena","first_name":"Nisakorn"}],"user_id":"49063","conference":{"location":"Khon Kaen, Thailand","name":"44th Conference of the International Group for the Psychology of Mathematics Education"},"status":"public","oa":"1","citation":{"bibtex":"@inproceedings{Jensen_Gasteiger_Bruns_2021, title={Place value and regrouping as seperate constructs of place value understanding}, volume={3}, booktitle={Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education}, author={Jensen, Solveig and Gasteiger, Hedwig and Bruns, Julia}, editor={Inprasitha, Maitree and Changsri, Narumon and Boonsena, Nisakorn}, year={2021}, pages={101–109} }","chicago":"Jensen, Solveig, Hedwig Gasteiger, and Julia Bruns. “Place Value and Regrouping as Seperate Constructs of Place Value Understanding.” In <i>Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education</i>, edited by Maitree Inprasitha, Narumon Changsri, and Nisakorn Boonsena, 3:101–9, 2021.","ama":"Jensen S, Gasteiger H, Bruns J. Place value and regrouping as seperate constructs of place value understanding. In: Inprasitha M, Changsri N, Boonsena N, eds. <i>Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education</i>. Vol 3. ; 2021:101-109.","short":"S. Jensen, H. Gasteiger, J. Bruns, in: M. Inprasitha, N. Changsri, N. Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021, pp. 101–109.","ieee":"S. Jensen, H. Gasteiger, and J. Bruns, “Place value and regrouping as seperate constructs of place value understanding,” in <i>Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education</i>, Khon Kaen, Thailand, 2021, vol. 3, pp. 101–109.","apa":"Jensen, S., Gasteiger, H., &#38; Bruns, J. (2021). Place value and regrouping as seperate constructs of place value understanding. In M. Inprasitha, N. Changsri, &#38; N. Boonsena (Eds.), <i>Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education</i> (Vol. 3, pp. 101–109).","mla":"Jensen, Solveig, et al. “Place Value and Regrouping as Seperate Constructs of Place Value Understanding.” <i>Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education</i>, edited by Maitree Inprasitha et al., vol. 3, 2021, pp. 101–09."},"quality_controlled":"1","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://www.igpme.org/wp-content/uploads/2022/04/Volume-3_final.pdf","open_access":"1"}],"author":[{"last_name":"Jensen","first_name":"Solveig","full_name":"Jensen, Solveig"},{"last_name":"Gasteiger","first_name":"Hedwig","full_name":"Gasteiger, Hedwig"},{"full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia","id":"72183"}],"year":"2021","title":"Place value and regrouping as seperate constructs of place value understanding","intvolume":"         3","publication_status":"published","date_updated":"2023-06-20T19:13:24Z","date_created":"2023-01-13T08:47:46Z","department":[{"_id":"611"},{"_id":"97"}],"type":"conference","publication":"Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education"},{"title":"Context and Implications Document for: Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review","year":"2021","author":[{"first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183"},{"full_name":"Gasteiger, Hedwig","last_name":"Gasteiger","first_name":"Hedwig"},{"first_name":"Carolin","last_name":"Strahl","full_name":"Strahl, Carolin"}],"publication_identifier":{"issn":["2049-6613"]},"publication_status":"published","date_updated":"2023-06-20T19:10:58Z","article_type":"review","intvolume":"         9","language":[{"iso":"eng"}],"doi":"10.1002/rev3.3256","issue":"2","publication":"Review of Education","date_created":"2022-12-22T09:22:46Z","type":"journal_article","department":[{"_id":"611"},{"_id":"97"}],"status":"public","page":"539-540","publisher":"Wiley","_id":"34823","user_id":"49063","volume":9,"citation":{"short":"J. Bruns, H. Gasteiger, C. Strahl, Review of Education 9 (2021) 539–540.","chicago":"Bruns, Julia, Hedwig Gasteiger, and Carolin Strahl. “Context and Implications Document for: Conceptualising and Measuring Domain-Specific Content Knowledge of Early Childhood Educators: A Systematic Review.” <i>Review of Education</i> 9, no. 2 (2021): 539–40. <a href=\"https://doi.org/10.1002/rev3.3256\">https://doi.org/10.1002/rev3.3256</a>.","ieee":"J. Bruns, H. Gasteiger, and C. Strahl, “Context and Implications Document for: Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review,” <i>Review of Education</i>, vol. 9, no. 2, pp. 539–540, 2021, doi: <a href=\"https://doi.org/10.1002/rev3.3256\">10.1002/rev3.3256</a>.","apa":"Bruns, J., Gasteiger, H., &#38; Strahl, C. (2021). 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Jensen, H. Gasteiger, J. Bruns, in: Gesellschaft für Didaktik der Mathematik (Ed.), Beiträge zum Mathematikunterricht 2021, WTM-Verlag, 2021.","ama":"Jensen S, Gasteiger H, Bruns J. Stellenwertverständnis: Verständnis von Stellenwertprinzip und Bündelungsprinzip als separate Konstrukte. In: Gesellschaft für Didaktik der Mathematik, ed. <i>Beiträge zum Mathematikunterricht 2021</i>. WTM-Verlag; 2021. doi:<a href=\"http://dx.doi.org/10.17877/DE290R-22292\">http://dx.doi.org/10.17877/DE290R-22292</a>","chicago":"Jensen, Solveig, Hedwig Gasteiger, and Julia Bruns. “Stellenwertverständnis: Verständnis von Stellenwertprinzip und Bündelungsprinzip als separate Konstrukte.” In <i>Beiträge zum Mathematikunterricht 2021</i>, edited by Gesellschaft für Didaktik der Mathematik. WTM-Verlag, 2021. <a href=\"http://dx.doi.org/10.17877/DE290R-22292\">http://dx.doi.org/10.17877/DE290R-22292</a>.","ieee":"S. Jensen, H. Gasteiger, and J. Bruns, “Stellenwertverständnis: Verständnis von Stellenwertprinzip und Bündelungsprinzip als separate Konstrukte,” in <i>Beiträge zum Mathematikunterricht 2021</i>, Lüneburg, 2021, doi: <a href=\"http://dx.doi.org/10.17877/DE290R-22292\">http://dx.doi.org/10.17877/DE290R-22292</a>.","mla":"Jensen, Solveig, et al. “Stellenwertverständnis: Verständnis von Stellenwertprinzip und Bündelungsprinzip als separate Konstrukte.” <i>Beiträge zum Mathematikunterricht 2021</i>, edited by Gesellschaft für Didaktik der Mathematik, WTM-Verlag, 2021, doi:<a href=\"http://dx.doi.org/10.17877/DE290R-22292\">http://dx.doi.org/10.17877/DE290R-22292</a>.","apa":"Jensen, S., Gasteiger, H., &#38; Bruns, J. (2021). Stellenwertverständnis: Verständnis von Stellenwertprinzip und Bündelungsprinzip als separate Konstrukte. In Gesellschaft für Didaktik der Mathematik (Ed.), <i>Beiträge zum Mathematikunterricht 2021</i>. WTM-Verlag. <a href=\"http://dx.doi.org/10.17877/DE290R-22292\">http://dx.doi.org/10.17877/DE290R-22292</a>"},"_id":"36536","publisher":"WTM-Verlag","user_id":"49063","status":"public","conference":{"location":"Lüneburg","name":"55. Jahrestagung der Gesellschaft für Didaktik der Mathematik"}},{"publication_status":"published","date_updated":"2024-09-25T08:27:11Z","author":[{"full_name":"Frischemeier, Daniel","first_name":"Daniel","last_name":"Frischemeier"},{"full_name":"Podworny, Susanne","orcid":"0000-0002-6313-5987","first_name":"Susanne","last_name":"Podworny","id":"30619"},{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler","id":"16274"}],"publication_identifier":{"isbn":["9783662628539","9783662628546"],"issn":["2197-8751","2197-876X"]},"year":"2021","title":"Integration fachwissenschaftlicher und fachdidaktischer Komponenten in der Lehramtsausbildung Mathematik Grundschule am Beispiel einer Veranstaltung zur Leitidee „Daten, Häufigkeit und Wahrscheinlichkeit“","status":"public","user_id":"37888","doi":"10.1007/978-3-662-62854-6_11","_id":"56204","language":[{"iso":"ger"}],"publisher":"Springer Berlin Heidelberg","main_file_link":[{"url":"https://link.springer.com/chapter/10.1007/978-3-662-62854-6_11"}],"citation":{"apa":"Frischemeier, D., Podworny, S., &#38; Biehler, R. (2021). Integration fachwissenschaftlicher und fachdidaktischer Komponenten in der Lehramtsausbildung Mathematik Grundschule am Beispiel einer Veranstaltung zur Leitidee „Daten, Häufigkeit und Wahrscheinlichkeit“. In <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Springer Berlin Heidelberg. <a href=\"https://doi.org/10.1007/978-3-662-62854-6_11\">https://doi.org/10.1007/978-3-662-62854-6_11</a>","ieee":"D. Frischemeier, S. Podworny, and R. Biehler, “Integration fachwissenschaftlicher und fachdidaktischer Komponenten in der Lehramtsausbildung Mathematik Grundschule am Beispiel einer Veranstaltung zur Leitidee „Daten, Häufigkeit und Wahrscheinlichkeit“,” in <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>, Berlin, Heidelberg: Springer Berlin Heidelberg, 2021.","short":"D. Frischemeier, S. Podworny, R. Biehler, in: Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik, Springer Berlin Heidelberg, Berlin, Heidelberg, 2021.","chicago":"Frischemeier, Daniel, Susanne Podworny, and Rolf Biehler. “Integration fachwissenschaftlicher und fachdidaktischer Komponenten in der Lehramtsausbildung Mathematik Grundschule am Beispiel einer Veranstaltung zur Leitidee „Daten, Häufigkeit und Wahrscheinlichkeit“.” In <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. <a href=\"https://doi.org/10.1007/978-3-662-62854-6_11\">https://doi.org/10.1007/978-3-662-62854-6_11</a>.","mla":"Frischemeier, Daniel, et al. “Integration fachwissenschaftlicher und fachdidaktischer Komponenten in der Lehramtsausbildung Mathematik Grundschule am Beispiel einer Veranstaltung zur Leitidee „Daten, Häufigkeit und Wahrscheinlichkeit“.” <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>, Springer Berlin Heidelberg, 2021, doi:<a href=\"https://doi.org/10.1007/978-3-662-62854-6_11\">10.1007/978-3-662-62854-6_11</a>.","ama":"Frischemeier D, Podworny S, Biehler R. Integration fachwissenschaftlicher und fachdidaktischer Komponenten in der Lehramtsausbildung Mathematik Grundschule am Beispiel einer Veranstaltung zur Leitidee „Daten, Häufigkeit und Wahrscheinlichkeit“. In: <i>Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik</i>. Springer Berlin Heidelberg; 2021. doi:<a href=\"https://doi.org/10.1007/978-3-662-62854-6_11\">10.1007/978-3-662-62854-6_11</a>","bibtex":"@inbook{Frischemeier_Podworny_Biehler_2021, place={Berlin, Heidelberg}, title={Integration fachwissenschaftlicher und fachdidaktischer Komponenten in der Lehramtsausbildung Mathematik Grundschule am Beispiel einer Veranstaltung zur Leitidee „Daten, Häufigkeit und Wahrscheinlichkeit“}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-62854-6_11\">10.1007/978-3-662-62854-6_11</a>}, booktitle={Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}, publisher={Springer Berlin Heidelberg}, author={Frischemeier, Daniel and Podworny, Susanne and Biehler, Rolf}, year={2021} }"},"publication":"Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik","department":[{"_id":"363"}],"type":"book_chapter","date_created":"2024-09-23T09:01:18Z","place":"Berlin, Heidelberg"},{"type":"book_chapter","department":[{"_id":"360"},{"_id":"98"}],"date_created":"2019-08-30T12:00:51Z","abstract":[{"text":"Diagrammatisches Schlie{\\ss}en wird im Zusammenhang mit dem Lernen von Mathmematik und ihrer Symbolsprache als wesentliche Theorie der Wissenskonstruktion diskutiert. Dabei wird h{\\\"{a}}ufig davon ausgegangen, dass die Wissenskonstruktion im Sinne diagrammatischen Schlie{\\ss}ens erfolgt. Deskriptive Rekonstruktionen diagrammatischen Schlie{\\ss}ens bei Lernenden stellen jedoch ein Desiderat der mathematikdidaktischen Forschung dar. Der vorliegende Beitrag befasst sich mit der Fragestellung, wie sich diagrammatisches Schlie{\\ss}en bei Lernenden rekonstruieren l{\\\"{a}}sst. Als m{\\\"{o}}gliche Werkzeuge f{\\\"{u}}r eine solche Rekonstruktion werden Toulmins Argumentationsschema und Vergnauds Schema-Begriff exemplarisch angewandt, um das diagrammatische Schlie{\\ss}en eines Sch{\\\"{u}}lerpaars beim Einstieg in die Subtraktion negativer Zahlen zu rekonstruieren. Abschlie{\\ss}end wird die tats{\\\"{a}}chliche Eignung der beiden Ans{\\\"{a}}tze zur Rekonstruktion diagrammatischen Schlie{\\ss}ens diskutiert.","lang":"ger"}],"quality_controlled":"1","publication":"Zeichen und Sprache im Mathematikunterricht","citation":{"mla":"Schumacher, Jan, and Sebastian Rezat. “Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen. Vergleich zweier methodischer Zugänge.” <i>Zeichen und Sprache im Mathematikunterricht</i>, edited by Gert Kadunz, Springer, 2020, doi:<a href=\"https://doi.org/10.1007/978-3-662-61194-4_5\">10.1007/978-3-662-61194-4_5</a>.","bibtex":"@inbook{Schumacher_Rezat_2020, title={Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen. Vergleich zweier methodischer Zugänge}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-61194-4_5\">10.1007/978-3-662-61194-4_5</a>}, booktitle={Zeichen und Sprache im Mathematikunterricht}, publisher={Springer}, author={Schumacher, Jan and Rezat, Sebastian}, editor={Kadunz, GertEditor}, year={2020} }","ama":"Schumacher J, Rezat S. Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen. Vergleich zweier methodischer Zugänge. In: Kadunz G, ed. <i>Zeichen und Sprache im Mathematikunterricht</i>. Springer; 2020. doi:<a href=\"https://doi.org/10.1007/978-3-662-61194-4_5\">10.1007/978-3-662-61194-4_5</a>","ieee":"J. Schumacher and S. Rezat, “Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen. Vergleich zweier methodischer Zugänge,” in <i>Zeichen und Sprache im Mathematikunterricht</i>, G. Kadunz, Ed. Springer, 2020.","apa":"Schumacher, J., &#38; Rezat, S. (2020). Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen. Vergleich zweier methodischer Zugänge. In G. Kadunz (Ed.), <i>Zeichen und Sprache im Mathematikunterricht</i>. Springer. <a href=\"https://doi.org/10.1007/978-3-662-61194-4_5\">https://doi.org/10.1007/978-3-662-61194-4_5</a>","chicago":"Schumacher, Jan, and Sebastian Rezat. “Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen. Vergleich zweier methodischer Zugänge.” In <i>Zeichen und Sprache im Mathematikunterricht</i>, edited by Gert Kadunz. Springer, 2020. <a href=\"https://doi.org/10.1007/978-3-662-61194-4_5\">https://doi.org/10.1007/978-3-662-61194-4_5</a>.","short":"J. Schumacher, S. Rezat, in: G. Kadunz (Ed.), Zeichen und Sprache im Mathematikunterricht, Springer, 2020."},"doi":"10.1007/978-3-662-61194-4_5","user_id":"26809","editor":[{"full_name":"Kadunz, Gert","last_name":"Kadunz","first_name":"Gert"}],"_id":"13108","language":[{"iso":"ger"}],"publisher":"Springer","date_updated":"2022-01-06T06:51:28Z","publication_status":"published","title":"Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen. Vergleich zweier methodischer Zugänge","year":"2020","status":"public","author":[{"orcid":"0000-0002-6676-9774","first_name":"Jan","last_name":"Schumacher","full_name":"Schumacher, Jan","id":"26809"},{"full_name":"Rezat, Sebastian","first_name":"Sebastian","last_name":"Rezat"}]},{"citation":{"ieee":"J. Schumacher, “Deduktion und Abduktion beim diagrammatischen Schließen – das didaktische Potential der Peirceschen Semiotik,” 2020, doi: <a href=\"https://doi.org/10.17877/DE290R-21555\">10.17877/DE290R-21555</a>.","apa":"Schumacher, J. (2020). <i>Deduktion und Abduktion beim diagrammatischen Schließen – das didaktische Potential der Peirceschen Semiotik</i>. <a href=\"https://doi.org/10.17877/DE290R-21555\">https://doi.org/10.17877/DE290R-21555</a>","short":"J. Schumacher, in: LibreCat University, 2020.","chicago":"Schumacher, Jan. “Deduktion Und Abduktion Beim Diagrammatischen Schließen – Das Didaktische Potential Der Peirceschen Semiotik.” LibreCat University, 2020. <a href=\"https://doi.org/10.17877/DE290R-21555\">https://doi.org/10.17877/DE290R-21555</a>.","mla":"Schumacher, Jan. <i>Deduktion Und Abduktion Beim Diagrammatischen Schließen – Das Didaktische Potential Der Peirceschen Semiotik</i>. LibreCat University, 2020, doi:<a href=\"https://doi.org/10.17877/DE290R-21555\">10.17877/DE290R-21555</a>.","bibtex":"@inproceedings{Schumacher_2020, title={Deduktion und Abduktion beim diagrammatischen Schließen – das didaktische Potential der Peirceschen Semiotik}, DOI={<a href=\"https://doi.org/10.17877/DE290R-21555\">10.17877/DE290R-21555</a>}, publisher={LibreCat University}, author={Schumacher, Jan}, year={2020} }","ama":"Schumacher J. Deduktion und Abduktion beim diagrammatischen Schließen – das didaktische Potential der Peirceschen Semiotik. In: LibreCat University; 2020. doi:<a href=\"https://doi.org/10.17877/DE290R-21555\">10.17877/DE290R-21555</a>"},"date_created":"2022-06-14T07:10:29Z","type":"conference","department":[{"_id":"360"},{"_id":"98"}],"status":"public","title":"Deduktion und Abduktion beim diagrammatischen Schließen – das didaktische Potential der Peirceschen Semiotik","year":"2020","author":[{"last_name":"Schumacher","orcid":"0000-0002-6676-9774","first_name":"Jan","full_name":"Schumacher, Jan","id":"26809"}],"publication_status":"published","date_updated":"2022-06-14T07:15:34Z","publisher":"LibreCat University","_id":"31873","language":[{"iso":"eng"}],"user_id":"26809","doi":"10.17877/DE290R-21555"},{"place":"Frankfurt a. M.","citation":{"short":"U. Häsel-Weide, M. Nührenbörger, in: U. Hecker, M. Lassek, J. Ramseger (Eds.), Kinder lernen Zukunft – Anforderungen und tragfähige Grundlagen, 1st ed., Grundschulverband, Frankfurt a. M., 2020, pp. 108–118.","chicago":"Häsel-Weide, Uta, and Marcus Nührenbörger. “Tragfähige Grundlagen.” In <i>Kinder lernen Zukunft – Anforderungen und tragfähige Grundlagen</i>, edited by Ulrich Hecker, Maresi Lassek, and Jörg Ramseger, 1st ed., Band 150:108–18. Kinder lernen Zukunft. Frankfurt a. M.: Grundschulverband, 2020.","ieee":"U. Häsel-Weide and M. Nührenbörger, “Tragfähige Grundlagen,” in <i>Kinder lernen Zukunft – Anforderungen und tragfähige Grundlagen</i>, 1st ed., vol. Band 150, U. Hecker, M. Lassek, and J. Ramseger, Eds. Frankfurt a. M.: Grundschulverband, 2020, pp. 108–118.","apa":"Häsel-Weide, U., &#38; Nührenbörger, M. (2020). Tragfähige Grundlagen. In U. Hecker, M. Lassek, &#38; J. Ramseger (Eds.), <i>Kinder lernen Zukunft – Anforderungen und tragfähige Grundlagen: Vol. Band 150</i> (1st ed., pp. 108–118). Grundschulverband.","bibtex":"@inbook{Häsel-Weide_Nührenbörger_2020, place={Frankfurt a. M.}, edition={1}, series={Kinder lernen Zukunft}, title={Tragfähige Grundlagen}, volume={Band 150}, booktitle={Kinder lernen Zukunft – Anforderungen und tragfähige Grundlagen}, publisher={Grundschulverband}, author={Häsel-Weide, Uta and Nührenbörger, Marcus}, editor={Hecker, Ulrich and Lassek, Maresi and Ramseger, Jörg}, year={2020}, pages={108–118}, collection={Kinder lernen Zukunft} }","ama":"Häsel-Weide U, Nührenbörger M. Tragfähige Grundlagen. In: Hecker U, Lassek M, Ramseger J, eds. <i>Kinder lernen Zukunft – Anforderungen und tragfähige Grundlagen</i>. Vol Band 150. 1st ed. Kinder lernen Zukunft. Grundschulverband; 2020:108-118.","mla":"Häsel-Weide, Uta, and Marcus Nührenbörger. “Tragfähige Grundlagen.” <i>Kinder lernen Zukunft – Anforderungen und tragfähige Grundlagen</i>, edited by Ulrich Hecker et al., 1st ed., vol. Band 150, Grundschulverband, 2020, pp. 108–18."},"_id":"31551","publisher":"Grundschulverband","edition":"1","page":"108-118","volume":"Band 150","editor":[{"last_name":"Hecker","first_name":"Ulrich","full_name":"Hecker, Ulrich"},{"full_name":"Lassek, Maresi","first_name":"Maresi","last_name":"Lassek"},{"full_name":"Ramseger, Jörg","last_name":"Ramseger","first_name":"Jörg"}],"user_id":"85821","status":"public","date_created":"2022-05-31T07:57:21Z","department":[{"_id":"98"},{"_id":"543"}],"type":"book_chapter","publication":"Kinder lernen Zukunft – Anforderungen und tragfähige Grundlagen","related_material":{"link":[{"relation":"table_of_contents","url":"https://grundschulverband.de/wp-content/uploads/2020/07/200706neu_GSV_B150-Appetizer.pdf"}]},"language":[{"iso":"ger"}],"series_title":"Kinder lernen Zukunft","publication_identifier":{"unknown":["978-3-941649-28-6"]},"author":[{"last_name":"Häsel-Weide","first_name":"Uta","full_name":"Häsel-Weide, Uta","id":"60267"},{"first_name":"Marcus","last_name":"Nührenbörger","full_name":"Nührenbörger, Marcus"}],"year":"2020","title":"Tragfähige Grundlagen","publication_status":"published","date_updated":"2022-05-31T09:07:26Z"}]