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Arnold (Ed.), <i>New Skills in the Changing World of Statistics Education: Proceedings of the Roundtable conference of the International Association for Statistical Education (IASE), July 2020</i>. ISI/IASE.","short":"L. Budde, D. Frischemeier, R. Biehler, F.Y. Fleischer, D. Gerstenberger, S. Podworny, C. Schulte, in: P. 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Liebendörfer <i>et al.</i>, “The role of learning strategies for performance in mathematics courses for engineers,” in <i>Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)</i>, T. Hausberger, M. Bosch, and F. Chelloughi, Eds. Bizerte, Tunisia: University of Carthage and INDRUM, 2020.","apa":"Liebendörfer, M., Göller, R., Gildehaus, L., Kortemeyer, J., Biehler, R., Hochmuth, R., Ostsieker, L., Rode, J., &#38; Schaper, N. (2020). The role of learning strategies for performance in mathematics courses for engineers. In T. Hausberger, M. Bosch, &#38; F. Chelloughi (Eds.), <i>Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)</i>. 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Hausberger, M. Bosch, and F. Chelloughi. Bizerte, Tunisia: University of Carthage and INDRUM, 2020.","short":"E. Lankeit, R. Biehler, in: T. Hausberger, M. Bosch, F. Chelloughi (Eds.), Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020), University of Carthage and INDRUM, Bizerte, Tunisia, 2020.","apa":"Lankeit, E., &#38; Biehler, R. (2020). “I only know the absolute value function”–About students’ concept images and example spaces concerning continuity and differentiability. In T. Hausberger, M. Bosch, &#38; F. Chelloughi (Eds.), <i>Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)</i>. University of Carthage and INDRUM.","ieee":"E. Lankeit and R. Biehler, “‘I only know the absolute value function’–About students’ concept images and example spaces concerning continuity and differentiability,” in <i>Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)</i>, T. Hausberger, M. Bosch, and F. Chelloughi, Eds. Bizerte, Tunisia: University of Carthage and INDRUM, 2020.","ama":"Lankeit E, Biehler R. “I only know the absolute value function”–About students’ concept images and example spaces concerning continuity and differentiability. In: Hausberger T, Bosch M, Chelloughi F, eds. <i>Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)</i>. University of Carthage and INDRUM; 2020.","bibtex":"@inbook{Lankeit_Biehler_2020, place={Bizerte, Tunisia}, title={“I only know the absolute value function”–About students’ concept images and example spaces concerning continuity and differentiability}, booktitle={Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)}, publisher={University of Carthage and INDRUM}, author={Lankeit, Elisa and Biehler, Rolf}, editor={Hausberger, T. and Bosch, M. and Chelloughi, F.}, year={2020} }","mla":"Lankeit, Elisa, and Rolf Biehler. “‘I Only Know the Absolute Value Function’–About Students’ Concept Images and Example Spaces Concerning Continuity and Differentiability.” <i>Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)</i>, edited by T. Hausberger et al., University of Carthage and INDRUM, 2020."},"file_date_updated":"2024-11-12T11:02:33Z","publication":"Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)"},{"date_updated":"2022-01-06T06:51:28Z","publication_status":"inpress","year":"2019","title":"Rekonstruktion diagrammatischen Schließens am Beispiel der Subtraktion negativer Zahlen","status":"public","conference":{"name":"53. Jahrestagung der Gesellschaft für Didaktik der Mathematik","location":"Regensburg"},"author":[{"id":"26809","full_name":"Schumacher, Jan","orcid":"0000-0002-6676-9774","first_name":"Jan","last_name":"Schumacher"}],"user_id":"26809","_id":"13106","language":[{"iso":"ger"}],"publication":"Beiträge zum Mathematikunterricht 2019","citation":{"mla":"Schumacher, Jan. “Rekonstruktion diagrammatischen Schließens am Beispiel der Subtraktion negativer Zahlen.” <i>Beiträge zum Mathematikunterricht 2019</i>.","ama":"Schumacher J. Rekonstruktion diagrammatischen Schließens am Beispiel der Subtraktion negativer Zahlen. In: <i>Beiträge zum Mathematikunterricht 2019</i>.","bibtex":"@inproceedings{Schumacher, title={Rekonstruktion diagrammatischen Schließens am Beispiel der Subtraktion negativer Zahlen}, booktitle={Beiträge zum Mathematikunterricht 2019}, author={Schumacher, Jan} }","apa":"Schumacher, J. (n.d.). Rekonstruktion diagrammatischen Schließens am Beispiel der Subtraktion negativer Zahlen. In <i>Beiträge zum Mathematikunterricht 2019</i>. Regensburg.","ieee":"J. Schumacher, “Rekonstruktion diagrammatischen Schließens am Beispiel der Subtraktion negativer Zahlen,” in <i>Beiträge zum Mathematikunterricht 2019</i>, Regensburg.","short":"J. Schumacher, in: Beiträge zum Mathematikunterricht 2019, n.d.","chicago":"Schumacher, Jan. “Rekonstruktion diagrammatischen Schließens am Beispiel der Subtraktion negativer Zahlen.” In <i>Beiträge zum Mathematikunterricht 2019</i>, n.d."},"type":"conference","department":[{"_id":"360"},{"_id":"98"}],"date_created":"2019-08-30T11:58:37Z"},{"date_created":"2019-08-30T12:00:50Z","keyword":["diagrammatic reasoning","hypothetical learning trajectory","induction extrapolatory method","integers","negative numbers","permanence principle","semiotics"],"type":"conference","department":[{"_id":"360"},{"_id":"98"}],"publication":"Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019)","abstract":[{"text":"In this paper, we first outline a Hypothetical Learning Trajectory (HLT), which aims at a formal understanding of the rules for manipulating integers. The HLT is based on task formats, which promote algebraic thinking in terms of generalizing rules from the analysis of patterns and should be familiar to students from their mathematics education experiences in elementary school. Second, we analyze two students' actual learning process based on Peircean semiotics. The analysis shows that the actual learning process diverges from the hypothesized learning process in that the students do not relate the different levels of the diagrams in a way that allows them to extrapolate the rule for the subtraction of negative numbers. Based on this finding, we point out consequences for the design of the tasks.","lang":"eng"}],"language":[{"iso":"eng"}],"year":"2019","title":"A Hypothetical Learning Trajectory for the Learning of the Rules for Manipulating Integers","author":[{"id":"26809","first_name":"Jan","orcid":"0000-0002-6676-9774","last_name":"Schumacher","full_name":"Schumacher, Jan"},{"full_name":"Rezat, Sebastian","last_name":"Rezat","first_name":"Sebastian"}],"publication_status":"accepted","date_updated":"2022-01-06T06:51:28Z","place":"Utrecht, the Netherlands","citation":{"apa":"Schumacher, J., &#38; Rezat, S. (n.d.). A Hypothetical Learning Trajectory for the Learning of the Rules for Manipulating Integers. In U. T. Jankvist, M. Van den Heuvel-Panhuizen, &#38; M. Veldhuis (Eds.), <i>Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019)</i>. Utrecht, the Netherlands: Freudenthal Group &#38; Freudenthal Institute, Utrecht University and ERME.","ieee":"J. Schumacher and S. Rezat, “A Hypothetical Learning Trajectory for the Learning of the Rules for Manipulating Integers,” in <i>Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019)</i>, Utrecht.","short":"J. Schumacher, S. Rezat, in: U.T. Jankvist, M. Van den Heuvel-Panhuizen, M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019), Freudenthal Group &#38; Freudenthal Institute, Utrecht University and ERME, Utrecht, the Netherlands, n.d.","chicago":"Schumacher, Jan, and Sebastian Rezat. “A Hypothetical Learning Trajectory for the Learning of the Rules for Manipulating Integers.” In <i>Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019)</i>, edited by Uffe Thomas Jankvist, Marja Van den Heuvel-Panhuizen, and Michiel Veldhuis. Utrecht, the Netherlands: Freudenthal Group &#38; Freudenthal Institute, Utrecht University and ERME, n.d.","mla":"Schumacher, Jan, and Sebastian Rezat. “A Hypothetical Learning Trajectory for the Learning of the Rules for Manipulating Integers.” <i>Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019)</i>, edited by Uffe Thomas Jankvist et al., Freudenthal Group &#38; Freudenthal Institute, Utrecht University and ERME.","ama":"Schumacher J, Rezat S. A Hypothetical Learning Trajectory for the Learning of the Rules for Manipulating Integers. In: Jankvist UT, Van den Heuvel-Panhuizen M, Veldhuis M, eds. <i>Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019)</i>. Utrecht, the Netherlands: Freudenthal Group &#38; Freudenthal Institute, Utrecht University and ERME.","bibtex":"@inproceedings{Schumacher_Rezat, place={Utrecht, the Netherlands}, title={A Hypothetical Learning Trajectory for the Learning of the Rules for Manipulating Integers}, booktitle={Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019)}, publisher={Freudenthal Group &#38; Freudenthal Institute, Utrecht University and ERME}, author={Schumacher, Jan and Rezat, Sebastian}, editor={Jankvist, Uffe Thomas and Van den Heuvel-Panhuizen, Marja and Veldhuis, MichielEditors} }"},"quality_controlled":"1","_id":"13107","publisher":"Freudenthal Group & Freudenthal Institute, Utrecht University and ERME","user_id":"26809","editor":[{"full_name":"Jankvist, Uffe Thomas","last_name":"Jankvist","first_name":"Uffe Thomas"},{"first_name":"Marja","last_name":"Van den Heuvel-Panhuizen","full_name":"Van den Heuvel-Panhuizen, Marja"},{"first_name":"Michiel","last_name":"Veldhuis","full_name":"Veldhuis, Michiel"}],"status":"public","conference":{"location":"Utrecht","name":"CERME 11","start_date":"2019-02-06","end_date":"2019-02-10"}},{"editor":[{"first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian"},{"full_name":"Fan, Lianghuo","first_name":"Lianghuo","last_name":"Fan"},{"full_name":"Hattermann, Mathias","first_name":"Mathias","last_name":"Hattermann"},{"full_name":"Schumacher, Jan","last_name":"Schumacher","first_name":"Jan","orcid":"0000-0002-6676-9774","id":"26809"},{"full_name":"Wuschke, Holger","last_name":"Wuschke","first_name":"Holger"}],"user_id":"26809","doi":"10.17619/UNIPB/1-768","_id":"13139","language":[{"iso":"eng"}],"publisher":"Universitätsbibliothek Paderborn","page":"392","main_file_link":[{"open_access":"1","url":"https://doi.org/10.17619/UNIPB/1-768"}],"publication_status":"published","date_updated":"2022-01-06T06:51:29Z","conference":{"location":"Paderborn","start_date":"2019-09-16","name":"Third International Conference on Mathematics Textbook Research and Development","end_date":"2019-09-19"},"year":"2019","title":"Proceedings of the Third International Conference on Mathematics Textbook Research and Development: 16-19 September 2019 Paderborn, Germany","status":"public","department":[{"_id":"360"},{"_id":"98"}],"oa":"1","type":"book_editor","date_created":"2019-09-05T12:13:20Z","place":"Paderborn","citation":{"chicago":"Rezat, Sebastian, Lianghuo Fan, Mathias Hattermann, Jan Schumacher, and Holger Wuschke, eds. <i>Proceedings of the Third International Conference on Mathematics Textbook Research and Development: 16-19 September 2019 Paderborn, Germany</i>. Paderborn: Universitätsbibliothek Paderborn, 2019. <a href=\"https://doi.org/10.17619/UNIPB/1-768\">https://doi.org/10.17619/UNIPB/1-768</a>.","short":"S. Rezat, L. Fan, M. Hattermann, J. Schumacher, H. Wuschke, eds., Proceedings of the Third International Conference on Mathematics Textbook Research and Development: 16-19 September 2019 Paderborn, Germany, Universitätsbibliothek Paderborn, Paderborn, 2019.","apa":"Rezat, S., Fan, L., Hattermann, M., Schumacher, J., &#38; Wuschke, H. (Eds.). (2019). <i>Proceedings of the Third International Conference on Mathematics Textbook Research and Development: 16-19 September 2019 Paderborn, Germany</i>. Presented at the Third International Conference on Mathematics Textbook Research and Development, Paderborn: Universitätsbibliothek Paderborn. <a href=\"https://doi.org/10.17619/UNIPB/1-768\">https://doi.org/10.17619/UNIPB/1-768</a>","ieee":"S. Rezat, L. Fan, M. Hattermann, J. Schumacher, and H. Wuschke, Eds., <i>Proceedings of the Third International Conference on Mathematics Textbook Research and Development: 16-19 September 2019 Paderborn, Germany</i>. Paderborn: Universitätsbibliothek Paderborn, 2019.","ama":"Rezat S, Fan L, Hattermann M, Schumacher J, Wuschke H, eds. <i>Proceedings of the Third International Conference on Mathematics Textbook Research and Development: 16-19 September 2019 Paderborn, Germany</i>. Paderborn: Universitätsbibliothek Paderborn; 2019. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-768\">10.17619/UNIPB/1-768</a>","bibtex":"@book{Rezat_Fan_Hattermann_Schumacher_Wuschke_2019, place={Paderborn}, title={Proceedings of the Third International Conference on Mathematics Textbook Research and Development: 16-19 September 2019 Paderborn, Germany}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-768\">10.17619/UNIPB/1-768</a>}, publisher={Universitätsbibliothek Paderborn}, year={2019} }","mla":"Rezat, Sebastian, et al., editors. <i>Proceedings of the Third International Conference on Mathematics Textbook Research and Development: 16-19 September 2019 Paderborn, Germany</i>. Universitätsbibliothek Paderborn, 2019, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-768\">10.17619/UNIPB/1-768</a>."}},{"type":"conference","department":[{"_id":"98"},{"_id":"543"}],"place":"Paderborn","date_created":"2022-06-21T05:59:51Z","publication":"Proceedings of the Third International Conference on Mathematics Textbook Research an Development","citation":{"chicago":"Häsel-Weide, Uta, and M. Nührenbörger. “Materials Für Inclusive Mathematics Education - Design Principles an Practices.” In <i>Proceedings of the Third International Conference on Mathematics Textbook Research an Development</i>, edited by Sebastian Rezat, L. Fan, M. Hattermann, J. Schumacher, H. Wuschke, and Universitätsbibliothek Paderborn, 185–90. Paderborn, 2019.","short":"U. Häsel-Weide, M. Nührenbörger, in: S. Rezat, L. Fan, M. Hattermann, J. Schumacher, H. 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Deutschlands erste Mathematikdidaktikderin}, booktitle={Beiträge zum Mathematikunterricht}, publisher={WTM}, author={Werth, Gerda}, editor={Frank, Andreas and Krauss, Stefan  and Binder, Karin}, year={2019} }","apa":"Werth, G. (2019). Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin. In A. Frank, S. Krauss, &#38; K. Binder (Eds.), <i>Beiträge zum Mathematikunterricht</i>. WTM.","ieee":"G. Werth, “Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin,” in <i>Beiträge zum Mathematikunterricht</i>, Regensburg, 2019.","short":"G. Werth, in: A. Frank, S. Krauss, K. Binder (Eds.), Beiträge zum Mathematikunterricht, WTM, Münster, 2019.","chicago":"Werth, Gerda. “Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin.” In <i>Beiträge zum Mathematikunterricht</i>, edited by Andreas Frank, Stefan  Krauss, and Karin Binder. Münster: WTM, 2019."}},{"user_id":"31132","page":"30-37","language":[{"iso":"ger"}],"_id":"33598","date_updated":"2024-04-18T08:02:47Z","status":"public","year":"2019","title":"„...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben","author":[{"id":"58338","full_name":"Rezat, Sara","last_name":"Rezat","first_name":"Sara"},{"full_name":"Rezat, Sebastian","first_name":"Sebastian","last_name":"Rezat","id":"31132"}],"type":"journal_article","department":[{"_id":"463"},{"_id":"360"}],"date_created":"2022-10-09T22:08:36Z","publication":"In: Mathematik differenziert 3/2019","citation":{"chicago":"Rezat, Sara, and Sebastian Rezat. “„...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.” <i>In: Mathematik differenziert 3/2019</i>, 2019, 30–37.","short":"S. Rezat, S. Rezat, In: Mathematik differenziert 3/2019 (2019) 30–37.","ieee":"S. Rezat and S. Rezat, “„...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben,” <i>In: Mathematik differenziert 3/2019</i>, pp. 30–37, 2019.","apa":"Rezat, S., &#38; Rezat, S. (2019). „...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben. <i>In: Mathematik differenziert 3/2019</i>, 30–37.","bibtex":"@article{Rezat_Rezat_2019, title={„...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben}, journal={In: Mathematik differenziert 3/2019}, author={Rezat, Sara and Rezat, Sebastian}, year={2019}, pages={30–37} }","ama":"Rezat S, Rezat S. „...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben. <i>In: Mathematik differenziert 3/2019</i>. Published online 2019:30-37.","mla":"Rezat, Sara, and Sebastian Rezat. “„...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.” <i>In: Mathematik differenziert 3/2019</i>, 2019, pp. 30–37."}},{"publication_status":"published","date_updated":"2024-04-18T08:24:46Z","author":[{"last_name":"Vollstedt","first_name":"Maike","full_name":"Vollstedt, Maike"},{"id":"31132","first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian"}],"publication_identifier":{"isbn":["9783030156350","9783030156367"],"issn":["2520-8322","2520-8330"]},"status":"public","year":"2019","title":"An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm","editor":[{"last_name":"Kaiser","first_name":"Gabriele","full_name":"Kaiser, Gabriele"},{"full_name":"Presmeg, Norma","last_name":"Presmeg","first_name":"Norma"}],"user_id":"31132","doi":"10.1007/978-3-030-15636-7_4","language":[{"iso":"eng"}],"_id":"44684","publisher":"Springer International Publishing","citation":{"mla":"Vollstedt, Maike, and Sebastian Rezat. “An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm.” <i>Compendium for Early Career Researchers in Mathematics Education</i>, edited by Gabriele Kaiser and Norma Presmeg, Springer International Publishing, 2019, doi:<a href=\"https://doi.org/10.1007/978-3-030-15636-7_4\">10.1007/978-3-030-15636-7_4</a>.","bibtex":"@inbook{Vollstedt_Rezat_2019, place={Cham}, title={An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm}, DOI={<a href=\"https://doi.org/10.1007/978-3-030-15636-7_4\">10.1007/978-3-030-15636-7_4</a>}, booktitle={Compendium for Early Career Researchers in Mathematics Education}, publisher={Springer International Publishing}, author={Vollstedt, Maike and Rezat, Sebastian}, editor={Kaiser, Gabriele and Presmeg, Norma}, year={2019} }","ama":"Vollstedt M, Rezat S. An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm. In: Kaiser G, Presmeg N, eds. <i>Compendium for Early Career Researchers in Mathematics Education</i>. Springer International Publishing; 2019. doi:<a href=\"https://doi.org/10.1007/978-3-030-15636-7_4\">10.1007/978-3-030-15636-7_4</a>","ieee":"M. Vollstedt and S. Rezat, “An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm,” in <i>Compendium for Early Career Researchers in Mathematics Education</i>, G. Kaiser and N. Presmeg, Eds. Cham: Springer International Publishing, 2019.","apa":"Vollstedt, M., &#38; Rezat, S. (2019). An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm. In G. Kaiser &#38; N. Presmeg (Eds.), <i>Compendium for Early Career Researchers in Mathematics Education</i>. Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-030-15636-7_4\">https://doi.org/10.1007/978-3-030-15636-7_4</a>","chicago":"Vollstedt, Maike, and Sebastian Rezat. “An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm.” In <i>Compendium for Early Career Researchers in Mathematics Education</i>, edited by Gabriele Kaiser and Norma Presmeg. Cham: Springer International Publishing, 2019. <a href=\"https://doi.org/10.1007/978-3-030-15636-7_4\">https://doi.org/10.1007/978-3-030-15636-7_4</a>.","short":"M. Vollstedt, S. Rezat, in: G. Kaiser, N. Presmeg (Eds.), Compendium for Early Career Researchers in Mathematics Education, Springer International Publishing, Cham, 2019."},"publication":"Compendium for Early Career Researchers in Mathematics Education","department":[{"_id":"360"}],"type":"book_chapter","date_created":"2023-05-09T13:46:15Z","place":"Cham"},{"citation":{"mla":"Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of Lexical Trace Analyses.” <i>Mathematics Education Research Journal</i>, vol. 32, no. 4, Springer Science and Business Media LLC, 2019, pp. 653–81, doi:<a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>.","bibtex":"@article{Wessel_2019, title={Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses}, volume={32}, DOI={<a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>}, number={4}, journal={Mathematics Education Research Journal}, publisher={Springer Science and Business Media LLC}, author={Wessel, Lena}, year={2019}, pages={653–681} }","ama":"Wessel L. Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses. <i>Mathematics Education Research Journal</i>. 2019;32(4):653-681. doi:<a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>","ieee":"L. Wessel, “Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses,” <i>Mathematics Education Research Journal</i>, vol. 32, no. 4, pp. 653–681, 2019, doi: <a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>.","apa":"Wessel, L. (2019). Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses. <i>Mathematics Education Research Journal</i>, <i>32</i>(4), 653–681. <a href=\"https://doi.org/10.1007/s13394-019-00284-z\">https://doi.org/10.1007/s13394-019-00284-z</a>","chicago":"Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of Lexical Trace Analyses.” <i>Mathematics Education Research Journal</i> 32, no. 4 (2019): 653–81. <a href=\"https://doi.org/10.1007/s13394-019-00284-z\">https://doi.org/10.1007/s13394-019-00284-z</a>.","short":"L. Wessel, Mathematics Education Research Journal 32 (2019) 653–681."},"page":"653-681","publisher":"Springer Science and Business Media LLC","_id":"46156","user_id":"37888","volume":32,"status":"public","date_created":"2023-07-26T10:03:33Z","type":"journal_article","keyword":["Education","General Mathematics"],"department":[{"_id":"643"}],"publication":"Mathematics Education Research Journal","issue":"4","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>Although the teaching of vocabulary in mathematics lessons is requested in content- and language-integrated lesson designs, the clarification of the specific lexical language demands is still an open question for many mathematical topics. In a content- and language-integrated lesson design towards understanding the concept of equivalent fractions, the vocabulary (words and phrases) used by 17 students has been analyzed with qualitative means of data analysis. The qualitative in-depth analyses underline the importance of meaning-related vocabulary for making structural relations between the fractions in view explicit. Quantitative analyses of inventoried vocabulary for the four categories “self-initiated by students,” “triggered by teaching material,” “triggered by teacher,” or “triggered by peers” show the relations of collective and autonomous vocabularies from which the students retrieve their lexical means in oral and written language production.</jats:p>","lang":"eng"}],"language":[{"iso":"eng"}],"doi":"10.1007/s13394-019-00284-z","title":"Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses","year":"2019","author":[{"full_name":"Wessel, Lena","last_name":"Wessel","first_name":"Lena","id":"85190"}],"publication_identifier":{"issn":["1033-2170","2211-050X"]},"date_updated":"2024-04-18T09:01:40Z","publication_status":"published","intvolume":"        32"},{"user_id":"37888","editor":[{"full_name":"Kreutz, J.","last_name":"Kreutz","first_name":"J."},{"last_name":"Leuders","first_name":"Timo","full_name":"Leuders, Timo"},{"last_name":"Hellmann","first_name":"T.","full_name":"Hellmann, T."}],"page":"117-134","publisher":"Springer","_id":"48320","language":[{"iso":"ger"}],"date_updated":"2024-04-18T09:04:42Z","year":"2019","status":"public","title":"3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell","author":[{"full_name":"Leuders, Timo","last_name":"Leuders","first_name":"Timo"},{"id":"85190","first_name":"Lena","last_name":"Wessel","full_name":"Wessel, Lena"}],"type":"book_chapter","department":[{"_id":"643"}],"date_created":"2023-10-19T09:24:24Z","place":"Wiesbaden","publication":"Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell","citation":{"ama":"Leuders T, Wessel L. 3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell. In: Kreutz J, Leuders T, Hellmann T, eds. <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell</i>. Springer; 2019:117-134.","bibtex":"@inbook{Leuders_Wessel_2019, place={Wiesbaden}, title={3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell}, booktitle={Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell}, publisher={Springer}, author={Leuders, Timo and Wessel, Lena}, editor={Kreutz, J. and Leuders, Timo and Hellmann, T.}, year={2019}, pages={117–134} }","mla":"Leuders, Timo, and Lena Wessel. “3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell.” <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell</i>, edited by J. Kreutz et al., Springer, 2019, pp. 117–34.","short":"T. Leuders, L. Wessel, in: J. Kreutz, T. Leuders, T. Hellmann (Eds.), Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell, Springer, Wiesbaden, 2019, pp. 117–134.","chicago":"Leuders, Timo, and Lena Wessel. “3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell.” In <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell</i>, edited by J. Kreutz, Timo Leuders, and T. Hellmann, 117–34. Wiesbaden: Springer, 2019.","apa":"Leuders, T., &#38; Wessel, L. (2019). 3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell. In J. Kreutz, T. Leuders, &#38; T. Hellmann (Eds.), <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell</i> (pp. 117–134). Springer.","ieee":"T. Leuders and L. Wessel, “3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell,” in <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell</i>, J. Kreutz, T. Leuders, and T. Hellmann, Eds. Wiesbaden: Springer, 2019, pp. 117–134."}},{"place":"Münster","citation":{"mla":"Klinger, Marcel, et al., editors. <i>Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018</i>. WTM-Verlag, 2019, doi:<a href=\"https://doi.org/10.37626/ga9783959870986.0\">10.37626/ga9783959870986.0</a>.","ama":"Klinger M, Schüler-Meyer A, Wessel L, eds. <i>Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018</i>. Vol 6. WTM-Verlag; 2019. doi:<a href=\"https://doi.org/10.37626/ga9783959870986.0\">10.37626/ga9783959870986.0</a>","bibtex":"@book{Klinger_Schüler-Meyer_Wessel_2019, place={Münster}, series={Reihe Schriften zur Hochschuldidaktik Mathematik}, title={Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018}, volume={6}, DOI={<a href=\"https://doi.org/10.37626/ga9783959870986.0\">10.37626/ga9783959870986.0</a>}, publisher={WTM-Verlag}, year={2019}, collection={Reihe Schriften zur Hochschuldidaktik Mathematik} }","apa":"Klinger, M., Schüler-Meyer, A., &#38; Wessel, L. (Eds.). (2019). <i>Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018</i> (Vol. 6). WTM-Verlag. <a href=\"https://doi.org/10.37626/ga9783959870986.0\">https://doi.org/10.37626/ga9783959870986.0</a>","ieee":"M. Klinger, A. Schüler-Meyer, and L. Wessel, Eds., <i>Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018</i>, vol. 6. Münster: WTM-Verlag, 2019.","chicago":"Klinger, Marcel, Alexander Schüler-Meyer, and Lena Wessel, eds. <i>Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018</i>. Vol. 6. Reihe Schriften zur Hochschuldidaktik Mathematik. Münster: WTM-Verlag, 2019. <a href=\"https://doi.org/10.37626/ga9783959870986.0\">https://doi.org/10.37626/ga9783959870986.0</a>.","short":"M. Klinger, A. Schüler-Meyer, L. Wessel, eds., Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018, WTM-Verlag, Münster, 2019."},"user_id":"37888","volume":6,"editor":[{"last_name":"Klinger","first_name":"Marcel","full_name":"Klinger, Marcel"},{"first_name":"Alexander","last_name":"Schüler-Meyer","full_name":"Schüler-Meyer, Alexander"},{"id":"85190","last_name":"Wessel","first_name":"Lena","full_name":"Wessel, Lena"}],"_id":"48376","publisher":"WTM-Verlag","status":"public","type":"book_editor","department":[{"_id":"643"}],"date_created":"2023-10-23T07:50:59Z","abstract":[{"text":"<jats:p>„Vielfalt, die verbindet“ ist ein Leitmotiv, welches das Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018 in Essen gut beschreibt. Zu diesem kamen Akteure von Fachhochschulen und Universitäten mit fachmathematischer wie fachdidaktischer Perspektive vom 9. bis 10. November zusammen, um die Problematik des Übergangs von Schule zu Hochschule im Kontext mathematischer Studiengänge zu diskutieren. Der vorliegende Band bündelt die vielfältigen Projekte und Forschungsaktivitäten rund um den Übergang Schule–Hochschule und zeigt Innovationen innerhalb der mathematischen Hochschullehre gleichermaßen praxisorientiert wie theoretisch fundiert auf. Neben drei Hauptbeiträgen von Bärbel Barzel, Frode Rønning sowie Nimet Sarikaya und Peter Furlan umfasst der Band weitere 13 Sektionsbeiträge, welche u. a. die nebenstehenden Schwerpunkte fokussieren. • Heranführen von Studierenden an hochschulmathematische Denk- und Arbeitsweisen • Anpassung von Strukturen und Aufgaben für einen konstruktiven Übergang von Schule zu Hochschule • Bewährte Unterstützungsmaßnahmen für ein erfolgreiches Selbstlernen, z. B. in Form von Peer Instruction. • Etablierte Flipped-Classroom- und Blended-Learning-Formate  • Messung vielfältiger Fähigkeitsprofile von Studierenden beim Eintritt in die Hochschule • Chancen der Digitalisierung nutzen: Lehren und Lernen mit digitalen Medien, z. B. mithilfe von Lernvideo oder durch dynamische Visualisierungen • Umgang mit zunehmender Heterogenität und unterschiedlichem Vorwissen auf Seite der Studierenden • Konzepte problembasierten Lernens in die Hochschullehre integrieren • Steigerung der Motivation von Studierenden • Umgang mit der doppelten Diskontinuität mathematischer Lehramtsstudiengänge</jats:p>","lang":"eng"}],"doi":"10.37626/ga9783959870986.0","alternative_title":["Beiträge zum gleichnamigen Symposium am 9. und 10. November 2018 an der Universität Duisburg-Essen"],"series_title":"Reihe Schriften zur Hochschuldidaktik Mathematik","language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2024-04-18T09:08:38Z","intvolume":"         6","year":"2019","title":"Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018","publication_identifier":{"isbn":["9783959870986"]}}]