[{"publication":"Sprachen – Bilden – Chancen: Sprachbildung in der Lehrkräftebildung","type":"book_chapter","status":"public","editor":[{"first_name":"B.","full_name":"Jostes, B.","last_name":"Jostes"}],"department":[{"_id":"643"}],"user_id":"37888","_id":"48330","language":[{"iso":"ger"}],"page":"189-200","citation":{"ama":"Wessel L, Andreas T. Der Zusammenhang von sprachlichen Kompetenzen und schulischen mathematischen Leistungen: Curriculare Herausforderungen bei der Ausbildung von Lehrkräften vor dem Hintergrund des Berliner Rahmenlehrplans Mathematik. In: Jostes B, ed. <i>Sprachen – Bilden – Chancen: Sprachbildung in der Lehrkräftebildung</i>. Waxmann; 2017:189-200.","ieee":"L. Wessel and T. Andreas, “Der Zusammenhang von sprachlichen Kompetenzen und schulischen mathematischen Leistungen: Curriculare Herausforderungen bei der Ausbildung von Lehrkräften vor dem Hintergrund des Berliner Rahmenlehrplans Mathematik,” in <i>Sprachen – Bilden – Chancen: Sprachbildung in der Lehrkräftebildung</i>, B. Jostes, Ed. Münster/New York: Waxmann, 2017, pp. 189–200.","chicago":"Wessel, Lena, and T. Andreas. “Der Zusammenhang von sprachlichen Kompetenzen und schulischen mathematischen Leistungen: Curriculare Herausforderungen bei der Ausbildung von Lehrkräften vor dem Hintergrund des Berliner Rahmenlehrplans Mathematik.” In <i>Sprachen – Bilden – Chancen: Sprachbildung in der Lehrkräftebildung</i>, edited by B. Jostes, 189–200. Münster/New York: Waxmann, 2017.","apa":"Wessel, L., &#38; Andreas, T. (2017). Der Zusammenhang von sprachlichen Kompetenzen und schulischen mathematischen Leistungen: Curriculare Herausforderungen bei der Ausbildung von Lehrkräften vor dem Hintergrund des Berliner Rahmenlehrplans Mathematik. In B. Jostes (Ed.), <i>Sprachen – Bilden – Chancen: Sprachbildung in der Lehrkräftebildung</i> (pp. 189–200). Waxmann.","mla":"Wessel, Lena, and T. Andreas. “Der Zusammenhang von sprachlichen Kompetenzen und schulischen mathematischen Leistungen: Curriculare Herausforderungen bei der Ausbildung von Lehrkräften vor dem Hintergrund des Berliner Rahmenlehrplans Mathematik.” <i>Sprachen – Bilden – Chancen: Sprachbildung in der Lehrkräftebildung</i>, edited by B. Jostes, Waxmann, 2017, pp. 189–200.","short":"L. Wessel, T. Andreas, in: B. Jostes (Ed.), Sprachen – Bilden – Chancen: Sprachbildung in der Lehrkräftebildung, Waxmann, Münster/New York, 2017, pp. 189–200.","bibtex":"@inbook{Wessel_Andreas_2017, place={Münster/New York}, title={Der Zusammenhang von sprachlichen Kompetenzen und schulischen mathematischen Leistungen: Curriculare Herausforderungen bei der Ausbildung von Lehrkräften vor dem Hintergrund des Berliner Rahmenlehrplans Mathematik}, booktitle={Sprachen – Bilden – Chancen: Sprachbildung in der Lehrkräftebildung}, publisher={Waxmann}, author={Wessel, Lena and Andreas, T.}, editor={Jostes, B.}, year={2017}, pages={189–200} }"},"place":"Münster/New York","year":"2017","author":[{"id":"85190","full_name":"Wessel, Lena","last_name":"Wessel","first_name":"Lena"},{"full_name":"Andreas, T.","last_name":"Andreas","first_name":"T."}],"date_created":"2023-10-19T09:56:19Z","date_updated":"2024-04-18T09:07:45Z","publisher":"Waxmann","title":"Der Zusammenhang von sprachlichen Kompetenzen und schulischen mathematischen Leistungen: Curriculare Herausforderungen bei der Ausbildung von Lehrkräften vor dem Hintergrund des Berliner Rahmenlehrplans Mathematik"},{"citation":{"apa":"Sprütten, F., &#38; Wessel, L. (2017). „9 minus 8, das kommt 1.“ Mathematikunterricht in internationalen Förderklassen (IFK). Ziele und exemplarische Realisierungen. In U. Kortenkamp &#38; A. Kuzle (Eds.), <i>Beiträge zum Mathematikunterricht 2017</i> (pp. 953–956). WTM-Verlag.","short":"F. Sprütten, L. Wessel, in: U. Kortenkamp, A. Kuzle (Eds.), Beiträge zum Mathematikunterricht 2017, WTM-Verlag, Münster, 2017, pp. 953–956.","mla":"Sprütten, F., and Lena Wessel. “„9 minus 8, das kommt 1.“ Mathematikunterricht in internationalen Förderklassen (IFK). Ziele und exemplarische Realisierungen.” <i>Beiträge zum Mathematikunterricht 2017</i>, edited by U. Kortenkamp and A. Kuzle, WTM-Verlag, 2017, pp. 953–56.","bibtex":"@inbook{Sprütten_Wessel_2017, place={Münster}, title={„9 minus 8, das kommt 1.“ Mathematikunterricht in internationalen Förderklassen (IFK). Ziele und exemplarische Realisierungen}, booktitle={Beiträge zum Mathematikunterricht 2017}, publisher={WTM-Verlag}, author={Sprütten, F. and Wessel, Lena}, editor={Kortenkamp, U. and Kuzle, A.}, year={2017}, pages={953–956} }","ieee":"F. Sprütten and L. Wessel, “„9 minus 8, das kommt 1.“ Mathematikunterricht in internationalen Förderklassen (IFK). Ziele und exemplarische Realisierungen,” in <i>Beiträge zum Mathematikunterricht 2017</i>, U. Kortenkamp and A. Kuzle, Eds. Münster: WTM-Verlag, 2017, pp. 953–956.","chicago":"Sprütten, F., and Lena Wessel. “„9 minus 8, das kommt 1.“ Mathematikunterricht in internationalen Förderklassen (IFK). Ziele und exemplarische Realisierungen.” In <i>Beiträge zum Mathematikunterricht 2017</i>, edited by U. Kortenkamp and A. Kuzle, 953–56. Münster: WTM-Verlag, 2017.","ama":"Sprütten F, Wessel L. „9 minus 8, das kommt 1.“ Mathematikunterricht in internationalen Förderklassen (IFK). Ziele und exemplarische Realisierungen. In: Kortenkamp U, Kuzle A, eds. <i>Beiträge zum Mathematikunterricht 2017</i>. WTM-Verlag; 2017:953-956."},"page":"953-956","year":"2017","place":"Münster","title":"„9 minus 8, das kommt 1.“ Mathematikunterricht in internationalen Förderklassen (IFK). Ziele und exemplarische Realisierungen","author":[{"first_name":"F.","last_name":"Sprütten","full_name":"Sprütten, F."},{"last_name":"Wessel","id":"85190","full_name":"Wessel, Lena","first_name":"Lena"}],"date_created":"2023-10-24T06:50:34Z","date_updated":"2024-04-18T09:17:26Z","publisher":"WTM-Verlag","status":"public","editor":[{"first_name":"U.","last_name":"Kortenkamp","full_name":"Kortenkamp, U."},{"full_name":"Kuzle, A.","last_name":"Kuzle","first_name":"A."}],"type":"book_chapter","publication":"Beiträge zum Mathematikunterricht 2017","language":[{"iso":"ger"}],"user_id":"37888","department":[{"_id":"643"}],"_id":"48400"},{"status":"public","editor":[{"first_name":"U.","last_name":"Kortenkamp","full_name":"Kortenkamp, U."},{"first_name":"A.","full_name":"Kuzle, A.","last_name":"Kuzle"}],"publication":"Beiträge zum Mathematikunterricht 2017","type":"book_chapter","language":[{"iso":"ger"}],"department":[{"_id":"643"}],"user_id":"37888","_id":"48401","page":"1049-1052","citation":{"ama":"Wessel L. „Ja und dann kommt man halt immer einen höher.“ Operatives Üben am Beispiel von Ableitungsregeln. 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Kuzle (Eds.), Beiträge zum Mathematikunterricht 2017, WTM-Verlag, Münster, 2017, pp. 1049–1052.","mla":"Wessel, Lena. “„Ja und dann kommt man halt immer einen höher.“ Operatives Üben am Beispiel von Ableitungsregeln.” <i>Beiträge zum Mathematikunterricht 2017</i>, edited by U. Kortenkamp and A. Kuzle, WTM-Verlag, 2017, pp. 1049–52.","bibtex":"@inbook{Wessel_2017, place={Münster}, title={„Ja und dann kommt man halt immer einen höher.“ Operatives Üben am Beispiel von Ableitungsregeln}, booktitle={Beiträge zum Mathematikunterricht 2017}, publisher={WTM-Verlag}, author={Wessel, Lena}, editor={Kortenkamp, U. and Kuzle, A.}, year={2017}, pages={1049–1052} }"},"year":"2017","place":"Münster","title":"„Ja und dann kommt man halt immer einen höher.“ Operatives Üben am Beispiel von Ableitungsregeln","author":[{"full_name":"Wessel, Lena","id":"85190","last_name":"Wessel","first_name":"Lena"}],"date_created":"2023-10-24T06:52:38Z","date_updated":"2024-04-18T09:15:09Z","publisher":"WTM-Verlag"},{"user_id":"37888","department":[{"_id":"643"}],"_id":"48331","language":[{"iso":"ger"}],"type":"book_chapter","publication":"Mathematik und Sprache-Empirischer Forschungsstand und unterrichtliche Herausforderungen","status":"public","editor":[{"last_name":"Leiss","full_name":"Leiss, D.","first_name":"D."},{"first_name":"A.","full_name":"Neumann, A.","last_name":"Neumann"},{"last_name":"Schwippert","full_name":"Schwippert, K.","first_name":"K."}],"date_created":"2023-10-19T09:57:41Z","author":[{"full_name":"Wessel, Lena","id":"85190","last_name":"Wessel","first_name":"Lena"},{"first_name":"Susanne","full_name":"Prediger, Susanne","last_name":"Prediger"}],"date_updated":"2024-04-18T09:18:50Z","publisher":"Waxmann","title":"Differentielle Förderbedarfe je nach Sprachhintergrund? Analysen zu Unterschieden und Gemeinsamkeiten zwischen sprachlich starken und schwachen, einsprachigen und mehrsprachigen Lernenden","citation":{"short":"L. Wessel, S. Prediger, in: D. Leiss, A. Neumann, K. Schwippert (Eds.), Mathematik und Sprache-Empirischer Forschungsstand und unterrichtliche Herausforderungen, Waxmann, Münster, 2017, pp. 165–187.","bibtex":"@inbook{Wessel_Prediger_2017, place={Münster}, title={Differentielle Förderbedarfe je nach Sprachhintergrund? Analysen zu Unterschieden und Gemeinsamkeiten zwischen sprachlich starken und schwachen, einsprachigen und mehrsprachigen Lernenden}, booktitle={Mathematik und Sprache-Empirischer Forschungsstand und unterrichtliche Herausforderungen}, publisher={Waxmann}, author={Wessel, Lena and Prediger, Susanne}, editor={Leiss, D. and Neumann, A. and Schwippert, K.}, year={2017}, pages={165–187} }","mla":"Wessel, Lena, and Susanne Prediger. “Differentielle Förderbedarfe je nach Sprachhintergrund? Analysen zu Unterschieden und Gemeinsamkeiten zwischen sprachlich starken und schwachen, einsprachigen und mehrsprachigen Lernenden.” <i>Mathematik und Sprache-Empirischer Forschungsstand und unterrichtliche Herausforderungen</i>, edited by D. Leiss et al., Waxmann, 2017, pp. 165–187.","apa":"Wessel, L., &#38; Prediger, S. (2017). Differentielle Förderbedarfe je nach Sprachhintergrund? Analysen zu Unterschieden und Gemeinsamkeiten zwischen sprachlich starken und schwachen, einsprachigen und mehrsprachigen Lernenden. In D. Leiss, A. Neumann, &#38; K. Schwippert (Eds.), <i>Mathematik und Sprache-Empirischer Forschungsstand und unterrichtliche Herausforderungen</i> (pp. 165–187). Waxmann.","chicago":"Wessel, Lena, and Susanne Prediger. “Differentielle Förderbedarfe je nach Sprachhintergrund? Analysen zu Unterschieden und Gemeinsamkeiten zwischen sprachlich starken und schwachen, einsprachigen und mehrsprachigen Lernenden.” In <i>Mathematik und Sprache-Empirischer Forschungsstand und unterrichtliche Herausforderungen</i>, edited by D. Leiss, A. Neumann, and K. Schwippert, 165–187. Münster: Waxmann, 2017.","ieee":"L. Wessel and S. Prediger, “Differentielle Förderbedarfe je nach Sprachhintergrund? Analysen zu Unterschieden und Gemeinsamkeiten zwischen sprachlich starken und schwachen, einsprachigen und mehrsprachigen Lernenden,” in <i>Mathematik und Sprache-Empirischer Forschungsstand und unterrichtliche Herausforderungen</i>, D. Leiss, A. Neumann, and K. Schwippert, Eds. Münster: Waxmann, 2017, pp. 165–187.","ama":"Wessel L, Prediger S. Differentielle Förderbedarfe je nach Sprachhintergrund? Analysen zu Unterschieden und Gemeinsamkeiten zwischen sprachlich starken und schwachen, einsprachigen und mehrsprachigen Lernenden. In: Leiss D, Neumann A, Schwippert K, eds. <i>Mathematik und Sprache-Empirischer Forschungsstand und unterrichtliche Herausforderungen</i>. Waxmann; 2017:165–187."},"page":"165–187","place":"Münster","year":"2017"},{"_id":"48411","user_id":"37888","department":[{"_id":"643"}],"keyword":["Academic language","relative frequency","scaffolding","design research","trace analysis"],"language":[{"iso":"eng"}],"type":"book_chapter","publication":"Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)","editor":[{"full_name":"Dooley, T.","last_name":"Dooley","first_name":"T."},{"first_name":"G.","full_name":"Gueudet, G.","last_name":"Gueudet"}],"status":"public","date_updated":"2024-04-18T09:19:24Z","publisher":"DCU Institute of Education and ERME.","author":[{"first_name":"Lena","last_name":"Wessel","id":"85190","full_name":"Wessel, Lena"}],"date_created":"2023-10-24T07:58:51Z","title":"How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses","main_file_link":[{"url":"https://hal.science/hal-01937137/"}],"year":"2017","place":"Dublin, Ireland","citation":{"mla":"Wessel, Lena. “How Do Students Develop Lexical Means for Understanding the Concept of Relative Frequency? Empirical Insights on the Basis of Trace Analyses.” <i>Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)</i>, edited by T. Dooley and G. Gueudet, DCU Institute of Education and ERME., 2017, pp. 1388–95.","short":"L. Wessel, in: T. Dooley, G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017), DCU Institute of Education and ERME., Dublin, Ireland, 2017, pp. 1388–1395.","bibtex":"@inbook{Wessel_2017, place={Dublin, Ireland}, title={How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses}, booktitle={Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)}, publisher={DCU Institute of Education and ERME.}, author={Wessel, Lena}, editor={Dooley, T. and Gueudet, G.}, year={2017}, pages={1388–1395} }","apa":"Wessel, L. (2017). How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses. In T. Dooley &#38; G. Gueudet (Eds.), <i>Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)</i> (pp. 1388–1395). DCU Institute of Education and ERME.","ama":"Wessel L. How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses. In: Dooley T, Gueudet G, eds. <i>Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)</i>. DCU Institute of Education and ERME.; 2017:1388-1395.","ieee":"L. Wessel, “How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses,” in <i>Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)</i>, T. Dooley and G. Gueudet, Eds. Dublin, Ireland: DCU Institute of Education and ERME., 2017, pp. 1388–1395.","chicago":"Wessel, Lena. “How Do Students Develop Lexical Means for Understanding the Concept of Relative Frequency? Empirical Insights on the Basis of Trace Analyses.” In <i>Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)</i>, edited by T. Dooley and G. Gueudet, 1388–95. Dublin, Ireland: DCU Institute of Education and ERME., 2017."},"page":"1388-1395"},{"year":"2017","place":"Berlin","citation":{"ama":"Dröse J, Prediger S, Marcus A. Förderbaustein S3 - Verstehen von Textaufgaben. In: Prediger S, Selter Ch, Nührenbörger M, Hußmann S, eds. <i>Mathe sicher können - Förderbausteine und Handreichungen</i>. Cornelsen; 2017.","chicago":"Dröse, Jennifer, Susanne Prediger, and A. Marcus. “Förderbaustein S3 - Verstehen von Textaufgaben.” In <i>Mathe sicher können - Förderbausteine und Handreichungen</i>, edited by Susanne Prediger, Ch. Selter, M. Nührenbörger, and S.  Hußmann. Berlin: Cornelsen, 2017.","ieee":"J. Dröse, S. Prediger, and A. Marcus, “Förderbaustein S3 - Verstehen von Textaufgaben,” in <i>Mathe sicher können - Förderbausteine und Handreichungen</i>, S. Prediger, Ch. Selter, M. Nührenbörger, and S. Hußmann, Eds. Berlin: Cornelsen, 2017.","bibtex":"@inbook{Dröse_Prediger_Marcus_2017, place={Berlin}, title={Förderbaustein S3 - Verstehen von Textaufgaben}, booktitle={Mathe sicher können - Förderbausteine und Handreichungen}, publisher={Cornelsen}, author={Dröse, Jennifer and Prediger, Susanne and Marcus, A.}, editor={Prediger, Susanne and Selter, Ch. and Nührenbörger, M. and Hußmann, S. }, year={2017} }","short":"J. Dröse, S. Prediger, A. Marcus, in: S. Prediger, Ch. Selter, M. Nührenbörger, S. Hußmann (Eds.), Mathe sicher können - Förderbausteine und Handreichungen, Cornelsen, Berlin, 2017.","mla":"Dröse, Jennifer, et al. “Förderbaustein S3 - Verstehen von Textaufgaben.” <i>Mathe sicher können - Förderbausteine und Handreichungen</i>, edited by Susanne Prediger et al., Cornelsen, 2017.","apa":"Dröse, J., Prediger, S., &#38; Marcus, A. (2017). Förderbaustein S3 - Verstehen von Textaufgaben. In S. Prediger, Ch. Selter, M. Nührenbörger, &#38; S. Hußmann (Eds.), <i>Mathe sicher können - Förderbausteine und Handreichungen</i>. Cornelsen."},"publisher":"Cornelsen","date_updated":"2023-05-31T08:37:11Z","author":[{"last_name":"Dröse","id":"85820","full_name":"Dröse, Jennifer","first_name":"Jennifer"},{"first_name":"Susanne","last_name":"Prediger","full_name":"Prediger, Susanne"},{"first_name":"A.","full_name":"Marcus, A.","last_name":"Marcus"}],"date_created":"2023-05-31T08:36:54Z","title":"Förderbaustein S3 - Verstehen von Textaufgaben","publication":"Mathe sicher können - Förderbausteine und Handreichungen","type":"book_chapter","editor":[{"full_name":"Prediger, Susanne","last_name":"Prediger","first_name":"Susanne"},{"full_name":"Selter, Ch.","last_name":"Selter","first_name":"Ch."},{"first_name":"M.","last_name":"Nührenbörger","full_name":"Nührenbörger, M."},{"first_name":"S. ","full_name":"Hußmann, S. ","last_name":"Hußmann"}],"status":"public","_id":"45395","department":[{"_id":"98"}],"user_id":"21240","extern":"1","language":[{"iso":"ger"}]},{"publication_status":"published","year":"2017","place":"Münster","corporate_editor":["Institut für Mathematik der Universität Potsdam"],"page":"1221–1224","citation":{"ama":"Bruns J, Eichen L. EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen. In: Institut für Mathematik der Universität Potsdam, ed. <i>Beiträge zum Mathematikunterricht 2017</i>. WTM-Verlag; 2017:1221–1224.","ieee":"J. Bruns and L. Eichen, “EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen,” in <i>Beiträge zum Mathematikunterricht 2017</i>, Potsdam, 2017, pp. 1221–1224.","chicago":"Bruns, Julia, and L. Eichen. “EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen.” In <i>Beiträge zum Mathematikunterricht 2017</i>, edited by Institut für Mathematik der Universität Potsdam, 1221–1224. Münster: WTM-Verlag, 2017.","mla":"Bruns, Julia, and L. Eichen. “EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen.” <i>Beiträge zum Mathematikunterricht 2017</i>, edited by Institut für Mathematik der Universität Potsdam, WTM-Verlag, 2017, pp. 1221–1224.","short":"J. Bruns, L. Eichen, in: Institut für Mathematik der Universität Potsdam (Ed.), Beiträge zum Mathematikunterricht 2017, WTM-Verlag, Münster, 2017, pp. 1221–1224.","bibtex":"@inproceedings{Bruns_Eichen_2017, place={Münster}, title={EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen}, booktitle={Beiträge zum Mathematikunterricht 2017}, publisher={WTM-Verlag}, author={Bruns, Julia and Eichen, L.}, editor={Institut für Mathematik der Universität Potsdam}, year={2017}, pages={1221–1224} }","apa":"Bruns, J., &#38; Eichen, L. (2017). EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen. In Institut für Mathematik der Universität Potsdam (Ed.), <i>Beiträge zum Mathematikunterricht 2017</i> (pp. 1221–1224). WTM-Verlag."},"publisher":"WTM-Verlag","date_updated":"2023-06-20T18:31:46Z","date_created":"2023-06-20T18:31:38Z","author":[{"first_name":"Julia","id":"72183","full_name":"Bruns, Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864"},{"first_name":"L.","full_name":"Eichen, L.","last_name":"Eichen"}],"title":"EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen","conference":{"end_date":"2017-03-03","location":"Potsdam","name":"Vorträge auf der 51. Tagung für Didaktik der Mathematik - Jahrestagung der Gesellschaft für Didaktik der Mathematik","start_date":"2017-02-27"},"publication":"Beiträge zum Mathematikunterricht 2017","type":"conference","status":"public","_id":"45681","department":[{"_id":"97"},{"_id":"611"}],"user_id":"49063","extern":"1","language":[{"iso":"ger"}]},{"language":[{"iso":"eng"}],"extern":"1","keyword":["Beliefs","Competency Based Teacher Education","Control Groups","Early Childhood Education","Faculty Development","Foreign Countries","Inservice Teacher Education","Intervention","Mathematical Aptitude","Mathematics Skills","Pedagogical Content Knowledge","Preschool Teachers","Pretests Posttests","Professional Continuing Education","Statistical Analysis","Teacher Competency Testing"],"user_id":"49063","department":[{"_id":"611"},{"_id":"97"}],"_id":"36481","status":"public","abstract":[{"lang":"eng","text":"Recent studies highlight early childhood teachers’ mathematics-related competence. Developing this competence should be a main aspect of early childhood teachers’ education. This is, however, not the case in all countries. Consequently, high-quality professional development courses are needed. Based on research results, we developed a competence-oriented continuous professional development course (\"EmMa\") and examined the effects of \"EmMa\" by asking: How does \"EmMa\" affect the development of early childhood teachers’ i) mathematical content knowledge, ii) mathematical pedagogical content knowledge and iii) beliefs towards mathematics in general? To answer these questions, we conducted a pre-test/post-test study including a control group with 99 in-service early childhood teachers. Results show that the course affected teachers’ mathematical pedagogical content knowledge and static orientation towards mathematics positively. From this we conclude that scaling-up \"EmMa\" might be a suitable approach to bridge the gap between pre-service education with nearly no mathematics and the challenges of early mathematics education."}],"type":"journal_article","publication":"Mathematics Teacher Education and Development (MTED)","title":"Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study","author":[{"full_name":"Bruns, Julia","id":"72183","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia"},{"full_name":"Eichen, Lars","last_name":"Eichen","first_name":"Lars"},{"full_name":"Gasteiger, Hedwig","last_name":"Gasteiger","first_name":"Hedwig"}],"date_created":"2023-01-12T15:28:13Z","volume":19,"date_updated":"2023-06-20T19:01:36Z","citation":{"apa":"Bruns, J., Eichen, L., &#38; Gasteiger, H. (2017). Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study. <i>Mathematics Teacher Education and Development (MTED)</i>, <i>19</i>(3), 76–93.","bibtex":"@article{Bruns_Eichen_Gasteiger_2017, title={Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study}, volume={19}, number={3}, journal={Mathematics Teacher Education and Development (MTED)}, author={Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}, year={2017}, pages={76–93} }","mla":"Bruns, Julia, et al. “Mathematics-Related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study.” <i>Mathematics Teacher Education and Development (MTED)</i>, vol. 19, no. 3, 2017, pp. 76–93.","short":"J. Bruns, L. Eichen, H. Gasteiger, Mathematics Teacher Education and Development (MTED) 19 (2017) 76–93.","ieee":"J. Bruns, L. Eichen, and H. Gasteiger, “Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study,” <i>Mathematics Teacher Education and Development (MTED)</i>, vol. 19, no. 3, pp. 76–93, 2017.","chicago":"Bruns, Julia, Lars Eichen, and Hedwig Gasteiger. “Mathematics-Related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study.” <i>Mathematics Teacher Education and Development (MTED)</i> 19, no. 3 (2017): 76–93.","ama":"Bruns J, Eichen L, Gasteiger H. Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study. <i>Mathematics Teacher Education and Development (MTED)</i>. 2017;19(3):76–93."},"page":"76–93","intvolume":"        19","year":"2017","issue":"3","publication_status":"published","quality_controlled":"1"},{"publication_identifier":{"eissn":["2191-9194"],"issn":["2191-9186"]},"publication_status":"published","intvolume":"         6","page":"67-73","citation":{"ama":"Eichen L, Bruns J. Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen. <i>Frühe Bildung</i>. 2017;6(2):67-73. doi:<a href=\"https://doi.org/10.1026/2191-9186/a000310\">10.1026/2191-9186/a000310</a>","chicago":"Eichen, Lars, and Julia Bruns. “Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen.” <i>Frühe Bildung</i> 6, no. 2 (2017): 67–73. <a href=\"https://doi.org/10.1026/2191-9186/a000310\">https://doi.org/10.1026/2191-9186/a000310</a>.","ieee":"L. Eichen and J. Bruns, “Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen,” <i>Frühe Bildung</i>, vol. 6, no. 2, pp. 67–73, 2017, doi: <a href=\"https://doi.org/10.1026/2191-9186/a000310\">10.1026/2191-9186/a000310</a>.","bibtex":"@article{Eichen_Bruns_2017, title={Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen}, volume={6}, DOI={<a href=\"https://doi.org/10.1026/2191-9186/a000310\">10.1026/2191-9186/a000310</a>}, number={2}, journal={Frühe Bildung}, publisher={Hogrefe &#38; Huber Publishers}, author={Eichen, Lars and Bruns, Julia}, year={2017}, pages={67–73} }","mla":"Eichen, Lars, and Julia Bruns. “Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen.” <i>Frühe Bildung</i>, vol. 6, no. 2, Hogrefe &#38; Huber Publishers, 2017, pp. 67–73, doi:<a href=\"https://doi.org/10.1026/2191-9186/a000310\">10.1026/2191-9186/a000310</a>.","short":"L. Eichen, J. Bruns, Frühe Bildung 6 (2017) 67–73.","apa":"Eichen, L., &#38; Bruns, J. (2017). Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen. <i>Frühe Bildung</i>, <i>6</i>(2), 67–73. <a href=\"https://doi.org/10.1026/2191-9186/a000310\">https://doi.org/10.1026/2191-9186/a000310</a>"},"date_updated":"2023-06-20T19:02:55Z","volume":6,"author":[{"full_name":"Eichen, Lars","last_name":"Eichen","first_name":"Lars"},{"first_name":"Julia","full_name":"Bruns, Julia","id":"72183","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864"}],"doi":"10.1026/2191-9186/a000310","type":"journal_article","status":"public","_id":"34826","department":[{"_id":"97"},{"_id":"611"}],"user_id":"49063","article_type":"original","isi":"1","extern":"1","quality_controlled":"1","issue":"2","year":"2017","publisher":"Hogrefe & Huber Publishers","date_created":"2022-12-22T09:22:46Z","title":"Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen","publication":"Frühe Bildung","external_id":{"isi":["000405986200003"]},"keyword":["competency development","early childhood mathematics education","professional development course"],"language":[{"iso":"ger"}]},{"publication_status":"published","quality_controlled":"1","citation":{"chicago":"Bruns, Julia, Lars Eichen, and Hedwig Gasteiger. “Structure of Early Childhood Educators Math-Related Competence.” In <i>Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education </i>, edited by Berinderjeet Kaur, Weng Kin Ho, Tin Lam Toh, and Ban Heng Choy, 2:185–92, 2017.","ieee":"J. Bruns, L. Eichen, and H. Gasteiger, “Structure of Early Childhood Educators Math-related Competence,” in <i>Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education </i>, Singapur, 2017, vol. 2, pp. 185–192.","ama":"Bruns J, Eichen L, Gasteiger H. Structure of Early Childhood Educators Math-related Competence. In: Kaur B, Ho WK, Toh TL, Choy BH, eds. <i>Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education </i>. Vol 2. ; 2017:185-192.","short":"J. Bruns, L. Eichen, H. Gasteiger, in: B. Kaur, W.K. Ho, T.L. Toh, B.H. Choy (Eds.), Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education , 2017, pp. 185–192.","bibtex":"@inproceedings{Bruns_Eichen_Gasteiger_2017, title={Structure of Early Childhood Educators Math-related Competence}, volume={2}, booktitle={Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education }, author={Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}, editor={Kaur, Berinderjeet and Ho, Weng Kin and Toh, Tin Lam and Choy, Ban Heng}, year={2017}, pages={185–192} }","mla":"Bruns, Julia, et al. “Structure of Early Childhood Educators Math-Related Competence.” <i>Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education </i>, edited by Berinderjeet Kaur et al., vol. 2, 2017, pp. 185–92.","apa":"Bruns, J., Eichen, L., &#38; Gasteiger, H. (2017). Structure of Early Childhood Educators Math-related Competence. In B. Kaur, W. K. Ho, T. L. Toh, &#38; B. H. Choy (Eds.), <i>Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education </i> (Vol. 2, pp. 185–192)."},"intvolume":"         2","page":"185-192","year":"2017","author":[{"first_name":"Julia","id":"72183","full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"},{"last_name":"Eichen","full_name":"Eichen, Lars","first_name":"Lars"},{"first_name":"Hedwig","last_name":"Gasteiger","full_name":"Gasteiger, Hedwig"}],"date_created":"2023-01-12T15:23:25Z","volume":2,"date_updated":"2023-06-20T19:00:53Z","conference":{"name":" 41th Conference of the International Group for the Psychology of Mathematics Educa-tion","location":"Singapur"},"title":"Structure of Early Childhood Educators Math-related Competence","type":"conference","publication":"Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education ","status":"public","editor":[{"first_name":"Berinderjeet","last_name":"Kaur","full_name":"Kaur, Berinderjeet"},{"first_name":"Weng Kin","last_name":"Ho","full_name":"Ho, Weng Kin"},{"full_name":"Toh, Tin Lam","last_name":"Toh","first_name":"Tin Lam"},{"first_name":"Ban Heng","full_name":"Choy, Ban Heng","last_name":"Choy"}],"user_id":"49063","department":[{"_id":"611"},{"_id":"97"}],"_id":"36479","extern":"1","language":[{"iso":"eng"}]},{"quality_controlled":"1","year":"2017","date_created":"2023-01-12T15:34:47Z","publisher":"Springer Fachmedien Wiesbaden","title":"Individuelle Förderung im Kontext früher mathematischer Bildung","publication":"Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule","abstract":[{"lang":"ger","text":"Ziel der quasi-experimentellen Querschnittsuntersuchung ist die Beschreibung der adaptiven Förderpraxis elementarpädagogischer Fachpersonen (n = 31) von Kindern (n = 62) im Bereich Mathematik unter Einbezug des Konzepts der Zone der nächsten Entwicklung nach Vygotskij. Im Zentrum dieses Beitrags steht die Frage: Welcher Zusammenhang zeigt sich zwischen dem Bildungsverständnis der elementarpädagogischen Fachpersonen und der Adaptivität ihres Förderverhaltens im Bereich Mathematik? Die Ergebnisse weisen darauf hin, dass die Förderung nur unzureichend adaptiv gestaltet wird. Es zeigt sich kein Zusammenhang zwischen dem Bildungsverständnis und der adaptiven Förderleistung im Bereich Mathematik. Es scheint aufgrund der Ergebnisse, dass elementarpädagogische Fachpersonen stärkere Unterstützung in der Begleitung mathematischer Bildungsprozesse brauchen."}],"language":[{"iso":"ger"}],"publication_status":"published","publication_identifier":{"isbn":["978-3-658-12950-7"]},"citation":{"ieee":"J. Bruns and L. Eichen, “Individuelle Förderung im Kontext früher mathematischer Bildung,” in <i>Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule</i>, S. Schuler, C. Streit, and G. Wittmann, Eds. Wiesbaden: Springer Fachmedien Wiesbaden, 2017, pp. 125–138.","chicago":"Bruns, Julia, and Lars Eichen. “Individuelle Förderung im Kontext früher mathematischer Bildung.” In <i>Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule</i>, edited by Stephanie Schuler, Christine Streit, and Gerald Wittmann, 125–138. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. <a href=\"https://doi.org/10.1007/978-3-658-12950-7_9\">https://doi.org/10.1007/978-3-658-12950-7_9</a>.","apa":"Bruns, J., &#38; Eichen, L. (2017). Individuelle Förderung im Kontext früher mathematischer Bildung. In S. Schuler, C. Streit, &#38; G. Wittmann (Eds.), <i>Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule</i> (pp. 125–138). Springer Fachmedien Wiesbaden. <a href=\"https://doi.org/10.1007/978-3-658-12950-7_9\">https://doi.org/10.1007/978-3-658-12950-7_9</a>","ama":"Bruns J, Eichen L. Individuelle Förderung im Kontext früher mathematischer Bildung. In: Schuler S, Streit C, Wittmann G, eds. <i>Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule</i>. Springer Fachmedien Wiesbaden; 2017:125–138. doi:<a href=\"https://doi.org/10.1007/978-3-658-12950-7_9\">10.1007/978-3-658-12950-7_9</a>","mla":"Bruns, Julia, and Lars Eichen. “Individuelle Förderung im Kontext früher mathematischer Bildung.” <i>Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule</i>, edited by Stephanie Schuler et al., Springer Fachmedien Wiesbaden, 2017, pp. 125–138, doi:<a href=\"https://doi.org/10.1007/978-3-658-12950-7_9\">10.1007/978-3-658-12950-7_9</a>.","bibtex":"@inbook{Bruns_Eichen_2017, place={Wiesbaden}, title={Individuelle Förderung im Kontext früher mathematischer Bildung}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-12950-7_9\">10.1007/978-3-658-12950-7_9</a>}, booktitle={Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule}, publisher={Springer Fachmedien Wiesbaden}, author={Bruns, Julia and Eichen, Lars}, editor={Schuler, Stephanie and Streit, Christine and Wittmann, Gerald}, year={2017}, pages={125–138} }","short":"J. Bruns, L. Eichen, in: S. Schuler, C. Streit, G. Wittmann (Eds.), Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule, Springer Fachmedien Wiesbaden, Wiesbaden, 2017, pp. 125–138."},"page":"125–138","place":"Wiesbaden","author":[{"first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","full_name":"Bruns, Julia","id":"72183"},{"full_name":"Eichen, Lars","last_name":"Eichen","first_name":"Lars"}],"date_updated":"2023-06-20T19:09:36Z","doi":"10.1007/978-3-658-12950-7_9","type":"book_chapter","status":"public","editor":[{"full_name":"Schuler, Stephanie","last_name":"Schuler","first_name":"Stephanie"},{"first_name":"Christine","full_name":"Streit, Christine","last_name":"Streit"},{"first_name":"Gerald","last_name":"Wittmann","full_name":"Wittmann, Gerald"}],"user_id":"49063","department":[{"_id":"611"},{"_id":"97"}],"_id":"36484","extern":"1"},{"citation":{"apa":"Biehler, R., &#38; Friedrich, H. (2017). Professionelles Wissen von Lehrkräften zum Thema bedingte Wahrscheinlichkeiten und stochastische Unabhängigkeit. In U. Kortenkamp &#38; A. Kuzle (Eds.), <i>Beiträge zum Mathematikunterricht 2017</i> (pp. 91–94). WTM-Verlag.","mla":"Biehler, Rolf, and Hauke Friedrich. “Professionelles Wissen von Lehrkräften Zum Thema Bedingte Wahrscheinlichkeiten Und Stochastische Unabhängigkeit.” <i>Beiträge Zum Mathematikunterricht 2017</i>, edited by U. Kortenkamp and A. Kuzle, WTM-Verlag, 2017, pp. 91–94.","short":"R. Biehler, H. Friedrich, in: U. Kortenkamp, A. Kuzle (Eds.), Beiträge Zum Mathematikunterricht 2017, WTM-Verlag, Münster, 2017, pp. 91–94.","bibtex":"@inbook{Biehler_Friedrich_2017, place={Münster}, title={Professionelles Wissen von Lehrkräften zum Thema bedingte Wahrscheinlichkeiten und stochastische Unabhängigkeit}, booktitle={Beiträge zum Mathematikunterricht 2017}, publisher={WTM-Verlag}, author={Biehler, Rolf and Friedrich, Hauke}, editor={Kortenkamp, U. and Kuzle, A.}, year={2017}, pages={91–94} }","ama":"Biehler R, Friedrich H. Professionelles Wissen von Lehrkräften zum Thema bedingte Wahrscheinlichkeiten und stochastische Unabhängigkeit. In: Kortenkamp U, Kuzle A, eds. <i>Beiträge Zum Mathematikunterricht 2017</i>. WTM-Verlag; 2017:91-94.","ieee":"R. Biehler and H. Friedrich, “Professionelles Wissen von Lehrkräften zum Thema bedingte Wahrscheinlichkeiten und stochastische Unabhängigkeit,” in <i>Beiträge zum Mathematikunterricht 2017</i>, U. Kortenkamp and A. Kuzle, Eds. Münster: WTM-Verlag, 2017, pp. 91–94.","chicago":"Biehler, Rolf, and Hauke Friedrich. “Professionelles Wissen von Lehrkräften Zum Thema Bedingte Wahrscheinlichkeiten Und Stochastische Unabhängigkeit.” In <i>Beiträge Zum Mathematikunterricht 2017</i>, edited by U. Kortenkamp and A. Kuzle, 91–94. Münster: WTM-Verlag, 2017."},"page":"91-94","year":"2017","place":"Münster","main_file_link":[{"url":"https://eldorado.tu-dortmund.de/bitstream/2003/36401/1/BzMU-2017-BIEHLER.pdf"}],"title":"Professionelles Wissen von Lehrkräften zum Thema bedingte Wahrscheinlichkeiten und stochastische Unabhängigkeit","date_created":"2024-10-07T09:58:57Z","author":[{"full_name":"Biehler, Rolf","id":"16274","last_name":"Biehler","first_name":"Rolf"},{"first_name":"Hauke","full_name":"Friedrich, Hauke","last_name":"Friedrich"}],"publisher":"WTM-Verlag","date_updated":"2024-10-07T10:45:28Z","status":"public","editor":[{"last_name":"Kortenkamp","full_name":"Kortenkamp, U.","first_name":"U."},{"full_name":"Kuzle, A.","last_name":"Kuzle","first_name":"A."}],"type":"book_chapter","publication":"Beiträge zum Mathematikunterricht 2017","language":[{"iso":"eng"}],"user_id":"37888","department":[{"_id":"363"}],"_id":"56356"},{"title":"Reasoning About Data","main_file_link":[{"url":"https://link.springer.com/chapter/10.1007/978-3-319-66195-7_5"}],"doi":"10.1007/978-3-319-66195-7_5","publisher":"Springer International Publishing","date_updated":"2024-10-07T10:52:35Z","author":[{"first_name":"Rolf","full_name":"Biehler, Rolf","id":"16274","last_name":"Biehler"},{"last_name":"Frischemeier","full_name":"Frischemeier, Daniel","first_name":"Daniel"},{"first_name":"Chris","last_name":"Reading","full_name":"Reading, Chris"},{"full_name":"Shaughnessy, J. Michael","last_name":"Shaughnessy","first_name":"J. Michael"}],"date_created":"2024-10-07T10:50:59Z","place":"Cham","year":"2017","citation":{"mla":"Biehler, Rolf, et al. “Reasoning About Data.” <i>International Handbook of Research in Statistics Education</i>, edited by Dani Ben-Zvi et al., Springer International Publishing, 2017, pp. 139–92, doi:<a href=\"https://doi.org/10.1007/978-3-319-66195-7_5\">10.1007/978-3-319-66195-7_5</a>.","bibtex":"@inbook{Biehler_Frischemeier_Reading_Shaughnessy_2017, place={Cham}, title={Reasoning About Data}, DOI={<a href=\"https://doi.org/10.1007/978-3-319-66195-7_5\">10.1007/978-3-319-66195-7_5</a>}, booktitle={International Handbook of Research in Statistics Education}, publisher={Springer International Publishing}, author={Biehler, Rolf and Frischemeier, Daniel and Reading, Chris and Shaughnessy, J. Michael}, editor={Ben-Zvi, Dani and Makar, K. and Garfield, J.}, year={2017}, pages={139–192} }","short":"R. Biehler, D. Frischemeier, C. Reading, J.M. Shaughnessy, in: D. Ben-Zvi, K. Makar, J. Garfield (Eds.), International Handbook of Research in Statistics Education, Springer International Publishing, Cham, 2017, pp. 139–192.","apa":"Biehler, R., Frischemeier, D., Reading, C., &#38; Shaughnessy, J. M. (2017). Reasoning About Data. In D. Ben-Zvi, K. Makar, &#38; J. Garfield (Eds.), <i>International Handbook of Research in Statistics Education</i> (pp. 139–192). Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-319-66195-7_5\">https://doi.org/10.1007/978-3-319-66195-7_5</a>","ieee":"R. Biehler, D. Frischemeier, C. Reading, and J. M. Shaughnessy, “Reasoning About Data,” in <i>International Handbook of Research in Statistics Education</i>, D. Ben-Zvi, K. Makar, and J. Garfield, Eds. Cham: Springer International Publishing, 2017, pp. 139–192.","chicago":"Biehler, Rolf, Daniel Frischemeier, Chris Reading, and J. Michael Shaughnessy. “Reasoning About Data.” In <i>International Handbook of Research in Statistics Education</i>, edited by Dani Ben-Zvi, K. Makar, and J. Garfield, 139–92. Cham: Springer International Publishing, 2017. <a href=\"https://doi.org/10.1007/978-3-319-66195-7_5\">https://doi.org/10.1007/978-3-319-66195-7_5</a>.","ama":"Biehler R, Frischemeier D, Reading C, Shaughnessy JM. Reasoning About Data. In: Ben-Zvi D, Makar K, Garfield J, eds. <i>International Handbook of Research in Statistics Education</i>. Springer International Publishing; 2017:139-192. doi:<a href=\"https://doi.org/10.1007/978-3-319-66195-7_5\">10.1007/978-3-319-66195-7_5</a>"},"page":"139-192","publication_status":"published","publication_identifier":{"isbn":["9783319661933","9783319661957"],"issn":["2197-1951","2197-196X"]},"language":[{"iso":"eng"}],"_id":"56363","user_id":"37888","department":[{"_id":"363"}],"editor":[{"last_name":"Ben-Zvi","full_name":"Ben-Zvi, Dani","first_name":"Dani"},{"last_name":"Makar","full_name":"Makar, K.","first_name":"K."},{"last_name":"Garfield","full_name":"Garfield, J.","first_name":"J."}],"status":"public","type":"book_chapter","publication":"International Handbook of Research in Statistics Education"},{"status":"public","editor":[{"last_name":"Kortenkamp","full_name":"Kortenkamp, U.","first_name":"U."},{"full_name":"Kuzle, A.","last_name":"Kuzle","first_name":"A."}],"publication":"Beiträge zum Mathematikunterricht 2017","type":"book_chapter","language":[{"iso":"ger"}],"department":[{"_id":"363"}],"user_id":"37888","_id":"56704","page":"231-234","citation":{"apa":"Fleischmann, Y., &#38; Biehler, R. (2017). Analyse von Studierendenbearbeitungen von Präsenzaufgaben in der linearen Algebra. In U. Kortenkamp &#38; A. Kuzle (Eds.), <i>Beiträge zum Mathematikunterricht 2017</i> (pp. 231–234). WTM-Verlag.","bibtex":"@inbook{Fleischmann_Biehler_2017, place={Münster}, title={Analyse von Studierendenbearbeitungen von Präsenzaufgaben in der linearen Algebra}, booktitle={Beiträge zum Mathematikunterricht 2017}, publisher={WTM-Verlag}, author={Fleischmann, Yael and Biehler, Rolf}, editor={Kortenkamp, U. and Kuzle, A.}, year={2017}, pages={231–234} }","mla":"Fleischmann, Yael, and Rolf Biehler. “Analyse von Studierendenbearbeitungen von Präsenzaufgaben in der linearen Algebra.” <i>Beiträge zum Mathematikunterricht 2017</i>, edited by U. Kortenkamp and A. Kuzle, WTM-Verlag, 2017, pp. 231–34.","short":"Y. Fleischmann, R. Biehler, in: U. Kortenkamp, A. 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