[{"doi":"10.1111/bjep.12653","title":"Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value","volume":94,"date_created":"2024-09-24T18:02:43Z","author":[{"first_name":"Johanna","id":"99409","full_name":"Schönherr, Johanna","last_name":"Schönherr"}],"publisher":"Wiley","date_updated":"2025-05-27T12:15:31Z","intvolume":"        94","page":"407-424","citation":{"short":"J. Schönherr, British Journal of Educational Psychology 94 (2024) 407–424.","bibtex":"@article{Schönherr_2024, title={Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value}, volume={94}, DOI={<a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>}, number={2}, journal={British Journal of Educational Psychology}, publisher={Wiley}, author={Schönherr, Johanna}, year={2024}, pages={407–424} }","mla":"Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility Value.” <i>British Journal of Educational Psychology</i>, vol. 94, no. 2, Wiley, 2024, pp. 407–24, doi:<a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>.","apa":"Schönherr, J. (2024). Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value. <i>British Journal of Educational Psychology</i>, <i>94</i>(2), 407–424. <a href=\"https://doi.org/10.1111/bjep.12653\">https://doi.org/10.1111/bjep.12653</a>","ama":"Schönherr J. Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value. <i>British Journal of Educational Psychology</i>. 2024;94(2):407-424. doi:<a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>","chicago":"Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility Value.” <i>British Journal of Educational Psychology</i> 94, no. 2 (2024): 407–24. <a href=\"https://doi.org/10.1111/bjep.12653\">https://doi.org/10.1111/bjep.12653</a>.","ieee":"J. Schönherr, “Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value,” <i>British Journal of Educational Psychology</i>, vol. 94, no. 2, pp. 407–424, 2024, doi: <a href=\"https://doi.org/10.1111/bjep.12653\">10.1111/bjep.12653</a>."},"year":"2024","issue":"2","publication_identifier":{"issn":["0007-0998","2044-8279"]},"publication_status":"published","language":[{"iso":"eng"}],"department":[{"_id":"913"}],"user_id":"99409","_id":"56236","status":"public","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:sec><jats:title>Background</jats:title><jats:p>Real‐world problems are important in math instruction, but they do not necessarily trigger students' task motivation. Personalizing real‐world problems by (1) matching problems to students' shared living environment (context personalization) and (2) asking students to pose their own problems (active personalization) might be two interventions to increase students' task motivation.</jats:p></jats:sec><jats:sec><jats:title>Aim</jats:title><jats:p>In the current study, we investigated the effects of context personalization and active personalization on students' self‐efficacy expectations, intrinsic value, attainment value, utility value, and cost.</jats:p></jats:sec><jats:sec><jats:title>Sample</jats:title><jats:p>The participants were 28 fifth‐ and sixth‐grade students who voluntarily took part in a six‐month afterschool program in which they posed problems with the aim of creating a math walk in their hometown.</jats:p></jats:sec><jats:sec><jats:title>Method</jats:title><jats:p>Using a within‐subjects design, at the end of the afterschool program, the students rated their self‐efficacy expectations and task values for four self‐developed problems associated with their hometown, four peer‐developed problems associated with their hometown, and four instructor‐provided problems associated with unfamiliar locations.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>Students reported higher self‐efficacy expectations, intrinsic value, attainment value, and utility value for active‐personalized than non‐personalized problems. To a lesser extent, context personalization promoted intrinsic value and attainment value. No effect was found for cost.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>Active personalization (i.e. asking students to pose their own real‐world problems) is suited to enhance students' task motivation, specifically their self‐efficacy expectations, intrinsic value, attainment value, and utility value. Context personalization still boosts students' intrinsic value and attainment value. Implementation in classroom instruction is discussed.</jats:p></jats:sec>","lang":"eng"}],"publication":"British Journal of Educational Psychology","type":"journal_article"},{"language":[{"iso":"eng"}],"article_number":"104659","user_id":"99409","department":[{"_id":"913"}],"_id":"54836","status":"public","type":"journal_article","publication":"Teaching and Teacher Education","doi":"10.1016/j.tate.2024.104659","title":"Preservice teachers' judgments of students’ expectations of success and task values: Close relations with their personal task motivation","author":[{"first_name":"Johanna","id":"99409","full_name":"Schönherr, Johanna","last_name":"Schönherr"},{"first_name":"Stanislaw","last_name":"Schukajlow","full_name":"Schukajlow, Stanislaw"}],"date_created":"2024-06-20T12:30:38Z","volume":148,"publisher":"Elsevier BV","date_updated":"2025-05-27T12:16:47Z","citation":{"short":"J. Schönherr, S. Schukajlow, Teaching and Teacher Education 148 (2024).","bibtex":"@article{Schönherr_Schukajlow_2024, title={Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation}, volume={148}, DOI={<a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>}, number={104659}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Schönherr, Johanna and Schukajlow, Stanislaw}, year={2024} }","mla":"Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments of Students’ Expectations of Success and Task Values: Close Relations with Their Personal Task Motivation.” <i>Teaching and Teacher Education</i>, vol. 148, 104659, Elsevier BV, 2024, doi:<a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>.","apa":"Schönherr, J., &#38; Schukajlow, S. (2024). Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation. <i>Teaching and Teacher Education</i>, <i>148</i>, Article 104659. <a href=\"https://doi.org/10.1016/j.tate.2024.104659\">https://doi.org/10.1016/j.tate.2024.104659</a>","chicago":"Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments of Students’ Expectations of Success and Task Values: Close Relations with Their Personal Task Motivation.” <i>Teaching and Teacher Education</i> 148 (2024). <a href=\"https://doi.org/10.1016/j.tate.2024.104659\">https://doi.org/10.1016/j.tate.2024.104659</a>.","ieee":"J. Schönherr and S. Schukajlow, “Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation,” <i>Teaching and Teacher Education</i>, vol. 148, Art. no. 104659, 2024, doi: <a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>.","ama":"Schönherr J, Schukajlow S. Preservice teachers’ judgments of students’ expectations of success and task values: Close relations with their personal task motivation. <i>Teaching and Teacher Education</i>. 2024;148. doi:<a href=\"https://doi.org/10.1016/j.tate.2024.104659\">10.1016/j.tate.2024.104659</a>"},"intvolume":"       148","year":"2024","publication_status":"published","publication_identifier":{"issn":["0742-051X"]}},{"publication":"Educational Research Review","type":"journal_article","status":"public","department":[{"_id":"913"}],"user_id":"99409","_id":"56235","language":[{"iso":"eng"}],"article_number":"100639","publication_identifier":{"issn":["1747-938X"]},"publication_status":"published","intvolume":"        45","citation":{"apa":"Schönherr, J., Strohmaier, A. R., &#38; Schukajlow, S. (2024). Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education. <i>Educational Research Review</i>, <i>45</i>, Article 100639. <a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">https://doi.org/10.1016/j.edurev.2024.100639</a>","short":"J. Schönherr, A.R. Strohmaier, S. Schukajlow, Educational Research Review 45 (2024).","bibtex":"@article{Schönherr_Strohmaier_Schukajlow_2024, title={Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education}, volume={45}, DOI={<a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>}, number={100639}, journal={Educational Research Review}, publisher={Elsevier BV}, author={Schönherr, Johanna and Strohmaier, Anselm R. and Schukajlow, Stanislaw}, year={2024} }","mla":"Schönherr, Johanna, et al. “Learning with Visualizations Helps: A Meta-Analysis of Visualization Interventions in Mathematics Education.” <i>Educational Research Review</i>, vol. 45, 100639, Elsevier BV, 2024, doi:<a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>.","ama":"Schönherr J, Strohmaier AR, Schukajlow S. Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education. <i>Educational Research Review</i>. 2024;45. doi:<a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>","chicago":"Schönherr, Johanna, Anselm R. Strohmaier, and Stanislaw Schukajlow. “Learning with Visualizations Helps: A Meta-Analysis of Visualization Interventions in Mathematics Education.” <i>Educational Research Review</i> 45 (2024). <a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">https://doi.org/10.1016/j.edurev.2024.100639</a>.","ieee":"J. Schönherr, A. R. Strohmaier, and S. Schukajlow, “Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education,” <i>Educational Research Review</i>, vol. 45, Art. no. 100639, 2024, doi: <a href=\"https://doi.org/10.1016/j.edurev.2024.100639\">10.1016/j.edurev.2024.100639</a>."},"year":"2024","volume":45,"date_created":"2024-09-24T17:59:41Z","author":[{"first_name":"Johanna","last_name":"Schönherr","full_name":"Schönherr, Johanna","id":"99409"},{"last_name":"Strohmaier","full_name":"Strohmaier, Anselm R.","first_name":"Anselm R."},{"full_name":"Schukajlow, Stanislaw","last_name":"Schukajlow","first_name":"Stanislaw"}],"publisher":"Elsevier BV","date_updated":"2025-05-27T12:16:09Z","doi":"10.1016/j.edurev.2024.100639","title":"Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education"},{"publication":"Lecture Notes in Computer Science","type":"book_chapter","status":"public","_id":"56237","department":[{"_id":"913"}],"user_id":"99409","language":[{"iso":"eng"}],"publication_identifier":{"issn":["0302-9743","1611-3349"],"isbn":["9783031712906","9783031712913"]},"publication_status":"published","year":"2024","place":"Cham","citation":{"ama":"Schönherr J, Mayer RE. Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling. In: <i>Lecture Notes in Computer Science</i>. Springer Nature Switzerland; 2024. doi:<a href=\"https://doi.org/10.1007/978-3-031-71291-3_26\">10.1007/978-3-031-71291-3_26</a>","ieee":"J. Schönherr and R. E. Mayer, “Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling,” in <i>Lecture Notes in Computer Science</i>, Cham: Springer Nature Switzerland, 2024.","chicago":"Schönherr, Johanna, and Richard E. Mayer. “Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling.” In <i>Lecture Notes in Computer Science</i>. Cham: Springer Nature Switzerland, 2024. <a href=\"https://doi.org/10.1007/978-3-031-71291-3_26\">https://doi.org/10.1007/978-3-031-71291-3_26</a>.","apa":"Schönherr, J., &#38; Mayer, R. E. (2024). Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling. In <i>Lecture Notes in Computer Science</i>. Springer Nature Switzerland. <a href=\"https://doi.org/10.1007/978-3-031-71291-3_26\">https://doi.org/10.1007/978-3-031-71291-3_26</a>","bibtex":"@inbook{Schönherr_Mayer_2024, place={Cham}, title={Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-71291-3_26\">10.1007/978-3-031-71291-3_26</a>}, booktitle={Lecture Notes in Computer Science}, publisher={Springer Nature Switzerland}, author={Schönherr, Johanna and Mayer, Richard E.}, year={2024} }","mla":"Schönherr, Johanna, and Richard E. Mayer. “Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling.” <i>Lecture Notes in Computer Science</i>, Springer Nature Switzerland, 2024, doi:<a href=\"https://doi.org/10.1007/978-3-031-71291-3_26\">10.1007/978-3-031-71291-3_26</a>.","short":"J. Schönherr, R.E. Mayer, in: Lecture Notes in Computer Science, Springer Nature Switzerland, Cham, 2024."},"date_updated":"2025-05-27T12:15:57Z","publisher":"Springer Nature Switzerland","author":[{"first_name":"Johanna","last_name":"Schönherr","id":"99409","full_name":"Schönherr, Johanna"},{"last_name":"Mayer","full_name":"Mayer, Richard E.","first_name":"Richard E."}],"date_created":"2024-09-24T18:03:42Z","title":"Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling","doi":"10.1007/978-3-031-71291-3_26"},{"publisher":"Waxmann","date_updated":"2025-06-02T14:14:25Z","volume":2023,"date_created":"2025-06-02T14:13:18Z","author":[{"first_name":"Wiebke","full_name":"Langer, Wiebke","last_name":"Langer"},{"orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","id":"72183","full_name":"Bruns, Julia","first_name":"Julia"},{"last_name":"Erhorn","full_name":"Erhorn, Jan","first_name":"Jan"}],"title":"Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht","doi":"10.31244/jero.2023.01.03","publication_identifier":{"issn":["1866-6671"]},"publication_status":"published","issue":"1","year":"2024","intvolume":"      2023","page":"51-73","citation":{"mla":"Langer, Wiebke, et al. “Entwicklung Und Validierung Eines Videobasierten Testinstruments Zur Erfassung Des Noticing Mit Dem Fokus Auf Individuelle Förderung Im Inklusiven Sportunterricht.” <i>Journal for Educational Research Online</i>, vol. 2023, no. 1, Waxmann, 2024, pp. 51–73, doi:<a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>.","short":"W. Langer, J. Bruns, J. Erhorn, Journal for Educational Research Online 2023 (2024) 51–73.","bibtex":"@article{Langer_Bruns_Erhorn_2024, title={Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht}, volume={2023}, DOI={<a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>}, number={1}, journal={Journal for Educational Research Online}, publisher={Waxmann}, author={Langer, Wiebke and Bruns, Julia and Erhorn, Jan}, year={2024}, pages={51–73} }","apa":"Langer, W., Bruns, J., &#38; Erhorn, J. (2024). Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht. <i>Journal for Educational Research Online</i>, <i>2023</i>(1), 51–73. <a href=\"https://doi.org/10.31244/jero.2023.01.03\">https://doi.org/10.31244/jero.2023.01.03</a>","ama":"Langer W, Bruns J, Erhorn J. Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht. <i>Journal for Educational Research Online</i>. 2024;2023(1):51-73. doi:<a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>","ieee":"W. Langer, J. Bruns, and J. Erhorn, “Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht,” <i>Journal for Educational Research Online</i>, vol. 2023, no. 1, pp. 51–73, 2024, doi: <a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>.","chicago":"Langer, Wiebke, Julia Bruns, and Jan Erhorn. “Entwicklung Und Validierung Eines Videobasierten Testinstruments Zur Erfassung Des Noticing Mit Dem Fokus Auf Individuelle Förderung Im Inklusiven Sportunterricht.” <i>Journal for Educational Research Online</i> 2023, no. 1 (2024): 51–73. <a href=\"https://doi.org/10.31244/jero.2023.01.03\">https://doi.org/10.31244/jero.2023.01.03</a>."},"_id":"60103","department":[{"_id":"611"}],"user_id":"72183","language":[{"iso":"eng"}],"publication":"Journal for Educational Research Online","type":"journal_article","abstract":[{"text":"<jats:p>Noticing besitzt eine hohe Bedeutung für das professionelle Handeln von Sportlehrkräften, insbesondere für den inklusiven Sportunterricht. Um eine angemessene Berücksichtigung individueller Lernvoraussetzungen und -prozesse bei der Planung und Durchführung von Unterricht zu gewährleisten, müssen die Sportlehrkräfte ihre Aufmerksamkeit gezielt auf die für die individuelle Förderung der Schüler*innen relevanten Ereignisse im zum Teil unübersichtlichen interaktiven Geschehens in der Sporthalle richten und diese auf theoretischer Grundlage interpretieren. Noticing, welches die selektive Aufmerksamkeitslenkung und das theoriegeleitete Deuten umfasst, bildet somit eine wichtige Voraussetzung, um allen Schüler*innen eine individuelle Förderung im inklusiven Sportunterricht zu ermöglichen. Die Fähigkeiten angehender Sportlehrkräften im Bereich Noticing insbesondere in inklusiven Settings sind bislang kaum untersucht worden. Diese Forschungslücke kann u.a. auf fehlende Forschungsinstrumente zur standardisierten Erfassung dieses Konstrukts zurückgeführt werden. Im Rahmen des Beitrags wird daher die Entwicklung und Validierung eines standardisierten, Videovignetten-basiertes Testinstruments zur Messung des Noticing von angehenden Sportlehrkräften im Hinblick auf individuelle Förderung im inklusiven Sportunterricht vorgestellt. Im Fokus der Validierung stehen der Testinhalt, die interne Struktur des Instruments sowie Zusammenhänge mit verwandten inhaltlichen Konstrukten. Die Ergebnisse aus drei aufeinander aufbauenden Validierungsstudien geben Hinweise auf die Reliabilität und Validität der Testwertinterpretation des Instruments ViProQiS_IF im Sinne des Noticing im Hinblick auf individuelle Förderung im inklusiven Sportunterricht.</jats:p>","lang":"eng"}],"status":"public"},{"publisher":"Springer Science and Business Media LLC","date_updated":"2025-06-02T14:14:34Z","volume":45,"author":[{"last_name":"Jensen","full_name":"Jensen, Solveig","first_name":"Solveig"},{"last_name":"Gasteiger","full_name":"Gasteiger, Hedwig","first_name":"Hedwig"},{"first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","id":"72183","full_name":"Bruns, Julia"}],"date_created":"2025-06-02T14:13:34Z","title":"Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems","doi":"10.1007/s13138-024-00234-8","publication_identifier":{"issn":["0173-5322","1869-2699"]},"publication_status":"published","issue":"2","year":"2024","intvolume":"        45","citation":{"ieee":"S. Jensen, H. Gasteiger, and J. Bruns, “Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems,” <i>Journal für Mathematik-Didaktik</i>, vol. 45, no. 2, Art. no. 11, 2024, doi: <a href=\"https://doi.org/10.1007/s13138-024-00234-8\">10.1007/s13138-024-00234-8</a>.","chicago":"Jensen, Solveig, Hedwig Gasteiger, and Julia Bruns. “Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert Und Bündelung Als Hilfreiche Konstrukte Zur Diagnose von Schwierigkeiten Beim Verständnis Des Stellenwertsystems.” <i>Journal Für Mathematik-Didaktik</i> 45, no. 2 (2024). <a href=\"https://doi.org/10.1007/s13138-024-00234-8\">https://doi.org/10.1007/s13138-024-00234-8</a>.","ama":"Jensen S, Gasteiger H, Bruns J. Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems. <i>Journal für Mathematik-Didaktik</i>. 2024;45(2). doi:<a href=\"https://doi.org/10.1007/s13138-024-00234-8\">10.1007/s13138-024-00234-8</a>","apa":"Jensen, S., Gasteiger, H., &#38; Bruns, J. (2024). Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems. <i>Journal Für Mathematik-Didaktik</i>, <i>45</i>(2), Article 11. <a href=\"https://doi.org/10.1007/s13138-024-00234-8\">https://doi.org/10.1007/s13138-024-00234-8</a>","bibtex":"@article{Jensen_Gasteiger_Bruns_2024, title={Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems}, volume={45}, DOI={<a href=\"https://doi.org/10.1007/s13138-024-00234-8\">10.1007/s13138-024-00234-8</a>}, number={211}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Jensen, Solveig and Gasteiger, Hedwig and Bruns, Julia}, year={2024} }","short":"S. Jensen, H. Gasteiger, J. Bruns, Journal Für Mathematik-Didaktik 45 (2024).","mla":"Jensen, Solveig, et al. “Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert Und Bündelung Als Hilfreiche Konstrukte Zur Diagnose von Schwierigkeiten Beim Verständnis Des Stellenwertsystems.” <i>Journal Für Mathematik-Didaktik</i>, vol. 45, no. 2, 11, Springer Science and Business Media LLC, 2024, doi:<a href=\"https://doi.org/10.1007/s13138-024-00234-8\">10.1007/s13138-024-00234-8</a>."},"_id":"60104","department":[{"_id":"611"}],"user_id":"72183","article_number":"11","language":[{"iso":"eng"}],"publication":"Journal für Mathematik-Didaktik","type":"journal_article","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n          <jats:p>The understanding of place value systems, especially the base-ten place value system, is one of the most important prerequisites to develop numeracy. The understanding of place value systems can be ascribed to two concepts, which in the tradition of the German subject-matter didactics are called <jats:italic>regrouping principle</jats:italic> and <jats:italic>place value principle</jats:italic>. Our study aims at clarifying whether these two principles can be used systematically for an effective identification of the gaps in students’ understanding to give a basis for individual support. We therefore conducted a study with <jats:italic>N</jats:italic> = 100 third graders (8 to 10 years old). We asked the students to work on 7 tasks on translating named units into written numbers using the place value system, in which the place value principle, the regrouping principle or both principles had to be considered. We analysed the errors qualitatively regarding which principle was violated and developed a typification of solution behaviour. The identified individual difficulties by taking the perspective of the two principles can be a starting point for individual support. Our tasks are shown to be a quick and easy way to diagnose students’ individual problems in understanding the base-ten place value system.</jats:p>"}],"status":"public"},{"publication_status":"published","citation":{"ama":"Langer W, Bruns J, Erhorn J. Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education. In: Stahnke R, Gegenfurtner A, eds. <i>Teacher professional vision: Empirical perspectives</i>. Routledge; 2024:232-248.","ieee":"W. Langer, J. Bruns, and J. Erhorn, “Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education,” in <i>Teacher professional vision: Empirical perspectives</i>, R. Stahnke and A. Gegenfurtner, Eds. Routledge, 2024, pp. 232–248.","chicago":"Langer, W., Julia Bruns, and J. Erhorn. “Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education.” In <i>Teacher professional vision: Empirical perspectives</i>, edited by R. Stahnke and A. Gegenfurtner, 232–48. Routledge, 2024.","mla":"Langer, W., et al. “Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education.” <i>Teacher professional vision: Empirical perspectives</i>, edited by R. Stahnke and A. Gegenfurtner, Routledge, 2024, pp. 232–48.","short":"W. Langer, J. Bruns, J. Erhorn, in: R. Stahnke, A. Gegenfurtner (Eds.), Teacher professional vision: Empirical perspectives, Routledge, 2024, pp. 232–248.","bibtex":"@inbook{Langer_Bruns_Erhorn_2024, title={Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education}, booktitle={Teacher professional vision: Empirical perspectives}, publisher={Routledge}, author={Langer, W. and Bruns, Julia and Erhorn, J.}, editor={Stahnke, R. and Gegenfurtner, A.}, year={2024}, pages={232–248} }","apa":"Langer, W., Bruns, J., &#38; Erhorn, J. (2024). Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education. In R. Stahnke &#38; A. Gegenfurtner (Eds.), <i>Teacher professional vision: Empirical perspectives</i> (pp. 232–248). Routledge."},"page":"232-248","year":"2024","author":[{"first_name":"W.","full_name":"Langer, W.","last_name":"Langer"},{"first_name":"Julia","full_name":"Bruns, Julia","id":"72183","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864"},{"first_name":"J.","last_name":"Erhorn","full_name":"Erhorn, J."}],"date_created":"2023-06-20T18:58:10Z","publisher":"Routledge","date_updated":"2025-06-02T14:12:58Z","title":"Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education","type":"book_chapter","publication":"Teacher professional vision: Empirical perspectives","status":"public","editor":[{"first_name":"R.","full_name":"Stahnke, R.","last_name":"Stahnke"},{"last_name":"Gegenfurtner","full_name":"Gegenfurtner, A.","first_name":"A."}],"user_id":"72183","department":[{"_id":"97"},{"_id":"611"}],"_id":"45693","language":[{"iso":"ger"}]},{"publication_status":"published","year":"2024","citation":{"apa":"Bruns, J. (2024). Intervention Research on Teachers’ Professional Vision: Challenges of Current Research. In R. Stahnke &#38; A. Gegenfurtner (Eds.), <i>Teacher professional vision: Theoretical and Methodological Advances</i> (pp. 156–171). Routledge.","bibtex":"@inbook{Bruns_2024, title={Intervention Research on Teachers’ Professional Vision: Challenges of Current Research}, booktitle={Teacher professional vision: Theoretical and Methodological Advances}, publisher={Routledge}, author={Bruns, Julia}, editor={Stahnke, R. and Gegenfurtner, A.}, year={2024}, pages={156–171} }","short":"J. Bruns, in: R. Stahnke, A. Gegenfurtner (Eds.), Teacher professional vision: Theoretical and Methodological Advances, Routledge, 2024, pp. 156–171.","mla":"Bruns, Julia. “Intervention Research on Teachers’ Professional Vision: Challenges of Current Research.” <i>Teacher professional vision: Theoretical and Methodological Advances</i>, edited by R. Stahnke and A. Gegenfurtner, Routledge, 2024, pp. 156–71.","chicago":"Bruns, Julia. “Intervention Research on Teachers’ Professional Vision: Challenges of Current Research.” In <i>Teacher professional vision: Theoretical and Methodological Advances</i>, edited by R. Stahnke and A. Gegenfurtner, 156–71. Routledge, 2024.","ieee":"J. Bruns, “Intervention Research on Teachers’ Professional Vision: Challenges of Current Research,” in <i>Teacher professional vision: Theoretical and Methodological Advances</i>, R. Stahnke and A. Gegenfurtner, Eds. Routledge, 2024, pp. 156–171.","ama":"Bruns J. Intervention Research on Teachers’ Professional Vision: Challenges of Current Research. In: Stahnke R, Gegenfurtner A, eds. <i>Teacher professional vision: Theoretical and Methodological Advances</i>. Routledge; 2024:156-171."},"page":"156-171","publisher":"Routledge","date_updated":"2025-06-02T14:13:12Z","author":[{"first_name":"Julia","id":"72183","full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"}],"date_created":"2023-06-20T18:56:33Z","title":"Intervention Research on Teachers’ Professional Vision: Challenges of Current Research","type":"book_chapter","publication":"Teacher professional vision: Theoretical and Methodological Advances","editor":[{"first_name":"R.","last_name":"Stahnke","full_name":"Stahnke, R."},{"last_name":"Gegenfurtner","full_name":"Gegenfurtner, A.","first_name":"A."}],"status":"public","_id":"45692","user_id":"72183","department":[{"_id":"97"},{"_id":"611"}],"language":[{"iso":"ger"}]},{"citation":{"short":"S. Rezat, I. Westbury, in: M.A. (Ken) Clements, B. Kaur, T. Lowrie, V. Mesa, J. Prytz (Eds.), Fourth International Handbook of Mathematics Education, Springer Nature Switzerland, Cham, 2024.","bibtex":"@inbook{Rezat_Westbury_2024, place={Cham}, title={Textbooks and curriculum from a governance perspective}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-51474-6_24\">10.1007/978-3-031-51474-6_24</a>}, booktitle={Fourth International Handbook of Mathematics Education}, publisher={Springer Nature Switzerland}, author={Rezat, Sebastian and Westbury, Ian}, editor={Clements, M.A. (Ken) and Kaur, Berinderjeet and Lowrie, Thomas and Mesa, Vilma and Prytz, Johan}, year={2024} }","mla":"Rezat, Sebastian, and Ian Westbury. “Textbooks and Curriculum from a Governance Perspective.” <i>Fourth International Handbook of Mathematics Education</i>, edited by M.A. (Ken) Clements et al., Springer Nature Switzerland, 2024, doi:<a href=\"https://doi.org/10.1007/978-3-031-51474-6_24\">10.1007/978-3-031-51474-6_24</a>.","apa":"Rezat, S., &#38; Westbury, I. (2024). Textbooks and curriculum from a governance perspective. In M. A. (Ken) Clements, B. Kaur, T. Lowrie, V. Mesa, &#38; J. Prytz (Eds.), <i>Fourth International Handbook of Mathematics Education</i>. Springer Nature Switzerland. <a href=\"https://doi.org/10.1007/978-3-031-51474-6_24\">https://doi.org/10.1007/978-3-031-51474-6_24</a>","ama":"Rezat S, Westbury I. Textbooks and curriculum from a governance perspective. In: Clements MA (Ken), Kaur B, Lowrie T, Mesa V, Prytz J, eds. <i>Fourth International Handbook of Mathematics Education</i>. Springer Nature Switzerland; 2024. doi:<a href=\"https://doi.org/10.1007/978-3-031-51474-6_24\">10.1007/978-3-031-51474-6_24</a>","chicago":"Rezat, Sebastian, and Ian Westbury. “Textbooks and Curriculum from a Governance Perspective.” In <i>Fourth International Handbook of Mathematics Education</i>, edited by M.A. (Ken) Clements, Berinderjeet Kaur, Thomas Lowrie, Vilma Mesa, and Johan Prytz. Cham: Springer Nature Switzerland, 2024. <a href=\"https://doi.org/10.1007/978-3-031-51474-6_24\">https://doi.org/10.1007/978-3-031-51474-6_24</a>.","ieee":"S. Rezat and I. Westbury, “Textbooks and curriculum from a governance perspective,” in <i>Fourth International Handbook of Mathematics Education</i>, M. A. (Ken) Clements, B. Kaur, T. Lowrie, V. Mesa, and J. Prytz, Eds. Cham: Springer Nature Switzerland, 2024."},"place":"Cham","year":"2024","publication_status":"published","publication_identifier":{"isbn":["9783031514739","9783031514746"],"issn":["2197-1951","2197-196X"]},"doi":"10.1007/978-3-031-51474-6_24","title":"Textbooks and curriculum from a governance perspective","date_created":"2024-11-25T07:24:25Z","author":[{"first_name":"Sebastian","full_name":"Rezat, Sebastian","id":"31132","last_name":"Rezat"},{"full_name":"Westbury, Ian","last_name":"Westbury","first_name":"Ian"}],"publisher":"Springer Nature Switzerland","date_updated":"2024-11-25T07:30:59Z","status":"public","editor":[{"last_name":"Clements","full_name":"Clements, M.A. (Ken)","first_name":"M.A. (Ken)"},{"first_name":"Berinderjeet","full_name":"Kaur, Berinderjeet","last_name":"Kaur"},{"full_name":"Lowrie, Thomas","last_name":"Lowrie","first_name":"Thomas"},{"first_name":"Vilma","full_name":"Mesa, Vilma","last_name":"Mesa"},{"full_name":"Prytz, Johan","last_name":"Prytz","first_name":"Johan"}],"type":"book_chapter","publication":"Fourth International Handbook of Mathematics Education","language":[{"iso":"eng"}],"user_id":"31132","department":[{"_id":"360"}],"_id":"57390"},{"related_material":{"link":[{"relation":"confirmation","url":"https://doi.org/10.17170/kobra-2024081810686-004"}]},"citation":{"apa":"Liebendörfer, M., Biehler, R., &#38; Schmitz, A. (2024). <i>Mathematische Lernvideos zu Studieneinstieg und Studienvorbereitung</i>. Universität Kassel. <a href=\"https://doi.org/10.17170/KOBRA-2024081810686-004\">https://doi.org/10.17170/KOBRA-2024081810686-004</a>","bibtex":"@book{Liebendörfer_Biehler_Schmitz_2024, title={Mathematische Lernvideos zu Studieneinstieg und Studienvorbereitung}, DOI={<a href=\"https://doi.org/10.17170/KOBRA-2024081810686-004\">10.17170/KOBRA-2024081810686-004</a>}, publisher={Universität Kassel}, author={Liebendörfer, Michael and Biehler, Rolf and Schmitz, Angelika}, year={2024} }","short":"M. Liebendörfer, R. Biehler, A. Schmitz, Mathematische Lernvideos Zu Studieneinstieg Und Studienvorbereitung, Universität Kassel, 2024.","mla":"Liebendörfer, Michael, et al. <i>Mathematische Lernvideos Zu Studieneinstieg Und Studienvorbereitung</i>. Universität Kassel, 2024, doi:<a href=\"https://doi.org/10.17170/KOBRA-2024081810686-004\">10.17170/KOBRA-2024081810686-004</a>.","ama":"Liebendörfer M, Biehler R, Schmitz A. <i>Mathematische Lernvideos Zu Studieneinstieg Und Studienvorbereitung</i>. Universität Kassel; 2024. doi:<a href=\"https://doi.org/10.17170/KOBRA-2024081810686-004\">10.17170/KOBRA-2024081810686-004</a>","ieee":"M. Liebendörfer, R. Biehler, and A. Schmitz, <i>Mathematische Lernvideos zu Studieneinstieg und Studienvorbereitung</i>. Universität Kassel, 2024.","chicago":"Liebendörfer, Michael, Rolf Biehler, and Angelika Schmitz. <i>Mathematische Lernvideos Zu Studieneinstieg Und Studienvorbereitung</i>. Universität Kassel, 2024. <a href=\"https://doi.org/10.17170/KOBRA-2024081810686-004\">https://doi.org/10.17170/KOBRA-2024081810686-004</a>."},"year":"2024","date_created":"2024-09-23T07:38:29Z","author":[{"first_name":"Michael","id":"30933","full_name":"Liebendörfer, Michael","last_name":"Liebendörfer","orcid":"0000-0001-9887-2074"},{"last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274","first_name":"Rolf"},{"first_name":"Angelika","last_name":"Schmitz","full_name":"Schmitz, Angelika"}],"publisher":"Universität Kassel","date_updated":"2024-11-26T11:39:10Z","doi":"10.17170/KOBRA-2024081810686-004","title":"Mathematische Lernvideos zu Studieneinstieg und Studienvorbereitung","type":"research_data","status":"public","department":[{"_id":"363"}],"user_id":"37888","_id":"56198"},{"doi":"10.5281/zenodo.14231455","author":[{"first_name":"Sebastian","last_name":"Rezat","id":"31132","full_name":"Rezat, Sebastian"}],"date_updated":"2024-12-08T11:43:23Z","oa":"1","citation":{"apa":"Rezat, S. (2024). Students’ instrumentalizations of hints and automated feedback in their task solution process when learning mathematics with a digital curriculum resource. In P. Iannone, F. Moons, C. Drüke-Noe, E. Geraniou, F. Morselli, K. Klingbeil, M. Veldhuis, &#38; S. Olsher (Eds.), <i>Proceedings of FAME 1 – Feedback &#38; Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands)</i> (pp. 262–269). Utrecht University and ERME. <a href=\"https://doi.org/10.5281/zenodo.14231455\">https://doi.org/10.5281/zenodo.14231455</a>","short":"S. Rezat, in: P. Iannone, F. Moons, C. Drüke-Noe, E. Geraniou, F. Morselli, K. Klingbeil, M. Veldhuis, S. Olsher (Eds.), Proceedings of FAME 1 – Feedback &#38; Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands), Utrecht University and ERME, Utrecht, 2024, pp. 262–269.","bibtex":"@inproceedings{Rezat_2024, place={Utrecht}, title={Students’ instrumentalizations of hints and automated feedback in their task solution process when learning mathematics with a digital curriculum resource}, DOI={<a href=\"https://doi.org/10.5281/zenodo.14231455\">10.5281/zenodo.14231455</a>}, booktitle={Proceedings of FAME 1 – Feedback &#38; Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands)}, publisher={Utrecht University and ERME}, author={Rezat, Sebastian}, editor={Iannone, Paola and Moons, Filip and Drüke-Noe, Christina and Geraniou, Eirini and Morselli, Francesca and Klingbeil, Katrin and Veldhuis, Michiel and Olsher, Shai}, year={2024}, pages={262–269} }","mla":"Rezat, Sebastian. “Students’ Instrumentalizations of Hints and Automated Feedback in Their Task Solution Process When Learning Mathematics with a Digital Curriculum Resource.” <i>Proceedings of FAME 1 – Feedback &#38; Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands)</i>, edited by Paola Iannone et al., Utrecht University and ERME, 2024, pp. 262–269, doi:<a href=\"https://doi.org/10.5281/zenodo.14231455\">10.5281/zenodo.14231455</a>.","ieee":"S. Rezat, “Students’ instrumentalizations of hints and automated feedback in their task solution process when learning mathematics with a digital curriculum resource,” in <i>Proceedings of FAME 1 – Feedback &#38; Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands)</i>, 2024, pp. 262–269, doi: <a href=\"https://doi.org/10.5281/zenodo.14231455\">10.5281/zenodo.14231455</a>.","chicago":"Rezat, Sebastian. “Students’ Instrumentalizations of Hints and Automated Feedback in Their Task Solution Process When Learning Mathematics with a Digital Curriculum Resource.” In <i>Proceedings of FAME 1 – Feedback &#38; Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands)</i>, edited by Paola Iannone, Filip Moons, Christina Drüke-Noe, Eirini Geraniou, Francesca Morselli, Katrin Klingbeil, Michiel Veldhuis, and Shai Olsher, 262–269. Utrecht: Utrecht University and ERME, 2024. <a href=\"https://doi.org/10.5281/zenodo.14231455\">https://doi.org/10.5281/zenodo.14231455</a>.","ama":"Rezat S. Students’ instrumentalizations of hints and automated feedback in their task solution process when learning mathematics with a digital curriculum resource. In: Iannone P, Moons F, Drüke-Noe C, et al., eds. <i>Proceedings of FAME 1 – Feedback &#38; Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands)</i>. Utrecht University and ERME; 2024:262–269. doi:<a href=\"https://doi.org/10.5281/zenodo.14231455\">10.5281/zenodo.14231455</a>"},"page":"262–269","place":"Utrecht","has_accepted_license":"1","file_date_updated":"2024-12-08T11:30:50Z","user_id":"31132","department":[{"_id":"360"}],"_id":"57613","status":"public","editor":[{"first_name":"Paola","last_name":"Iannone","full_name":"Iannone, Paola"},{"first_name":"Filip","full_name":"Moons, Filip","last_name":"Moons"},{"last_name":"Drüke-Noe","full_name":"Drüke-Noe, Christina","first_name":"Christina"},{"full_name":"Geraniou, Eirini","last_name":"Geraniou","first_name":"Eirini"},{"first_name":"Francesca","last_name":"Morselli","full_name":"Morselli, Francesca"},{"last_name":"Klingbeil","full_name":"Klingbeil, Katrin","first_name":"Katrin"},{"full_name":"Veldhuis, Michiel","last_name":"Veldhuis","first_name":"Michiel"},{"full_name":"Olsher, Shai","last_name":"Olsher","first_name":"Shai"}],"type":"conference","title":"Students' instrumentalizations of hints and automated feedback in their task solution process when learning mathematics with a digital curriculum resource","date_created":"2024-12-08T11:31:00Z","publisher":"Utrecht University and ERME","year":"2024","language":[{"iso":"eng"}],"ddc":["370"],"file":[{"relation":"main_file","content_type":"application/pdf","access_level":"open_access","file_id":"57614","file_name":"Rezat_FAME1_2024.pdf","file_size":342331,"creator":"srezat","date_created":"2024-12-08T11:30:50Z","date_updated":"2024-12-08T11:30:50Z"}],"license":"https://creativecommons.org/licenses/by-nd/3.0/","publication":"Proceedings of FAME 1 – Feedback & Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands)"},{"editor":[{"first_name":"Alejandro S.","last_name":"González-Martín","full_name":"González-Martín, Alejandro S."},{"first_name":"Ghislaine","full_name":"Gueudet, Ghislaine","last_name":"Gueudet"},{"last_name":"Florensa","full_name":"Florensa, Ignasi","first_name":"Ignasi"},{"full_name":"Lombard, Nathan","last_name":"Lombard","first_name":"Nathan"}],"status":"public","type":"conference","file_date_updated":"2025-01-02T10:42:21Z","_id":"57895","department":[{"_id":"97"},{"_id":"643"}],"user_id":"32202","place":"Barcelona","citation":{"ieee":"M. Hoffmann and S. Schlüter, “How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?,” in <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>, 2024.","chicago":"Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?” In <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>, edited by Alejandro S. González-Martín, Ghislaine Gueudet, Ignasi Florensa, and Nathan Lombard. Barcelona: Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, 2024.","mla":"Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?” <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>, edited by Alejandro S. González-Martín et al., Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, 2024.","bibtex":"@inproceedings{Hoffmann_Schlüter_2024, place={Barcelona}, title={How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?}, booktitle={Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)}, publisher={Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM}, author={Hoffmann, Max and Schlüter, Sarah}, editor={González-Martín, Alejandro S. and Gueudet, Ghislaine and Florensa, Ignasi and Lombard, Nathan}, year={2024} }","short":"M. Hoffmann, S. Schlüter, in: A.S. González-Martín, G. Gueudet, I. Florensa, N. Lombard (Eds.), Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024), Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, Barcelona, 2024.","ama":"Hoffmann M, Schlüter S. How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals? In: González-Martín AS, Gueudet G, Florensa I, Lombard N, eds. <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>. Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM; 2024.","apa":"Hoffmann, M., &#38; Schlüter, S. (2024). How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals? In A. S. González-Martín, G. Gueudet, I. Florensa, &#38; N. Lombard (Eds.), <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>. Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM."},"has_accepted_license":"1","publication_status":"published","main_file_link":[{"open_access":"1","url":"https://indrum2024.sciencesconf.org/data/pages/Proceedings_INDRUM2024.pdf"}],"date_updated":"2025-01-02T10:45:59Z","oa":"1","author":[{"first_name":"Max","full_name":"Hoffmann, Max","id":"32202","last_name":"Hoffmann","orcid":"0000-0002-6964-7123"},{"first_name":"Sarah","full_name":"Schlüter, Sarah","last_name":"Schlüter"}],"abstract":[{"lang":"eng","text":"In our paper, we present a study in which we investigate which strategies pre-service teachers (PSTs) use to find and, if necessary, reject possible candidates for congruence theorems for quadrilaterals. This study was conducted before the PTSs attended a university geometry course. In this way, statements about learning prerequisites can be made. For the study, we analyzed group discussions of PSTs to identify typical approaches and evaluate them from a mathematical perspective. The results can be considered for the further development of courses for PSTs and generate hypotheses\r\nfor further research."}],"file":[{"success":1,"relation":"main_file","content_type":"application/pdf","file_size":315111,"file_name":"2024_Hoffmann_Schlueter_CongruenceQuadrilaterals.pdf","file_id":"57896","access_level":"closed","date_updated":"2025-01-02T10:42:21Z","creator":"maxh","date_created":"2025-01-02T10:42:21Z"}],"publication":"Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)","keyword":["Teachers’ and students’ practices at university level","Transition to","across and from university mathematics","Teaching and learning of specific topics in university mathematics","Congruence","Quadrilaterals"],"ddc":["370","510"],"language":[{"iso":"eng"}],"year":"2024","quality_controlled":"1","title":"How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?","publisher":"Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM","date_created":"2025-01-02T10:45:53Z"},{"publication":"Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.","file":[{"creator":"krueter","date_created":"2025-01-06T11:19:31Z","date_updated":"2025-01-06T11:19:31Z","file_name":"BzMU24_1073.pdf","file_id":"57953","access_level":"closed","file_size":514054,"content_type":"application/pdf","relation":"main_file","success":1}],"language":[{"iso":"ger"}],"ddc":["510"],"year":"2024","date_created":"2025-01-06T11:19:48Z","publisher":"WTM-Verlag","title":"Bedeutungsfacetten der Beziehungen von Differenzierbarkeit und Stetigkeit im Ein- und Mehrdimensionalen: Ein Blick auf die semantische Ebene","type":"book_chapter","status":"public","editor":[{"first_name":"P.","last_name":"Ebers","full_name":"Ebers, P."},{"first_name":"F.","last_name":"Rösken","full_name":"Rösken, F."},{"first_name":"B.","full_name":"Barzel, B.","last_name":"Barzel"},{"first_name":"A.","full_name":"Büchter, A.","last_name":"Büchter"},{"first_name":"F.","full_name":"Schacht, F.","last_name":"Schacht"},{"full_name":"Scherer, P.","last_name":"Scherer","first_name":"P."}],"department":[{"_id":"363"}],"user_id":"37888","_id":"57952","file_date_updated":"2025-01-06T11:19:31Z","has_accepted_license":"1","page":"1073-1076","citation":{"short":"E. Lankeit, R. Biehler, in: P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, P. Scherer (Eds.), Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik., WTM-Verlag, Münster, 2024, pp. 1073–1076.","mla":"Lankeit, Elisa, and Rolf Biehler. “Bedeutungsfacetten der Beziehungen von Differenzierbarkeit und Stetigkeit im Ein- und Mehrdimensionalen: Ein Blick auf die semantische Ebene.” <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.</i>, edited by P. Ebers et al., WTM-Verlag, 2024, pp. 1073–76, doi:<a href=\"https://doi.org/10.37626/GA9783959872782.0\">10.37626/GA9783959872782.0</a>.","bibtex":"@inbook{Lankeit_Biehler_2024, place={Münster}, title={Bedeutungsfacetten der Beziehungen von Differenzierbarkeit und Stetigkeit im Ein- und Mehrdimensionalen: Ein Blick auf die semantische Ebene}, DOI={<a href=\"https://doi.org/10.37626/GA9783959872782.0\">10.37626/GA9783959872782.0</a>}, booktitle={Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.}, publisher={WTM-Verlag}, author={Lankeit, Elisa and Biehler, Rolf}, editor={Ebers, P. and Rösken, F. and Barzel, B. and Büchter, A. and Schacht, F. and Scherer, P.}, year={2024}, pages={1073–1076} }","apa":"Lankeit, E., &#38; Biehler, R. (2024). Bedeutungsfacetten der Beziehungen von Differenzierbarkeit und Stetigkeit im Ein- und Mehrdimensionalen: Ein Blick auf die semantische Ebene. In P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, &#38; P. Scherer (Eds.), <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.</i> (pp. 1073–1076). WTM-Verlag. <a href=\"https://doi.org/10.37626/GA9783959872782.0\">https://doi.org/10.37626/GA9783959872782.0</a>","ieee":"E. Lankeit and R. Biehler, “Bedeutungsfacetten der Beziehungen von Differenzierbarkeit und Stetigkeit im Ein- und Mehrdimensionalen: Ein Blick auf die semantische Ebene,” in <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.</i>, P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, and P. Scherer, Eds. Münster: WTM-Verlag, 2024, pp. 1073–1076.","chicago":"Lankeit, Elisa, and Rolf Biehler. “Bedeutungsfacetten der Beziehungen von Differenzierbarkeit und Stetigkeit im Ein- und Mehrdimensionalen: Ein Blick auf die semantische Ebene.” In <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.</i>, edited by P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, and P. Scherer, 1073–76. Münster: WTM-Verlag, 2024. <a href=\"https://doi.org/10.37626/GA9783959872782.0\">https://doi.org/10.37626/GA9783959872782.0</a>.","ama":"Lankeit E, Biehler R. Bedeutungsfacetten der Beziehungen von Differenzierbarkeit und Stetigkeit im Ein- und Mehrdimensionalen: Ein Blick auf die semantische Ebene. In: Ebers P, Rösken F, Barzel B, Büchter A, Schacht F, Scherer P, eds. <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.</i> WTM-Verlag; 2024:1073-1076. doi:<a href=\"https://doi.org/10.37626/GA9783959872782.0\">10.37626/GA9783959872782.0</a>"},"place":"Münster","author":[{"last_name":"Lankeit","full_name":"Lankeit, Elisa","first_name":"Elisa"},{"first_name":"Rolf","id":"16274","full_name":"Biehler, Rolf","last_name":"Biehler"}],"date_updated":"2025-01-06T11:19:55Z","doi":"10.37626/GA9783959872782.0","main_file_link":[{"url":"https://doi.org/10.37626/GA9783959872782.0"}]},{"publication":"Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.","file":[{"date_created":"2025-01-06T11:14:34Z","creator":"krueter","date_updated":"2025-01-06T11:14:34Z","access_level":"closed","file_id":"57951","file_name":"BzMU24_167.pdf","file_size":2075329,"content_type":"application/pdf","relation":"main_file","success":1}],"language":[{"iso":"ger"}],"ddc":["510"],"year":"2024","date_created":"2025-01-06T11:14:58Z","publisher":"WTM-Verlag","title":"Intuitiver Zugang zu datenbasierten Entscheidungsbäumen","type":"book_chapter","status":"public","editor":[{"full_name":"Ebers, P.","last_name":"Ebers","first_name":"P."},{"full_name":"Rösken, F.","last_name":"Rösken","first_name":"F."},{"full_name":"Barzel, B.","last_name":"Barzel","first_name":"B."},{"last_name":"Büchter","full_name":"Büchter, A.","first_name":"A."},{"first_name":"F.","last_name":"Schacht","full_name":"Schacht, F."},{"last_name":"Scherer","full_name":"Scherer, P.","first_name":"P."}],"department":[{"_id":"363"}],"user_id":"37888","_id":"57950","file_date_updated":"2025-01-06T11:14:34Z","has_accepted_license":"1","page":"167-170","citation":{"apa":"Fleischer, Y., &#38; Biehler, R. (2024). Intuitiver Zugang zu datenbasierten Entscheidungsbäumen. In P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, &#38; P. Scherer (Eds.), <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.</i> (pp. 167–170). WTM-Verlag. <a href=\"https://doi.org/10.37626/GA9783959872782.0\">https://doi.org/10.37626/GA9783959872782.0</a>","mla":"Fleischer, Yannik, and Rolf Biehler. “Intuitiver Zugang zu datenbasierten Entscheidungsbäumen.” <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.</i>, edited by P. Ebers et al., WTM-Verlag, 2024, pp. 167–70, doi:<a href=\"https://doi.org/10.37626/GA9783959872782.0\">10.37626/GA9783959872782.0</a>.","bibtex":"@inbook{Fleischer_Biehler_2024, place={Münster}, title={Intuitiver Zugang zu datenbasierten Entscheidungsbäumen}, DOI={<a href=\"https://doi.org/10.37626/GA9783959872782.0\">10.37626/GA9783959872782.0</a>}, booktitle={Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.}, publisher={WTM-Verlag}, author={Fleischer, Yannik and Biehler, Rolf}, editor={Ebers, P. and Rösken, F. and Barzel, B. and Büchter, A. and Schacht, F. and Scherer, P.}, year={2024}, pages={167–170} }","short":"Y. Fleischer, R. Biehler, in: P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, P. Scherer (Eds.), Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik., WTM-Verlag, Münster, 2024, pp. 167–170.","ama":"Fleischer Y, Biehler R. Intuitiver Zugang zu datenbasierten Entscheidungsbäumen. In: Ebers P, Rösken F, Barzel B, Büchter A, Schacht F, Scherer P, eds. <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.</i> WTM-Verlag; 2024:167-170. doi:<a href=\"https://doi.org/10.37626/GA9783959872782.0\">10.37626/GA9783959872782.0</a>","ieee":"Y. Fleischer and R. Biehler, “Intuitiver Zugang zu datenbasierten Entscheidungsbäumen,” in <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.</i>, P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, and P. Scherer, Eds. Münster: WTM-Verlag, 2024, pp. 167–170.","chicago":"Fleischer, Yannik, and Rolf Biehler. “Intuitiver Zugang zu datenbasierten Entscheidungsbäumen.” In <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.</i>, edited by P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, and P. Scherer, 167–70. Münster: WTM-Verlag, 2024. <a href=\"https://doi.org/10.37626/GA9783959872782.0\">https://doi.org/10.37626/GA9783959872782.0</a>."},"place":"Münster","author":[{"full_name":"Fleischer, Yannik","id":"42660","last_name":"Fleischer","orcid":"https://orcid.org/0000-0003-0318-0329","first_name":"Yannik"},{"first_name":"Rolf","full_name":"Biehler, Rolf","id":"16274","last_name":"Biehler"}],"date_updated":"2025-01-06T11:15:07Z","doi":"10.37626/GA9783959872782.0","main_file_link":[{"url":"https://doi.org/10.37626/GA9783959872782.0"}]},{"language":[{"iso":"ger"}],"ddc":["510"],"publication":"Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.","file":[{"date_updated":"2025-01-06T11:10:08Z","creator":"krueter","date_created":"2025-01-06T11:10:08Z","file_size":557171,"access_level":"closed","file_id":"57949","file_name":"BzMU24_1103.pdf","content_type":"application/pdf","success":1,"relation":"main_file"}],"date_created":"2025-01-06T11:10:31Z","publisher":"WTM-Verlag","title":"Transitionen zwischen Vektorobjekten in Schulbüchern","year":"2024","user_id":"37888","department":[{"_id":"363"}],"_id":"57948","file_date_updated":"2025-01-06T11:10:08Z","type":"book_chapter","status":"public","editor":[{"last_name":"Ebers","full_name":"Ebers, P.","first_name":"P."},{"first_name":"F.","last_name":"Rösken","full_name":"Rösken, F."},{"first_name":"B.","full_name":"Barzel, B.","last_name":"Barzel"},{"last_name":"Büchter","full_name":"Büchter, A.","first_name":"A."},{"last_name":"Schacht","full_name":"Schacht, F.","first_name":"F."},{"first_name":"P.","last_name":"Scherer","full_name":"Scherer, P."}],"author":[{"first_name":"Tobias","last_name":"Mai","full_name":"Mai, Tobias"},{"first_name":"Rolf","last_name":"Biehler","id":"16274","full_name":"Biehler, Rolf"}],"date_updated":"2025-01-06T11:16:00Z","main_file_link":[{"url":"https://doi.org/10.37626/GA9783959872782.0"}],"doi":"10.37626/GA9783959872782.0","has_accepted_license":"1","citation":{"ama":"Mai T, Biehler R. Transitionen zwischen Vektorobjekten in Schulbüchern. In: Ebers P, Rösken F, Barzel B, Büchter A, Schacht F, Scherer P, eds. <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.</i> WTM-Verlag; 2024:1103-1106. doi:<a href=\"https://doi.org/10.37626/GA9783959872782.0\">10.37626/GA9783959872782.0</a>","chicago":"Mai, Tobias, and Rolf Biehler. “Transitionen zwischen Vektorobjekten in Schulbüchern.” In <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.</i>, edited by P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, and P. Scherer, 1103–6. Münster: WTM-Verlag, 2024. <a href=\"https://doi.org/10.37626/GA9783959872782.0\">https://doi.org/10.37626/GA9783959872782.0</a>.","ieee":"T. Mai and R. Biehler, “Transitionen zwischen Vektorobjekten in Schulbüchern,” in <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.</i>, P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, and P. Scherer, Eds. Münster: WTM-Verlag, 2024, pp. 1103–1106.","apa":"Mai, T., &#38; Biehler, R. (2024). Transitionen zwischen Vektorobjekten in Schulbüchern. In P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, &#38; P. Scherer (Eds.), <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.</i> (pp. 1103–1106). WTM-Verlag. <a href=\"https://doi.org/10.37626/GA9783959872782.0\">https://doi.org/10.37626/GA9783959872782.0</a>","mla":"Mai, Tobias, and Rolf Biehler. “Transitionen zwischen Vektorobjekten in Schulbüchern.” <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.</i>, edited by P. Ebers et al., WTM-Verlag, 2024, pp. 1103–06, doi:<a href=\"https://doi.org/10.37626/GA9783959872782.0\">10.37626/GA9783959872782.0</a>.","bibtex":"@inbook{Mai_Biehler_2024, place={Münster}, title={Transitionen zwischen Vektorobjekten in Schulbüchern}, DOI={<a href=\"https://doi.org/10.37626/GA9783959872782.0\">10.37626/GA9783959872782.0</a>}, booktitle={Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik.}, publisher={WTM-Verlag}, author={Mai, Tobias and Biehler, Rolf}, editor={Ebers, P. and Rösken, F. and Barzel, B. and Büchter, A. and Schacht, F. and Scherer, P.}, year={2024}, pages={1103–1106} }","short":"T. Mai, R. Biehler, in: P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, P. Scherer (Eds.), Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik., WTM-Verlag, Münster, 2024, pp. 1103–1106."},"page":"1103-1106","place":"Münster"},{"editor":[{"first_name":"A. S.","last_name":"Gonzalez-Martin","full_name":"Gonzalez-Martin, A. S."},{"last_name":"Gueudet","full_name":"Gueudet, G.","first_name":"G."},{"last_name":"Florensa","full_name":"Florensa, I.","first_name":"I."},{"last_name":"Lombard","full_name":"Lombard, N.","first_name":"N."}],"status":"public","type":"book_chapter","publication":"INDRUM2024 PROCEEDINGS - Fifth conference of the International Network for Didactic Research in University Mathematics","language":[{"iso":"eng"}],"_id":"57947","user_id":"37888","department":[{"_id":"363"}],"year":"2024","citation":{"apa":"Bauer, T., Biehler, R., &#38; Lankeit, E. (2024). Designing a Concept Inventory for Real Analysis. In A. S. Gonzalez-Martin, G. Gueudet, I. Florensa, &#38; N. Lombard (Eds.), <i>INDRUM2024 PROCEEDINGS - Fifth conference of the International Network for Didactic Research in University Mathematics</i> (pp. 65–74). Escola Univeristaria Salesiana de Sarria (Univ. Autonoma de Barcelona) and INDRUM.","short":"T. Bauer, R. Biehler, E. Lankeit, in: A.S. Gonzalez-Martin, G. Gueudet, I. Florensa, N. Lombard (Eds.), INDRUM2024 PROCEEDINGS - Fifth Conference of the International Network for Didactic Research in University Mathematics, Escola Univeristaria Salesiana de Sarria (Univ. Autonoma de Barcelona) and INDRUM, 2024, pp. 65–74.","mla":"Bauer, Thomas, et al. “Designing a Concept Inventory for Real Analysis.” <i>INDRUM2024 PROCEEDINGS - Fifth Conference of the International Network for Didactic Research in University Mathematics</i>, edited by A. S. Gonzalez-Martin et al., Escola Univeristaria Salesiana de Sarria (Univ. Autonoma de Barcelona) and INDRUM, 2024, pp. 65–74.","bibtex":"@inbook{Bauer_Biehler_Lankeit_2024, title={Designing a Concept Inventory for Real Analysis}, booktitle={INDRUM2024 PROCEEDINGS - Fifth conference of the International Network for Didactic Research in University Mathematics}, publisher={Escola Univeristaria Salesiana de Sarria (Univ. Autonoma de Barcelona) and INDRUM}, author={Bauer, Thomas and Biehler, Rolf and Lankeit, Elisa}, editor={Gonzalez-Martin, A. S. and Gueudet, G. and Florensa, I. and Lombard, N.}, year={2024}, pages={65–74} }","ama":"Bauer T, Biehler R, Lankeit E. Designing a Concept Inventory for Real Analysis. In: Gonzalez-Martin AS, Gueudet G, Florensa I, Lombard N, eds. <i>INDRUM2024 PROCEEDINGS - Fifth Conference of the International Network for Didactic Research in University Mathematics</i>. Escola Univeristaria Salesiana de Sarria (Univ. Autonoma de Barcelona) and INDRUM; 2024:65-74.","ieee":"T. Bauer, R. Biehler, and E. Lankeit, “Designing a Concept Inventory for Real Analysis,” in <i>INDRUM2024 PROCEEDINGS - Fifth conference of the International Network for Didactic Research in University Mathematics</i>, A. S. Gonzalez-Martin, G. Gueudet, I. Florensa, and N. Lombard, Eds. Escola Univeristaria Salesiana de Sarria (Univ. Autonoma de Barcelona) and INDRUM, 2024, pp. 65–74.","chicago":"Bauer, Thomas, Rolf Biehler, and Elisa Lankeit. “Designing a Concept Inventory for Real Analysis.” In <i>INDRUM2024 PROCEEDINGS - Fifth Conference of the International Network for Didactic Research in University Mathematics</i>, edited by A. S. Gonzalez-Martin, G. Gueudet, I. Florensa, and N. Lombard, 65–74. Escola Univeristaria Salesiana de Sarria (Univ. Autonoma de Barcelona) and INDRUM, 2024."},"page":"65-74","title":"Designing a Concept Inventory for Real Analysis","main_file_link":[{"url":"https://research.utwente.nl/files/443812185/PreProceedings_INDRUM2024_comprimido.pdf#page=11"}],"publisher":"Escola Univeristaria Salesiana de Sarria (Univ. Autonoma de Barcelona) and INDRUM","date_updated":"2025-01-06T11:00:23Z","date_created":"2025-01-06T10:56:52Z","author":[{"full_name":"Bauer, Thomas","last_name":"Bauer","first_name":"Thomas"},{"last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274","first_name":"Rolf"},{"first_name":"Elisa","full_name":"Lankeit, Elisa","last_name":"Lankeit"}]},{"intvolume":"        47","citation":{"mla":"Wessel, Lena, and Anna Dellori. “Algebraische Konzepte vertiefen und ihre Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium.” <i>Mathematica Didactica</i>, vol. 47, no. 1, 2024, doi:<a href=\"https://doi.org/10.18716/ojs/md/2024.1658\">10.18716/ojs/md/2024.1658</a>.","short":"L. Wessel, A. Dellori, Mathematica Didactica 47 (2024).","bibtex":"@article{Wessel_Dellori_2024, title={Algebraische Konzepte vertiefen und ihre Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium}, volume={47}, DOI={<a href=\"https://doi.org/10.18716/ojs/md/2024.1658\">10.18716/ojs/md/2024.1658</a>}, number={1}, journal={Mathematica Didactica}, author={Wessel, Lena and Dellori, Anna}, year={2024} }","apa":"Wessel, L., &#38; Dellori, A. (2024). Algebraische Konzepte vertiefen und ihre Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium. <i>Mathematica Didactica</i>, <i>47</i>(1). <a href=\"https://doi.org/10.18716/ojs/md/2024.1658\">https://doi.org/10.18716/ojs/md/2024.1658</a>","ama":"Wessel L, Dellori A. Algebraische Konzepte vertiefen und ihre Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium. <i>Mathematica Didactica</i>. 2024;47(1). doi:<a href=\"https://doi.org/10.18716/ojs/md/2024.1658\">10.18716/ojs/md/2024.1658</a>","ieee":"L. Wessel and A. Dellori, “Algebraische Konzepte vertiefen und ihre Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium,” <i>Mathematica Didactica</i>, vol. 47, no. 1, 2024, doi: <a href=\"https://doi.org/10.18716/ojs/md/2024.1658\">10.18716/ojs/md/2024.1658</a>.","chicago":"Wessel, Lena, and Anna Dellori. “Algebraische Konzepte vertiefen und ihre Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium.” <i>Mathematica Didactica</i> 47, no. 1 (2024). <a href=\"https://doi.org/10.18716/ojs/md/2024.1658\">https://doi.org/10.18716/ojs/md/2024.1658</a>."},"year":"2024","issue":"1","publication_status":"published","doi":"10.18716/ojs/md/2024.1658","main_file_link":[{"url":"https://journals.ub.uni-koeln.de/index.php/mathematica_didactica/article/view/1658"}],"title":"Algebraische Konzepte vertiefen und ihre Zusammenhänge im Schul- und Hoch-schulcurriculum verstehen lernen : Design-Prinzipien zur Anregung des Vereinheitlichens mathematischen Wissens im Mathematiklehramtsstudium","volume":47,"author":[{"first_name":"Lena","last_name":"Wessel","full_name":"Wessel, Lena","id":"85190"},{"id":"57818","full_name":"Dellori, Anna","last_name":"Dellori","first_name":"Anna"}],"date_created":"2024-08-21T09:57:12Z","date_updated":"2025-01-06T11:57:25Z","status":"public","publication":"Mathematica Didactica","type":"journal_article","language":[{"iso":"ger"}],"department":[{"_id":"643"}],"user_id":"37888","_id":"55666"},{"editor":[{"first_name":"Patrick","last_name":"Ebers","full_name":"Ebers, Patrick"},{"first_name":"Fabian","full_name":"Rösken, Fabian","last_name":"Rösken"},{"last_name":"Barzel","full_name":"Barzel, Bärbel","first_name":"Bärbel"},{"last_name":"Büchter","full_name":"Büchter, Andreas","first_name":"Andreas"},{"first_name":"Florian","last_name":"Schacht","full_name":"Schacht, Florian"},{"first_name":"Petra","full_name":"Scherer, Petra","last_name":"Scherer"}],"status":"public","type":"conference","publication":"Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik","language":[{"iso":"eng"}],"_id":"58851","user_id":"63369","department":[{"_id":"360"}],"year":"2024","place":"Münster","citation":{"short":"L. Stallmeister, S. Rezat, in: P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, P. Scherer (Eds.), Beiträge Zum Mathematikunterricht 2024 - 57. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik, WTM-Verlag, Münster, 2024, pp. 1365–1368.","bibtex":"@inproceedings{Stallmeister_Rezat_2024, place={Münster}, title={Ressourcennutzung von Schüler:innen zum Lernen von Mathematik}, DOI={<a href=\"https://doi.org/10.37626/GA9783959872782.0\">10.37626/GA9783959872782.0</a>}, booktitle={Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik}, publisher={WTM-Verlag}, author={Stallmeister, Lea and Rezat, Sebastian}, editor={Ebers, Patrick and Rösken, Fabian and Barzel, Bärbel and Büchter, Andreas and Schacht, Florian and Scherer, Petra}, year={2024}, pages={1365–1368} }","mla":"Stallmeister, Lea, and Sebastian Rezat. “Ressourcennutzung von Schüler:Innen Zum Lernen von Mathematik.” <i>Beiträge Zum Mathematikunterricht 2024 - 57. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by Patrick Ebers et al., WTM-Verlag, 2024, pp. 1365–68, doi:<a href=\"https://doi.org/10.37626/GA9783959872782.0\">10.37626/GA9783959872782.0</a>.","apa":"Stallmeister, L., &#38; Rezat, S. (2024). Ressourcennutzung von Schüler:innen zum Lernen von Mathematik. In P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, &#38; P. Scherer (Eds.), <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i> (pp. 1365–1368). WTM-Verlag. <a href=\"https://doi.org/10.37626/GA9783959872782.0\">https://doi.org/10.37626/GA9783959872782.0</a>","chicago":"Stallmeister, Lea, and Sebastian Rezat. “Ressourcennutzung von Schüler:Innen Zum Lernen von Mathematik.” In <i>Beiträge Zum Mathematikunterricht 2024 - 57. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by Patrick Ebers, Fabian Rösken, Bärbel Barzel, Andreas Büchter, Florian Schacht, and Petra Scherer, 1365–68. Münster: WTM-Verlag, 2024. <a href=\"https://doi.org/10.37626/GA9783959872782.0\">https://doi.org/10.37626/GA9783959872782.0</a>.","ieee":"L. Stallmeister and S. Rezat, “Ressourcennutzung von Schüler:innen zum Lernen von Mathematik,” in <i>Beiträge zum Mathematikunterricht 2024 - 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, 2024, pp. 1365–1368, doi: <a href=\"https://doi.org/10.37626/GA9783959872782.0\">10.37626/GA9783959872782.0</a>.","ama":"Stallmeister L, Rezat S. Ressourcennutzung von Schüler:innen zum Lernen von Mathematik. In: Ebers P, Rösken F, Barzel B, Büchter A, Schacht F, Scherer P, eds. <i>Beiträge Zum Mathematikunterricht 2024 - 57. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>. WTM-Verlag; 2024:1365-1368. doi:<a href=\"https://doi.org/10.37626/GA9783959872782.0\">10.37626/GA9783959872782.0</a>"},"page":"1365-1368","title":"Ressourcennutzung von Schüler:innen zum Lernen von Mathematik","main_file_link":[{"open_access":"1","url":"http://dx.doi.org/10.17877/DE290R-24938"}],"doi":"10.37626/GA9783959872782.0","date_updated":"2025-02-26T13:48:53Z","publisher":"WTM-Verlag","oa":"1","author":[{"full_name":"Stallmeister, Lea","id":"63369","last_name":"Stallmeister","first_name":"Lea"},{"id":"31132","full_name":"Rezat, Sebastian","last_name":"Rezat","first_name":"Sebastian"}],"date_created":"2025-02-26T08:53:50Z"},{"publisher":"Waxmann","date_created":"2025-01-16T14:40:04Z","title":"AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern","quality_controlled":"1","year":"2024","keyword":["digitale Medien","wissenschaftliche Textkompetenz","Lehrkonzept"],"language":[{"iso":"ger"}],"publication":"Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven","abstract":[{"text":"AnnoPy ist ein digitales Werkzeug, das an der Universität Paderborn in einer interdisziplinären Kooperation zwischen der Germanistischen Sprachdidaktik, Mathematikdidaktik und Informatikdidaktik entwickelt wurde, um wissenschaftliche Textkompetenzen zu fördern. Es kann in Präsenz- oder Blended-Learning-Szenarien eingesetzt werden, um eine Brücke zwischen individueller Auseinandersetzung mit dem Text und dessen sozial-diskursiver Aushandlung zu schlagen. Im Beitrag werden unterschiedliche Einsatzszenarien aus den drei beteiligten Disziplinen exemplarisch dargestellt, die jeweils unterschiedliche Facetten wissenschaftlicher Textkompetenz in den Mittelpunkt stellen. Im Fokus stehen dabei insbesondere die Förderung fachspezifischer Lesekompetenz im Rahmen einer Vorlesung mit großen Teilnehmendenzahlen sowie die Anwendung fachspezifischer Theorien und Konzepte in der Erschließung, Analyse und Beurteilung von Texten.","lang":"eng"}],"oa":"1","date_updated":"2025-03-04T08:49:32Z","author":[{"last_name":"Rezat","full_name":"Rezat, Sebastian","id":"31132","first_name":"Sebastian"},{"first_name":"Sara","last_name":"Rezat","id":"58338","full_name":"Rezat, Sara"},{"last_name":"Scholle","full_name":"Scholle, Oliver","id":"15099","first_name":"Oliver"},{"first_name":"Carsten","full_name":"Schulte, Carsten","id":"60311","last_name":"Schulte"},{"full_name":"Winkelnkemper, Felix","last_name":"Winkelnkemper","first_name":"Felix"}],"doi":"10.31244/9783830998372","main_file_link":[{"url":"https://www.waxmann.com/index.php?eID=download&buchnr=4837","open_access":"1"}],"publication_identifier":{"isbn":["9783830948377"]},"publication_status":"published","place":"Münster","page":"219–230","citation":{"chicago":"Rezat, Sebastian, Sara Rezat, Oliver Scholle, Carsten Schulte, and Felix Winkelnkemper. “AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern.” In <i>Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven</i>, edited by Bardo Herzig, Birgit Eickelmann, Franziska Schwabl, Johanna Schulze, and Jan Niemann, 219–230. Münster: Waxmann, 2024. <a href=\"https://doi.org/10.31244/9783830998372\">https://doi.org/10.31244/9783830998372</a>.","ieee":"S. Rezat, S. Rezat, O. Scholle, C. Schulte, and F. Winkelnkemper, “AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern,” in <i>Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven</i>, B. Herzig, B. Eickelmann, F. Schwabl, J. Schulze, and J. Niemann, Eds. Münster: Waxmann, 2024, pp. 219–230.","ama":"Rezat S, Rezat S, Scholle O, Schulte C, Winkelnkemper F. AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern. In: Herzig B, Eickelmann B, Schwabl F, Schulze J, Niemann J, eds. <i>Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven</i>. Waxmann; 2024:219–230. doi:<a href=\"https://doi.org/10.31244/9783830998372\">10.31244/9783830998372</a>","short":"S. Rezat, S. Rezat, O. Scholle, C. Schulte, F. Winkelnkemper, in: B. Herzig, B. Eickelmann, F. Schwabl, J. Schulze, J. Niemann (Eds.), Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven, Waxmann, Münster, 2024, pp. 219–230.","bibtex":"@inbook{Rezat_Rezat_Scholle_Schulte_Winkelnkemper_2024, place={Münster}, title={AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern}, DOI={<a href=\"https://doi.org/10.31244/9783830998372\">10.31244/9783830998372</a>}, booktitle={Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven}, publisher={Waxmann}, author={Rezat, Sebastian and Rezat, Sara and Scholle, Oliver and Schulte, Carsten and Winkelnkemper, Felix}, editor={Herzig, Bardo and Eickelmann, Birgit and Schwabl, Franziska and Schulze, Johanna and Niemann, Jan}, year={2024}, pages={219–230} }","mla":"Rezat, Sebastian, et al. “AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern.” <i>Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven</i>, edited by Bardo Herzig et al., Waxmann, 2024, pp. 219–230, doi:<a href=\"https://doi.org/10.31244/9783830998372\">10.31244/9783830998372</a>.","apa":"Rezat, S., Rezat, S., Scholle, O., Schulte, C., &#38; Winkelnkemper, F. (2024). AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern. In B. Herzig, B. Eickelmann, F. Schwabl, J. Schulze, &#38; J. Niemann (Eds.), <i>Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven</i> (pp. 219–230). Waxmann. <a href=\"https://doi.org/10.31244/9783830998372\">https://doi.org/10.31244/9783830998372</a>"},"_id":"58216","department":[{"_id":"360"}],"user_id":"58338","type":"book_chapter","editor":[{"first_name":"Bardo","last_name":"Herzig","full_name":"Herzig, Bardo"},{"first_name":"Birgit","last_name":"Eickelmann","full_name":"Eickelmann, Birgit"},{"first_name":"Franziska","last_name":"Schwabl","full_name":"Schwabl, Franziska"},{"first_name":"Johanna","last_name":"Schulze","full_name":"Schulze, Johanna"},{"first_name":"Jan","full_name":"Niemann, Jan","last_name":"Niemann"}],"status":"public"},{"language":[{"iso":"ger"}],"user_id":"44184","department":[{"_id":"543"}],"_id":"59581","status":"public","editor":[{"full_name":"Ebers, P.","last_name":"Ebers","first_name":"P."},{"first_name":"F.","last_name":"Rösken","full_name":"Rösken, F."},{"first_name":"B.","last_name":"Barzel","full_name":"Barzel, B."},{"first_name":"A.","last_name":"Büchter","full_name":"Büchter, A."},{"first_name":"F.","last_name":"Schacht","full_name":"Schacht, F."},{"last_name":"Scherer","full_name":"Scherer, P.","first_name":"P."}],"type":"book_chapter","publication":"Beiträge zum Mathematikuntericht 2024. 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik","doi":"https://doi.ohttps://doi.org/10.37626/GA9783959872782.0 rg/10.37626/GA9783959872782.0","title":" Praktiken der Förderung im inklusiven Mathematikunterricht","author":[{"id":"60267","full_name":"Häsel-Weide, Uta","last_name":"Häsel-Weide","orcid":"0000-0001-6278-4240","first_name":"Uta"},{"last_name":"Nührenbörger","full_name":"Nührenbörger, M.","first_name":"M."}],"date_created":"2025-04-15T10:06:42Z","date_updated":"2025-09-08T07:32:38Z","citation":{"short":"U. Häsel-Weide, M. Nührenbörger, in: P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, P. Scherer (Eds.), Beiträge zum Mathematikuntericht 2024. 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik, 2024, pp. 207–210.","mla":"Häsel-Weide, Uta, and M. Nührenbörger. “ Praktiken der Förderung im inklusiven Mathematikunterricht.” <i>Beiträge zum Mathematikuntericht 2024. 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, edited by P. Ebers et al., 2024, pp. 207–10, doi:<a href=\"https://doi.ohttps://doi.org/10.37626/GA9783959872782.0 rg/10.37626/GA9783959872782.0\">https://doi.ohttps://doi.org/10.37626/GA9783959872782.0 rg/10.37626/GA9783959872782.0</a>.","bibtex":"@inbook{Häsel-Weide_Nührenbörger_2024, title={ Praktiken der Förderung im inklusiven Mathematikunterricht}, DOI={<a href=\"https://doi.ohttps://doi.org/10.37626/GA9783959872782.0 rg/10.37626/GA9783959872782.0\">https://doi.ohttps://doi.org/10.37626/GA9783959872782.0 rg/10.37626/GA9783959872782.0</a>}, booktitle={Beiträge zum Mathematikuntericht 2024. 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik}, author={Häsel-Weide, Uta and Nührenbörger, M.}, editor={Ebers, P. and Rösken, F. and Barzel, B. and Büchter, A. and Schacht, F. and Scherer, P.}, year={2024}, pages={207–210} }","apa":"Häsel-Weide, U., &#38; Nührenbörger, M. (2024).  Praktiken der Förderung im inklusiven Mathematikunterricht. In P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, &#38; P. Scherer (Eds.), <i>Beiträge zum Mathematikuntericht 2024. 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i> (pp. 207–210). <a href=\"https://doi.ohttps://doi.org/10.37626/GA9783959872782.0 rg/10.37626/GA9783959872782.0\">https://doi.ohttps://doi.org/10.37626/GA9783959872782.0 rg/10.37626/GA9783959872782.0</a>","ieee":"U. Häsel-Weide and M. Nührenbörger, “ Praktiken der Förderung im inklusiven Mathematikunterricht,” in <i>Beiträge zum Mathematikuntericht 2024. 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, and P. Scherer, Eds. 2024, pp. 207–210.","chicago":"Häsel-Weide, Uta, and M. Nührenbörger. “ Praktiken der Förderung im inklusiven Mathematikunterricht.” In <i>Beiträge zum Mathematikuntericht 2024. 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, edited by P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, and P. Scherer, 207–10, 2024. <a href=\"https://doi.ohttps://doi.org/10.37626/GA9783959872782.0 rg/10.37626/GA9783959872782.0\">https://doi.ohttps://doi.org/10.37626/GA9783959872782.0 rg/10.37626/GA9783959872782.0</a>.","ama":"Häsel-Weide U, Nührenbörger M.  Praktiken der Förderung im inklusiven Mathematikunterricht. In: Ebers P, Rösken F, Barzel B, Büchter A, Schacht F, Scherer P, eds. <i>Beiträge zum Mathematikuntericht 2024. 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>. ; 2024:207-210. doi:<a href=\"https://doi.ohttps://doi.org/10.37626/GA9783959872782.0 rg/10.37626/GA9783959872782.0\">https://doi.ohttps://doi.org/10.37626/GA9783959872782.0 rg/10.37626/GA9783959872782.0</a>"},"page":"207-210","year":"2024"}]