[{"doi":"10.31244/jero.2023.01.03","language":[{"iso":"eng"}],"intvolume":"      2023","publication_status":"published","date_updated":"2025-06-02T14:14:25Z","publication_identifier":{"issn":["1866-6671"]},"author":[{"full_name":"Langer, Wiebke","last_name":"Langer","first_name":"Wiebke"},{"id":"72183","full_name":"Bruns, Julia","last_name":"Bruns","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864"},{"full_name":"Erhorn, Jan","last_name":"Erhorn","first_name":"Jan"}],"year":"2024","title":"Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht","department":[{"_id":"611"}],"type":"journal_article","date_created":"2025-06-02T14:13:18Z","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"}],"issue":"1","publication":"Journal for Educational Research Online","volume":2023,"user_id":"72183","_id":"60103","publisher":"Waxmann","page":"51-73","status":"public","citation":{"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>","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>.","short":"W. Langer, J. Bruns, J. Erhorn, Journal for Educational Research Online 2023 (2024) 51–73.","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>.","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>","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} }"}},{"intvolume":"        45","date_updated":"2025-06-02T14:14:34Z","publication_status":"published","publication_identifier":{"issn":["0173-5322","1869-2699"]},"author":[{"full_name":"Jensen, Solveig","first_name":"Solveig","last_name":"Jensen"},{"full_name":"Gasteiger, Hedwig","last_name":"Gasteiger","first_name":"Hedwig"},{"last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia","full_name":"Bruns, Julia","id":"72183"}],"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","year":"2024","doi":"10.1007/s13138-024-00234-8","language":[{"iso":"eng"}],"article_number":"11","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>"}],"issue":"2","publication":"Journal für Mathematik-Didaktik","department":[{"_id":"611"}],"type":"journal_article","date_created":"2025-06-02T14:13:34Z","status":"public","volume":45,"user_id":"72183","publisher":"Springer Science and Business Media LLC","_id":"60104","citation":{"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>.","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>","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} }","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>","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>.","short":"S. Jensen, H. Gasteiger, J. Bruns, Journal Für Mathematik-Didaktik 45 (2024)."}},{"author":[{"first_name":"W.","last_name":"Langer","full_name":"Langer, W."},{"id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia","last_name":"Bruns","full_name":"Bruns, Julia"},{"first_name":"J.","last_name":"Erhorn","full_name":"Erhorn, J."}],"year":"2024","status":"public","title":"Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education","date_updated":"2025-06-02T14:12:58Z","publication_status":"published","language":[{"iso":"ger"}],"_id":"45693","publisher":"Routledge","page":"232-248","editor":[{"full_name":"Stahnke, R.","last_name":"Stahnke","first_name":"R."},{"full_name":"Gegenfurtner, A.","last_name":"Gegenfurtner","first_name":"A."}],"user_id":"72183","citation":{"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.","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.","short":"W. Langer, J. Bruns, J. Erhorn, in: R. Stahnke, A. Gegenfurtner (Eds.), Teacher professional vision: Empirical perspectives, Routledge, 2024, pp. 232–248.","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.","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.","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} }"},"publication":"Teacher professional vision: Empirical perspectives","date_created":"2023-06-20T18:58:10Z","department":[{"_id":"97"},{"_id":"611"}],"type":"book_chapter"},{"status":"public","year":"2024","title":"Intervention Research on Teachers’ Professional Vision: Challenges of Current Research","author":[{"id":"72183","last_name":"Bruns","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia"}],"publication_status":"published","date_updated":"2025-06-02T14:13:12Z","page":"156-171","_id":"45692","publisher":"Routledge","language":[{"iso":"ger"}],"user_id":"72183","editor":[{"last_name":"Stahnke","first_name":"R.","full_name":"Stahnke, R."},{"last_name":"Gegenfurtner","first_name":"A.","full_name":"Gegenfurtner, A."}],"publication":"Teacher professional vision: Theoretical and Methodological Advances","citation":{"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.","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} }","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.","short":"J. Bruns, in: R. Stahnke, A. Gegenfurtner (Eds.), Teacher professional vision: Theoretical and Methodological Advances, Routledge, 2024, pp. 156–171.","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.","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."},"date_created":"2023-06-20T18:56:33Z","type":"book_chapter","department":[{"_id":"97"},{"_id":"611"}]},{"date_updated":"2025-12-11T12:58:54Z","author":[{"id":"89837","last_name":"Graf","first_name":"Lara Marie","full_name":"Graf, Lara Marie"},{"full_name":"Häsel-Weide, Uta","orcid":"0000-0001-6278-4240","last_name":"Häsel-Weide","first_name":"Uta","id":"60267"},{"first_name":"K.","last_name":"Höveler","full_name":"Höveler, K."},{"full_name":"Nührenbörger, M.","last_name":"Nührenbörger","first_name":"M."}],"year":"2024","title":" Typiken zum fachspezifischen Umgang mit Anforderungssituationen diagnosegeleiteter Förderung. Professionalisierung von fachfremd unterrichtenden Lehrkräften zur diagnosegeleiteten Förderung im inklusiven Mathematikunterricht am Beispiel der Förderung von Operationsvorstellungen","status":"public","user_id":"60267","doi":"10.2440/003-0036 ","_id":"61141","edition":"16(4)","language":[{"iso":"ger"}],"page":"334-350","citation":{"mla":"Graf, Lara Marie, et al. “ Typiken zum fachspezifischen Umgang mit Anforderungssituationen diagnosegeleiteter Förderung. Professionalisierung von fachfremd unterrichtenden Lehrkräften zur diagnosegeleiteten Förderung im inklusiven Mathematikunterricht am Beispiel der Förderung von Operationsvorstellungen.” <i>Empirische Sonderpädagogik</i>, 16(4), 2024, pp. 334–50, doi:<a href=\"https://doi.org/10.2440/003-0036 \">10.2440/003-0036 </a>.","bibtex":"@inbook{Graf_Häsel-Weide_Höveler_Nührenbörger_2024, edition={16(4)}, title={ Typiken zum fachspezifischen Umgang mit Anforderungssituationen diagnosegeleiteter Förderung. Professionalisierung von fachfremd unterrichtenden Lehrkräften zur diagnosegeleiteten Förderung im inklusiven Mathematikunterricht am Beispiel der Förderung von Operationsvorstellungen}, DOI={<a href=\"https://doi.org/10.2440/003-0036 \">10.2440/003-0036 </a>}, booktitle={Empirische Sonderpädagogik}, author={Graf, Lara Marie and Häsel-Weide, Uta and Höveler, K. and Nührenbörger, M.}, year={2024}, pages={334–350} }","ama":"Graf LM, Häsel-Weide U, Höveler K, Nührenbörger M.  Typiken zum fachspezifischen Umgang mit Anforderungssituationen diagnosegeleiteter Förderung. Professionalisierung von fachfremd unterrichtenden Lehrkräften zur diagnosegeleiteten Förderung im inklusiven Mathematikunterricht am Beispiel der Förderung von Operationsvorstellungen. In: <i>Empirische Sonderpädagogik</i>. 16(4). ; 2024:334-350. doi:<a href=\"https://doi.org/10.2440/003-0036 \">10.2440/003-0036 </a>","ieee":"L. M. Graf, U. Häsel-Weide, K. Höveler, and M. Nührenbörger, “ Typiken zum fachspezifischen Umgang mit Anforderungssituationen diagnosegeleiteter Förderung. Professionalisierung von fachfremd unterrichtenden Lehrkräften zur diagnosegeleiteten Förderung im inklusiven Mathematikunterricht am Beispiel der Förderung von Operationsvorstellungen,” in <i>Empirische Sonderpädagogik</i>, 16(4)., 2024, pp. 334–350.","apa":"Graf, L. M., Häsel-Weide, U., Höveler, K., &#38; Nührenbörger, M. (2024).  Typiken zum fachspezifischen Umgang mit Anforderungssituationen diagnosegeleiteter Förderung. Professionalisierung von fachfremd unterrichtenden Lehrkräften zur diagnosegeleiteten Förderung im inklusiven Mathematikunterricht am Beispiel der Förderung von Operationsvorstellungen. In <i>Empirische Sonderpädagogik</i> (16(4), pp. 334–350). <a href=\"https://doi.org/10.2440/003-0036 \">https://doi.org/10.2440/003-0036 </a>","short":"L.M. Graf, U. Häsel-Weide, K. Höveler, M. Nührenbörger, in: Empirische Sonderpädagogik, 16(4), 2024, pp. 334–350.","chicago":"Graf, Lara Marie, Uta Häsel-Weide, K. Höveler, and M. Nührenbörger. “ Typiken zum fachspezifischen Umgang mit Anforderungssituationen diagnosegeleiteter Förderung. Professionalisierung von fachfremd unterrichtenden Lehrkräften zur diagnosegeleiteten Förderung im inklusiven Mathematikunterricht am Beispiel der Förderung von Operationsvorstellungen.” In <i>Empirische Sonderpädagogik</i>, 16(4)., 334–50, 2024. <a href=\"https://doi.org/10.2440/003-0036 \">https://doi.org/10.2440/003-0036 </a>."},"publication":"Empirische Sonderpädagogik","department":[{"_id":"543"},{"_id":"33"}],"type":"book_chapter","date_created":"2025-09-08T07:23:43Z"},{"user_id":"31132","volume":56,"page":"223-237","_id":"60195","publisher":"Springer Science and Business Media LLC","status":"public","citation":{"apa":"Rezat, S. (2024). Research on curriculum resources in mathematics education: a survey of the field. <i>ZDM – Mathematics Education</i>, <i>56</i>(2), 223–237. <a href=\"https://doi.org/10.1007/s11858-024-01559-x\">https://doi.org/10.1007/s11858-024-01559-x</a>","ieee":"S. Rezat, “Research on curriculum resources in mathematics education: a survey of the field,” <i>ZDM – Mathematics Education</i>, vol. 56, no. 2, pp. 223–237, 2024, doi: <a href=\"https://doi.org/10.1007/s11858-024-01559-x\">10.1007/s11858-024-01559-x</a>.","short":"S. Rezat, ZDM – Mathematics Education 56 (2024) 223–237.","chicago":"Rezat, Sebastian. “Research on Curriculum Resources in Mathematics Education: A Survey of the Field.” <i>ZDM – Mathematics Education</i> 56, no. 2 (2024): 223–37. <a href=\"https://doi.org/10.1007/s11858-024-01559-x\">https://doi.org/10.1007/s11858-024-01559-x</a>.","mla":"Rezat, Sebastian. “Research on Curriculum Resources in Mathematics Education: A Survey of the Field.” <i>ZDM – Mathematics Education</i>, vol. 56, no. 2, Springer Science and Business Media LLC, 2024, pp. 223–37, doi:<a href=\"https://doi.org/10.1007/s11858-024-01559-x\">10.1007/s11858-024-01559-x</a>.","ama":"Rezat S. Research on curriculum resources in mathematics education: a survey of the field. <i>ZDM – Mathematics Education</i>. 2024;56(2):223-237. doi:<a href=\"https://doi.org/10.1007/s11858-024-01559-x\">10.1007/s11858-024-01559-x</a>","bibtex":"@article{Rezat_2024, title={Research on curriculum resources in mathematics education: a survey of the field}, volume={56}, DOI={<a href=\"https://doi.org/10.1007/s11858-024-01559-x\">10.1007/s11858-024-01559-x</a>}, number={2}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Rezat, Sebastian}, year={2024}, pages={223–237} }"},"doi":"10.1007/s11858-024-01559-x","language":[{"iso":"eng"}],"date_updated":"2025-12-16T13:09:16Z","publication_status":"published","intvolume":"        56","title":"Research on curriculum resources in mathematics education: a survey of the field","year":"2024","publication_identifier":{"issn":["1863-9690","1863-9704"]},"author":[{"last_name":"Rezat","first_name":"Sebastian","full_name":"Rezat, Sebastian"}],"type":"journal_article","department":[{"_id":"360"}],"date_created":"2025-06-12T14:20:27Z","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>This survey describes the structure of the field of research on curriculum resources in mathematics education in the period from 2018 till 2023. Based on the procedures of a systematic review relevant literature was identified using Web of Science as a database. The included literature was analyzed and categorized according to the type of curriculum resource and the area of study. Seven areas of studies were identified: studies on the role of curriculum resources, content analysis, user studies, studies on the effects of curriculum resources, studies on curriculum resource design, curriculum resources as data, and reviews. The areas were further subdivided into different subcategories based on the research questions of the included papers. The findings show that research on mathematics textbooks is still predominant in the field. The most popular areas of research are content analysis, user studies, studies on design, and studies on effects. Emerging areas are research on students’ use of curriculum resources and the employment of user data from digital curriculum resources as data basis in mathematics education research.</jats:p>","lang":"eng"}],"publication":"ZDM – Mathematics Education","issue":"2"},{"editor":[{"first_name":"M.A. (Ken)","last_name":"Clements","full_name":"Clements, M.A. (Ken)"},{"first_name":"Berinderjeet","last_name":"Kaur","full_name":"Kaur, Berinderjeet"},{"full_name":"Lowrie, Thomas","first_name":"Thomas","last_name":"Lowrie"},{"full_name":"Mesa, Vilma","last_name":"Mesa","first_name":"Vilma"},{"full_name":"Prytz, Johan","last_name":"Prytz","first_name":"Johan"}],"doi":"10.1007/978-3-031-51474-6_24","user_id":"31132","publisher":"Springer Nature Switzerland","_id":"57390","language":[{"iso":"eng"}],"date_updated":"2024-11-25T07:30:59Z","publication_status":"published","publication_identifier":{"issn":["2197-1951","2197-196X"],"isbn":["9783031514739","9783031514746"]},"author":[{"full_name":"Rezat, Sebastian","last_name":"Rezat","first_name":"Sebastian","id":"31132"},{"full_name":"Westbury, Ian","first_name":"Ian","last_name":"Westbury"}],"status":"public","year":"2024","title":"Textbooks and curriculum from a governance perspective","department":[{"_id":"360"}],"type":"book_chapter","place":"Cham","date_created":"2024-11-25T07:24:25Z","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.","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>.","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>","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.","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>","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>."},"publication":"Fourth International Handbook of Mathematics Education"},{"doi":"10.17170/KOBRA-2024081810686-004","user_id":"37888","publisher":"Universität Kassel","_id":"56198","date_updated":"2024-11-26T11:39:10Z","author":[{"full_name":"Liebendörfer, Michael","first_name":"Michael","orcid":"0000-0001-9887-2074","last_name":"Liebendörfer","id":"30933"},{"last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf","id":"16274"},{"full_name":"Schmitz, Angelika","last_name":"Schmitz","first_name":"Angelika"}],"title":"Mathematische Lernvideos zu Studieneinstieg und Studienvorbereitung","status":"public","year":"2024","department":[{"_id":"363"}],"type":"research_data","date_created":"2024-09-23T07:38:29Z","related_material":{"link":[{"relation":"confirmation","url":"https://doi.org/10.17170/kobra-2024081810686-004"}]},"citation":{"ieee":"M. Liebendörfer, R. Biehler, and A. Schmitz, <i>Mathematische Lernvideos zu Studieneinstieg und Studienvorbereitung</i>. Universität Kassel, 2024.","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>","short":"M. Liebendörfer, R. Biehler, A. Schmitz, Mathematische Lernvideos Zu Studieneinstieg Und Studienvorbereitung, 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>.","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>.","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} }","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>"}},{"file":[{"file_id":"57614","content_type":"application/pdf","relation":"main_file","date_updated":"2024-12-08T11:30:50Z","file_name":"Rezat_FAME1_2024.pdf","access_level":"open_access","file_size":342331,"date_created":"2024-12-08T11:30:50Z","creator":"srezat"}],"date_created":"2024-12-08T11:31:00Z","type":"conference","department":[{"_id":"360"}],"publication":"Proceedings of FAME 1 – Feedback & Assessment in Mathematics Education (ETC 14), 5-7 June 2024, Utrecht (The Netherlands)","language":[{"iso":"eng"}],"doi":"10.5281/zenodo.14231455","title":"Students' instrumentalizations of hints and automated feedback in their task solution process when learning mathematics with a digital curriculum resource","year":"2024","author":[{"id":"31132","first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian"}],"date_updated":"2024-12-08T11:43:23Z","place":"Utrecht","oa":"1","file_date_updated":"2024-12-08T11:30:50Z","citation":{"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>.","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>","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} }","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>","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>.","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."},"page":"262–269","_id":"57613","publisher":"Utrecht University and ERME","user_id":"31132","ddc":["370"],"editor":[{"full_name":"Iannone, Paola","first_name":"Paola","last_name":"Iannone"},{"first_name":"Filip","last_name":"Moons","full_name":"Moons, Filip"},{"full_name":"Drüke-Noe, Christina","first_name":"Christina","last_name":"Drüke-Noe"},{"full_name":"Geraniou, Eirini","first_name":"Eirini","last_name":"Geraniou"},{"full_name":"Morselli, Francesca","first_name":"Francesca","last_name":"Morselli"},{"last_name":"Klingbeil","first_name":"Katrin","full_name":"Klingbeil, Katrin"},{"last_name":"Veldhuis","first_name":"Michiel","full_name":"Veldhuis, Michiel"},{"full_name":"Olsher, Shai","first_name":"Shai","last_name":"Olsher"}],"status":"public","has_accepted_license":"1"},{"year":"2024","title":"How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?","author":[{"last_name":"Hoffmann","first_name":"Max","orcid":"0000-0002-6964-7123","full_name":"Hoffmann, Max","id":"32202"},{"first_name":"Sarah","last_name":"Schlüter","full_name":"Schlüter, Sarah"}],"publication_status":"published","date_updated":"2025-01-02T10:45:59Z","main_file_link":[{"url":"https://indrum2024.sciencesconf.org/data/pages/Proceedings_INDRUM2024.pdf","open_access":"1"}],"language":[{"iso":"eng"}],"publication":"Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)","abstract":[{"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.","lang":"eng"}],"file":[{"relation":"main_file","date_updated":"2025-01-02T10:42:21Z","file_name":"2024_Hoffmann_Schlueter_CongruenceQuadrilaterals.pdf","access_level":"closed","file_size":315111,"file_id":"57896","success":1,"content_type":"application/pdf","creator":"maxh","date_created":"2025-01-02T10:42:21Z"}],"date_created":"2025-01-02T10:45:53Z","type":"conference","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"],"department":[{"_id":"97"},{"_id":"643"}],"status":"public","has_accepted_license":"1","publisher":"Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM","_id":"57895","user_id":"32202","ddc":["370","510"],"editor":[{"full_name":"González-Martín, Alejandro S.","last_name":"González-Martín","first_name":"Alejandro S."},{"full_name":"Gueudet, Ghislaine","last_name":"Gueudet","first_name":"Ghislaine"},{"first_name":"Ignasi","last_name":"Florensa","full_name":"Florensa, Ignasi"},{"last_name":"Lombard","first_name":"Nathan","full_name":"Lombard, Nathan"}],"file_date_updated":"2025-01-02T10:42:21Z","citation":{"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} }","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.","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.","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.","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.","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.","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."},"quality_controlled":"1","place":"Barcelona","oa":"1"},{"has_accepted_license":"1","status":"public","editor":[{"full_name":"Ebers, P.","first_name":"P.","last_name":"Ebers"},{"full_name":"Rösken, F.","first_name":"F.","last_name":"Rösken"},{"last_name":"Barzel","first_name":"B.","full_name":"Barzel, B."},{"full_name":"Büchter, A.","first_name":"A.","last_name":"Büchter"},{"first_name":"F.","last_name":"Schacht","full_name":"Schacht, F."},{"full_name":"Scherer, P.","last_name":"Scherer","first_name":"P."}],"ddc":["510"],"user_id":"37888","publisher":"WTM-Verlag","_id":"57952","page":"1073-1076","citation":{"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>.","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>.","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>","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. 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Jahrestagung der Gesellschaft für Didaktik der Mathematik","place":"Münster","date_created":"2025-02-26T08:53:50Z","oa":"1","department":[{"_id":"360"}],"type":"conference","author":[{"id":"63369","full_name":"Stallmeister, Lea","last_name":"Stallmeister","first_name":"Lea"},{"full_name":"Rezat, Sebastian","first_name":"Sebastian","last_name":"Rezat","id":"31132"}],"year":"2024","status":"public","title":"Ressourcennutzung von Schüler:innen zum Lernen von Mathematik","date_updated":"2025-02-26T13:48:53Z","publisher":"WTM-Verlag","_id":"58851","language":[{"iso":"eng"}],"page":"1365-1368","main_file_link":[{"url":"http://dx.doi.org/10.17877/DE290R-24938","open_access":"1"}],"editor":[{"last_name":"Ebers","first_name":"Patrick","full_name":"Ebers, Patrick"},{"full_name":"Rösken, Fabian","last_name":"Rösken","first_name":"Fabian"},{"first_name":"Bärbel","last_name":"Barzel","full_name":"Barzel, Bärbel"},{"last_name":"Büchter","first_name":"Andreas","full_name":"Büchter, Andreas"},{"full_name":"Schacht, Florian","last_name":"Schacht","first_name":"Florian"},{"full_name":"Scherer, Petra","last_name":"Scherer","first_name":"Petra"}],"doi":"10.37626/GA9783959872782.0","user_id":"63369"},{"status":"public","publisher":"Waxmann","_id":"58216","page":"219–230","editor":[{"first_name":"Bardo","last_name":"Herzig","full_name":"Herzig, Bardo"},{"last_name":"Eickelmann","first_name":"Birgit","full_name":"Eickelmann, Birgit"},{"first_name":"Franziska","last_name":"Schwabl","full_name":"Schwabl, Franziska"},{"last_name":"Schulze","first_name":"Johanna","full_name":"Schulze, Johanna"},{"last_name":"Niemann","first_name":"Jan","full_name":"Niemann, Jan"}],"user_id":"58338","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>.","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.","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>","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>","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."},"quality_controlled":"1","place":"Münster","oa":"1","publication_identifier":{"isbn":["9783830948377"]},"author":[{"id":"31132","last_name":"Rezat","first_name":"Sebastian","full_name":"Rezat, Sebastian"},{"id":"58338","first_name":"Sara","last_name":"Rezat","full_name":"Rezat, Sara"},{"full_name":"Scholle, Oliver","first_name":"Oliver","last_name":"Scholle","id":"15099"},{"id":"60311","full_name":"Schulte, Carsten","last_name":"Schulte","first_name":"Carsten"},{"last_name":"Winkelnkemper","first_name":"Felix","full_name":"Winkelnkemper, Felix"}],"year":"2024","title":"AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern","publication_status":"published","date_updated":"2025-03-04T08:49:32Z","language":[{"iso":"ger"}],"main_file_link":[{"url":"https://www.waxmann.com/index.php?eID=download&buchnr=4837","open_access":"1"}],"doi":"10.31244/9783830998372","publication":"Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven","abstract":[{"lang":"eng","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."}],"date_created":"2025-01-16T14:40:04Z","department":[{"_id":"360"}],"keyword":["digitale Medien","wissenschaftliche Textkompetenz","Lehrkonzept"],"type":"book_chapter"},{"department":[{"_id":"543"}],"type":"book_chapter","date_created":"2025-04-15T10:06:42Z","citation":{"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.","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>","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>.","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} }","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>"},"publication":"Beiträge zum Mathematikuntericht 2024. 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik","editor":[{"last_name":"Ebers","first_name":"P.","full_name":"Ebers, P."},{"last_name":"Rösken","first_name":"F.","full_name":"Rösken, F."},{"first_name":"B.","last_name":"Barzel","full_name":"Barzel, B."},{"last_name":"Büchter","first_name":"A.","full_name":"Büchter, A."},{"full_name":"Schacht, F.","first_name":"F.","last_name":"Schacht"},{"full_name":"Scherer, P.","last_name":"Scherer","first_name":"P."}],"user_id":"44184","doi":"https://doi.ohttps://doi.org/10.37626/GA9783959872782.0 rg/10.37626/GA9783959872782.0","language":[{"iso":"ger"}],"_id":"59581","page":"207-210","date_updated":"2025-09-08T07:32:38Z","author":[{"id":"60267","last_name":"Häsel-Weide","orcid":"0000-0001-6278-4240","first_name":"Uta","full_name":"Häsel-Weide, Uta"},{"full_name":"Nührenbörger, M.","first_name":"M.","last_name":"Nührenbörger"}],"status":"public","year":"2024","title":" Praktiken der Förderung im inklusiven Mathematikunterricht"},{"date_updated":"2023-11-24T16:33:37Z","author":[{"last_name":"Wallner","first_name":"Melina","full_name":"Wallner, Melina","id":"45445"},{"id":"60267","last_name":"Häsel-Weide","first_name":"Uta","full_name":"Häsel-Weide, Uta"}],"conference":{"location":"Prag","name":"International Symposium in Elementary Mathematics Teaching"},"year":"2023","title":"Conceptual understanding of third grades for axial symmetry","status":"public","editor":[{"full_name":"Novotna, J.","last_name":"Novotna","first_name":"J."},{"full_name":"Moraova, H.","first_name":"H.","last_name":"Moraova"}],"user_id":"45445","publisher":"Charles University","_id":"46756","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://semt.cz/proceedings/semt-23.pdf"}],"page":"346-354","citation":{"mla":"Wallner, Melina, and Uta Häsel-Weide. “Conceptual Understanding of Third Grades for Axial Symmetry.” <i>International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education</i>, edited by J. Novotna and H. Moraova, Charles University, 2023, pp. 346–54.","apa":"Wallner, M., &#38; Häsel-Weide, U. (2023). Conceptual understanding of third grades for axial symmetry. In J. Novotna &#38; H. Moraova (Eds.), <i>International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education</i> (pp. 346–354). Charles University.","ieee":"M. Wallner and U. Häsel-Weide, “Conceptual understanding of third grades for axial symmetry,” in <i>International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education</i>, Prag, 2023, pp. 346–354.","chicago":"Wallner, Melina, and Uta Häsel-Weide. “Conceptual Understanding of Third Grades for Axial Symmetry.” In <i>International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education</i>, edited by J. Novotna and H. Moraova, 346–54. Charles University, 2023.","short":"M. Wallner, U. Häsel-Weide, in: J. Novotna, H. Moraova (Eds.), International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education, Charles University, 2023, pp. 346–354.","ama":"Wallner M, Häsel-Weide U. Conceptual understanding of third grades for axial symmetry. In: Novotna J, Moraova H, eds. <i>International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education</i>. Charles University; 2023:346-354.","bibtex":"@inproceedings{Wallner_Häsel-Weide_2023, title={Conceptual understanding of third grades for axial symmetry}, booktitle={International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education}, publisher={Charles University}, author={Wallner, Melina and Häsel-Weide, Uta}, editor={Novotna, J. and Moraova, H.}, year={2023}, pages={346–354} }"},"publication":"International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education","department":[{"_id":"543"}],"type":"conference","date_created":"2023-08-30T09:24:29Z"},{"date_created":"2023-12-04T09:45:04Z","type":"journal_article","department":[{"_id":"543"}],"publication":"Teachers and Teaching","citation":{"ieee":"S. Seitz, U. Häsel-Weide, Y. Wilke, and M. Wallner, “Expertise and professionalism for inclusive (mathematics) teaching and learning: reflections on findings from interdisciplinary professionalisation research,” <i>Teachers and Teaching</i>, pp. 1–16, 2023, doi: <a href=\"https://doi.org/10.1080/13540602.2023.2284876 \">https://doi.org/10.1080/13540602.2023.2284876 </a>.","mla":"Seitz, Simone, et al. “Expertise and Professionalism for Inclusive (Mathematics) Teaching and Learning: Reflections on Findings from Interdisciplinary Professionalisation Research.” <i>Teachers and Teaching</i>, 2023, pp. 1–16, doi:<a href=\"https://doi.org/10.1080/13540602.2023.2284876 \">https://doi.org/10.1080/13540602.2023.2284876 </a>.","apa":"Seitz, S., Häsel-Weide, U., Wilke, Y., &#38; Wallner, M. (2023). Expertise and professionalism for inclusive (mathematics) teaching and learning: reflections on findings from interdisciplinary professionalisation research. <i>Teachers and Teaching</i>, 1–16. <a href=\"https://doi.org/10.1080/13540602.2023.2284876 \">https://doi.org/10.1080/13540602.2023.2284876 </a>","bibtex":"@article{Seitz_Häsel-Weide_Wilke_Wallner_2023, title={Expertise and professionalism for inclusive (mathematics) teaching and learning: reflections on findings from interdisciplinary professionalisation research}, DOI={<a href=\"https://doi.org/10.1080/13540602.2023.2284876 \">https://doi.org/10.1080/13540602.2023.2284876 </a>}, journal={Teachers and Teaching}, author={Seitz, Simone and Häsel-Weide, Uta and Wilke, Yannik and Wallner, Melina}, year={2023}, pages={1–16} }","short":"S. Seitz, U. Häsel-Weide, Y. Wilke, M. Wallner, Teachers and Teaching (2023) 1–16.","ama":"Seitz S, Häsel-Weide U, Wilke Y, Wallner M. Expertise and professionalism for inclusive (mathematics) teaching and learning: reflections on findings from interdisciplinary professionalisation research. <i>Teachers and Teaching</i>. Published online 2023:1-16. doi:<a href=\"https://doi.org/10.1080/13540602.2023.2284876 \">https://doi.org/10.1080/13540602.2023.2284876 </a>","chicago":"Seitz, Simone, Uta Häsel-Weide, Yannik Wilke, and Melina Wallner. “Expertise and Professionalism for Inclusive (Mathematics) Teaching and Learning: Reflections on Findings from Interdisciplinary Professionalisation Research.” <i>Teachers and Teaching</i>, 2023, 1–16. <a href=\"https://doi.org/10.1080/13540602.2023.2284876 \">https://doi.org/10.1080/13540602.2023.2284876 </a>."},"page":"1-16","_id":"49425","language":[{"iso":"eng"}],"user_id":"45445","doi":"https://doi.org/10.1080/13540602.2023.2284876 ","year":"2023","title":"Expertise and professionalism for inclusive (mathematics) teaching and learning: reflections on findings from interdisciplinary professionalisation research","status":"public","author":[{"last_name":"Seitz","first_name":"Simone","full_name":"Seitz, Simone"},{"first_name":"Uta","last_name":"Häsel-Weide","full_name":"Häsel-Weide, Uta","id":"60267"},{"first_name":"Yannik","last_name":"Wilke","full_name":"Wilke, Yannik"},{"id":"45445","last_name":"Wallner","first_name":"Melina","full_name":"Wallner, Melina"}],"date_updated":"2023-12-13T12:51:03Z"}]