---
_id: '64174'
author:
- first_name: Uta
  full_name: Häsel-Weide, Uta
  id: '60267'
  last_name: Häsel-Weide
  orcid: 0000-0001-6278-4240
- first_name: Marcus
  full_name: Nührenbörger, Marcus
  last_name: Nührenbörger
citation:
  ama: Häsel-Weide U, Nührenbörger M. Mathematische Basiskompetenzen. Diagnose und
    Förderung in der Grundschule. <i>Grundschule aktuell</i>. 2026;(173):3-6.
  apa: Häsel-Weide, U., &#38; Nührenbörger, M. (2026). Mathematische Basiskompetenzen.
    Diagnose und Förderung in der Grundschule. <i>Grundschule aktuell</i>, <i>173</i>,
    3–6.
  bibtex: '@article{Häsel-Weide_Nührenbörger_2026, title={Mathematische Basiskompetenzen.
    Diagnose und Förderung in der Grundschule.}, number={173}, journal={Grundschule
    aktuell}, author={Häsel-Weide, Uta and Nührenbörger, Marcus}, year={2026}, pages={3–6}
    }'
  chicago: 'Häsel-Weide, Uta, and Marcus Nührenbörger. “Mathematische Basiskompetenzen.
    Diagnose und Förderung in der Grundschule.” <i>Grundschule aktuell</i>, no. 173
    (2026): 3–6.'
  ieee: U. Häsel-Weide and M. Nührenbörger, “Mathematische Basiskompetenzen. Diagnose
    und Förderung in der Grundschule.,” <i>Grundschule aktuell</i>, no. 173, pp. 3–6,
    2026.
  mla: Häsel-Weide, Uta, and Marcus Nührenbörger. “Mathematische Basiskompetenzen.
    Diagnose und Förderung in der Grundschule.” <i>Grundschule aktuell</i>, no. 173,
    2026, pp. 3–6.
  short: U. Häsel-Weide, M. Nührenbörger, Grundschule aktuell (2026) 3–6.
date_created: 2026-02-16T12:13:02Z
date_updated: 2026-02-16T12:16:39Z
department:
- _id: '543'
issue: '173'
language:
- iso: ger
page: 3-6
publication: Grundschule aktuell
status: public
title: Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule.
type: journal_article
user_id: '44184'
year: '2026'
...
---
_id: '64211'
author:
- first_name: Vivien
  full_name: Wiebe, Vivien
  last_name: Wiebe
- first_name: Uta
  full_name: Häsel-Weide, Uta
  id: '60267'
  last_name: Häsel-Weide
  orcid: 0000-0001-6278-4240
citation:
  ama: 'Wiebe V, Häsel-Weide U.  Initiating and establishing mathematical practices
    of determining and transforming numbers as a foundational skill in fostering mathematics
    teaching. In: Mosvold R, Fauskanger J, Ferretti F, Vondrová N, Charles University,
    Faculty of Education and ERME, eds. <i>Proceedings of the Nineteenth ERME Topic
    Conference: Connecting the Learning of Mathematics Teaching to Practice</i>. ;
    2026:122-129.'
  apa: 'Wiebe, V., &#38; Häsel-Weide, U. (2026).  Initiating and establishing mathematical
    practices of determining and transforming numbers as a foundational skill in fostering
    mathematics teaching. In R. Mosvold, J. Fauskanger, F. Ferretti, N. Vondrová,
    &#38; Charles University, Faculty of Education and ERME (Eds.), <i>Proceedings
    of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics
    Teaching to Practice</i> (pp. 122–129).'
  bibtex: '@inproceedings{Wiebe_Häsel-Weide_2026, place={Prag}, title={ Initiating
    and establishing mathematical practices of determining and transforming numbers
    as a foundational skill in fostering mathematics teaching}, booktitle={Proceedings
    of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics
    Teaching to Practice}, author={Wiebe, Vivien and Häsel-Weide, Uta}, editor={Mosvold,
    R. and Fauskanger, J. and Ferretti, F. and Vondrová, N. and Charles University,
    Faculty of Education and ERME}, year={2026}, pages={122–129} }'
  chicago: 'Wiebe, Vivien, and Uta Häsel-Weide. “ Initiating and Establishing Mathematical
    Practices of Determining and Transforming Numbers as a Foundational Skill in Fostering
    Mathematics Teaching.” In <i>Proceedings of the Nineteenth ERME Topic Conference:
    Connecting the Learning of Mathematics Teaching to Practice</i>, edited by R.
    Mosvold, J. Fauskanger, F. Ferretti, N. Vondrová, and Charles University, Faculty
    of Education and ERME, 122–29. Prag, 2026.'
  ieee: 'V. Wiebe and U. Häsel-Weide, “ Initiating and establishing mathematical practices
    of determining and transforming numbers as a foundational skill in fostering mathematics
    teaching,” in <i>Proceedings of the Nineteenth ERME Topic Conference: Connecting
    the Learning of Mathematics Teaching to Practice</i>, Prag, 2026, pp. 122–129.'
  mla: 'Wiebe, Vivien, and Uta Häsel-Weide. “ Initiating and Establishing Mathematical
    Practices of Determining and Transforming Numbers as a Foundational Skill in Fostering
    Mathematics Teaching.” <i>Proceedings of the Nineteenth ERME Topic Conference:
    Connecting the Learning of Mathematics Teaching to Practice</i>, edited by R.
    Mosvold et al., 2026, pp. 122–29.'
  short: 'V. Wiebe, U. Häsel-Weide, in: R. Mosvold, J. Fauskanger, F. Ferretti, N.
    Vondrová, Charles University, Faculty of Education and ERME (Eds.), Proceedings
    of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics
    Teaching to Practice, Prag, 2026, pp. 122–129.'
conference:
  location: Prag
  name: Nineteenth ERME Topic Conference
corporate_editor:
- Charles University, Faculty of Education and ERME
date_created: 2026-02-18T10:41:23Z
date_updated: 2026-02-18T11:00:16Z
department:
- _id: '543'
editor:
- first_name: R.
  full_name: Mosvold, R.
  last_name: Mosvold
- first_name: J.
  full_name: Fauskanger, J.
  last_name: Fauskanger
- first_name: F.
  full_name: Ferretti, F.
  last_name: Ferretti
- first_name: N.
  full_name: Vondrová, N.
  last_name: Vondrová
language:
- iso: eng
page: 122-129
place: Prag
publication: 'Proceedings of the Nineteenth ERME Topic Conference: Connecting the
  Learning of Mathematics Teaching to Practice'
related_material:
  link:
  - relation: confirmation
    url: https://hal.science/hal-05463964v1
status: public
title: ' Initiating and establishing mathematical practices of determining and transforming
  numbers as a foundational skill in fostering mathematics teaching'
type: conference
user_id: '44184'
year: '2026'
...
---
_id: '64797'
author:
- first_name: Lisa
  full_name: Birk, Lisa
  last_name: Birk
- first_name: Gerrit
  full_name: Loth, Gerrit
  last_name: Loth
- first_name: Luca
  full_name: Jotzo, Luca
  id: '88811'
  last_name: Jotzo
  orcid: 0009-0003-1440-6466
- first_name: Karin
  full_name: Binder, Karin
  id: '83381'
  last_name: Binder
- first_name: Daniel
  full_name: Frischemeier, Daniel
  last_name: Frischemeier
citation:
  ama: 'Birk L, Loth G, Jotzo L, Binder K, Frischemeier D. Editorial. In: <i>Proceedings
    of the IASE 2025 Satellite Conference - Statistics and Data Science Education
    in STEAM</i>. International Association for Statistics Education; 2026. doi:<a
    href="https://doi.org/10.52041/iase25.158">10.52041/iase25.158</a>'
  apa: Birk, L., Loth, G., Jotzo, L., Binder, K., &#38; Frischemeier, D. (2026). Editorial.
    <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science
    Education in STEAM</i>. <a href="https://doi.org/10.52041/iase25.158">https://doi.org/10.52041/iase25.158</a>
  bibtex: '@inproceedings{Birk_Loth_Jotzo_Binder_Frischemeier_2026, title={Editorial},
    DOI={<a href="https://doi.org/10.52041/iase25.158">10.52041/iase25.158</a>}, booktitle={Proceedings
    of the IASE 2025 Satellite Conference - Statistics and Data Science Education
    in STEAM}, publisher={International Association for Statistics Education}, author={Birk,
    Lisa and Loth, Gerrit and Jotzo, Luca and Binder, Karin and Frischemeier, Daniel},
    year={2026} }'
  chicago: Birk, Lisa, Gerrit Loth, Luca Jotzo, Karin Binder, and Daniel Frischemeier.
    “Editorial.” In <i>Proceedings of the IASE 2025 Satellite Conference - Statistics
    and Data Science Education in STEAM</i>. International Association for Statistics
    Education, 2026. <a href="https://doi.org/10.52041/iase25.158">https://doi.org/10.52041/iase25.158</a>.
  ieee: 'L. Birk, G. Loth, L. Jotzo, K. Binder, and D. Frischemeier, “Editorial,”
    2026, doi: <a href="https://doi.org/10.52041/iase25.158">10.52041/iase25.158</a>.'
  mla: Birk, Lisa, et al. “Editorial.” <i>Proceedings of the IASE 2025 Satellite Conference
    - Statistics and Data Science Education in STEAM</i>, International Association
    for Statistics Education, 2026, doi:<a href="https://doi.org/10.52041/iase25.158">10.52041/iase25.158</a>.
  short: 'L. Birk, G. Loth, L. Jotzo, K. Binder, D. Frischemeier, in: Proceedings
    of the IASE 2025 Satellite Conference - Statistics and Data Science Education
    in STEAM, International Association for Statistics Education, 2026.'
date_created: 2026-03-01T13:18:24Z
date_updated: 2026-03-17T10:19:16Z
department:
- _id: '979'
doi: 10.52041/iase25.158
language:
- iso: eng
publication: Proceedings of the IASE 2025 Satellite Conference - Statistics and Data
  Science Education in STEAM
publication_status: published
publisher: International Association for Statistics Education
status: public
title: Editorial
type: conference
user_id: '88811'
year: '2026'
...
---
_id: '64176'
author:
- first_name: Katrin
  full_name: Deutschen, Katrin
  id: '64894'
  last_name: Deutschen
- first_name: Inga
  full_name: Neufeld, Inga
  id: '61635'
  last_name: Neufeld
- first_name: Uta
  full_name: Häsel-Weide, Uta
  id: '60267'
  last_name: Häsel-Weide
  orcid: 0000-0001-6278-4240
citation:
  ama: Deutschen K, Neufeld I, Häsel-Weide U. Lernbegleitung produktiv gestalten.
    Mathematische Verstehensprozesse von Kindern anregen. <i>Grundschule aktuell</i>.
    2026;(173):10-11.
  apa: Deutschen, K., Neufeld, I., &#38; Häsel-Weide, U. (2026). Lernbegleitung produktiv
    gestalten. Mathematische Verstehensprozesse von Kindern anregen. <i>Grundschule
    aktuell</i>, <i>173</i>, 10–11.
  bibtex: '@article{Deutschen_Neufeld_Häsel-Weide_2026, title={Lernbegleitung produktiv
    gestalten. Mathematische Verstehensprozesse von Kindern anregen.}, number={173},
    journal={Grundschule aktuell}, author={Deutschen, Katrin and Neufeld, Inga and
    Häsel-Weide, Uta}, year={2026}, pages={10–11} }'
  chicago: 'Deutschen, Katrin, Inga Neufeld, and Uta Häsel-Weide. “Lernbegleitung
    produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen.” <i>Grundschule
    aktuell</i>, no. 173 (2026): 10–11.'
  ieee: K. Deutschen, I. Neufeld, and U. Häsel-Weide, “Lernbegleitung produktiv gestalten.
    Mathematische Verstehensprozesse von Kindern anregen.,” <i>Grundschule aktuell</i>,
    no. 173, pp. 10–11, 2026.
  mla: Deutschen, Katrin, et al. “Lernbegleitung produktiv gestalten. Mathematische
    Verstehensprozesse von Kindern anregen.” <i>Grundschule aktuell</i>, no. 173,
    2026, pp. 10–11.
  short: K. Deutschen, I. Neufeld, U. Häsel-Weide, Grundschule aktuell (2026) 10–11.
date_created: 2026-02-16T12:16:29Z
date_updated: 2026-03-17T10:48:56Z
department:
- _id: '543'
issue: '173'
language:
- iso: ger
page: 10-11
publication: Grundschule aktuell
status: public
title: Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern
  anregen.
type: journal_article
user_id: '44184'
year: '2026'
...
---
_id: '65026'
author:
- first_name: Inga
  full_name: Neufeld, Inga
  id: '61635'
  last_name: Neufeld
- first_name: Uta
  full_name: Häsel-Weide, Uta
  id: '60267'
  last_name: Häsel-Weide
  orcid: 0000-0001-6278-4240
citation:
  ama: 'Neufeld I, Häsel-Weide U.  Lernbegleitung in der mathematischen Förderung.
    Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer Basiskompetenzen.
    In: Vogelsang C, Grotegurt L, Bruns J, Riese J, Fechner S, eds. <i>Handlungsorientierung
    in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen
    Und Forschungsperspektiven</i>. ; 2026:119-134. doi:<a href="https://doi.org/10.31244/9783818851057
    ">10.31244/9783818851057 </a>'
  apa: Neufeld, I., &#38; Häsel-Weide, U. (2026).  Lernbegleitung in der mathematischen
    Förderung. Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer
    Basiskompetenzen. In C. Vogelsang, L. Grotegurt, J. Bruns, J. Riese, &#38; S.
    Fechner (Eds.), <i>Handlungsorientierung in der Ausbildung von Lehrkräften und
    pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven</i> (pp. 119–134).
    <a href="https://doi.org/10.31244/9783818851057 ">https://doi.org/10.31244/9783818851057
    </a>
  bibtex: '@inbook{Neufeld_Häsel-Weide_2026, title={ Lernbegleitung in der mathematischen
    Förderung. Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer
    Basiskompetenzen}, DOI={<a href="https://doi.org/10.31244/9783818851057 ">10.31244/9783818851057
    </a>}, booktitle={Handlungsorientierung in der Ausbildung von Lehrkräften und
    pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven}, author={Neufeld,
    Inga and Häsel-Weide, Uta}, editor={Vogelsang, C. and Grotegurt, L. and Bruns,
    J. and Riese, J. and Fechner, S.}, year={2026}, pages={119–134} }'
  chicago: Neufeld, Inga, and Uta Häsel-Weide. “ Lernbegleitung in Der Mathematischen
    Förderung. Praktiken von (Angehenden) Lehrkräften Bei Der Förderung Arithmetischer
    Basiskompetenzen.” In <i>Handlungsorientierung in Der Ausbildung von Lehrkräften
    Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven</i>, edited
    by C. Vogelsang, L. Grotegurt, J. Bruns, J. Riese, and S. Fechner, 119–34, 2026.
    <a href="https://doi.org/10.31244/9783818851057 ">https://doi.org/10.31244/9783818851057
    </a>.
  ieee: I. Neufeld and U. Häsel-Weide, “ Lernbegleitung in der mathematischen Förderung.
    Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer Basiskompetenzen,”
    in <i>Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen
    Fachkräften. Konzeptionen und Forschungsperspektiven</i>, C. Vogelsang, L. Grotegurt,
    J. Bruns, J. Riese, and S. Fechner, Eds. 2026, pp. 119–134.
  mla: Neufeld, Inga, and Uta Häsel-Weide. “ Lernbegleitung in Der Mathematischen
    Förderung. Praktiken von (Angehenden) Lehrkräften Bei Der Förderung Arithmetischer
    Basiskompetenzen.” <i>Handlungsorientierung in Der Ausbildung von Lehrkräften
    Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven</i>, edited
    by C. Vogelsang et al., 2026, pp. 119–34, doi:<a href="https://doi.org/10.31244/9783818851057
    ">10.31244/9783818851057 </a>.
  short: 'I. Neufeld, U. Häsel-Weide, in: C. Vogelsang, L. Grotegurt, J. Bruns, J.
    Riese, S. Fechner (Eds.), Handlungsorientierung in Der Ausbildung von Lehrkräften
    Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven, 2026,
    pp. 119–134.'
date_created: 2026-03-17T10:57:17Z
date_updated: 2026-03-17T11:03:11Z
department:
- _id: '543'
doi: '10.31244/9783818851057 '
editor:
- first_name: C.
  full_name: Vogelsang, C.
  last_name: Vogelsang
- first_name: L.
  full_name: Grotegurt, L.
  last_name: Grotegurt
- first_name: J.
  full_name: Bruns, J.
  last_name: Bruns
- first_name: J.
  full_name: Riese, J.
  last_name: Riese
- first_name: S.
  full_name: Fechner, S.
  last_name: Fechner
language:
- iso: eng
page: 119-134
publication: Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen
  Fachkräften. Konzeptionen und Forschungsperspektiven
status: public
title: ' Lernbegleitung in der mathematischen Förderung. Praktiken von (angehenden)
  Lehrkräften bei der Förderung arithmetischer Basiskompetenzen'
type: book_chapter
user_id: '44184'
year: '2026'
...
---
_id: '57020'
abstract:
- lang: eng
  text: '<jats:title>Abstract</jats:title><jats:p>In this symposium we investigate
    students’ agency of selecting and using (digital) resources for developing their
    own learning paths. For that, we first review the literature related to students’
    selection and use of resources in mathematics education in different pedagogical
    settings (presentation 1). Second, we develop insights from the different studies
    that participate in this symposium (presentation 2–6), at school as well as at
    university level. Results show that attempts have been made to provide students
    opportunities to develop agency of their mathematics learning, in particular with
    the development and provision of numerous digital tools and learning resources
    at university level and related to innovative pedagogical approaches. At the same
    time, it is not obvious how these tools and resources help students to develop
    deeper conceptual understandings. Certainly, students often ‘demand’ more student-centered
    and autonomous education approaches (e.g., at university level), also in mathematics
    education. Further, it seems that authentic problem-based education approaches
    are more motivating for students. These ‘innovative’ approaches necessitate particular
    types of structure and support for students. Moreover, they require different
    ways of providing resources that students can and want to interact with, and that
    help students to navigate through the curriculum to develop their own learning
    paths. At the same time, teachers also need support on how to orchestrate student
    learning with the available resources in such environments, so to be able to attend
    to students’ individual needs. The symposium comprised altogether six presentations:</jats:p><jats:p>Birgit
    Pepin &amp; Sebastian Rezat: Students’ agency of selecting and using (digital)
    resources for developing their own learning paths: An overview</jats:p><jats:p>Annalisa
    Cusi &amp; Agnese I. Telloni: Learning through digital curriculum resource design:
    students’ reflections on their role as designers</jats:p><jats:p>Vilma Mesa, Lelia
    Burley-Sanford, Xinyi Hao, &amp; Carlos Quiroz: Interactive features in university
    textbooks and their use by teachers and students</jats:p><jats:p>Sebastian Rezat:
    Fostering university students’ reading and understanding of mathematical text
    in a flipped classroom approach with a digital marking tool</jats:p><jats:p>Birgit
    Pepin &amp; Ulises Salinas: Challenge/problem-based mathematics learning at university
    level: The case of the modeling week</jats:p><jats:p>Farzad Radmehr: Problem-posing:
    An inclusive activity for improving teaching and learning of mathematics at university
    level</jats:p>'
author:
- first_name: Birgit
  full_name: Pepin, Birgit
  last_name: Pepin
- first_name: Sebastian
  full_name: Rezat, Sebastian
  last_name: Rezat
citation:
  ama: 'Pepin B, Rezat S. Symposium—Towards innovative practices in mathematics education:
    Teachers’ and students’ choice and use of digital resources. In: Qi C, Fan L,
    Liu J, Liu Q, Dong L, eds. <i>Recent Advances in Mathematics Textbook Research
    and Development</i>. Springer Nature; 2025:123–126. doi:<a href="https://doi.org/10.1007/978-981-97-8426-4_17">10.1007/978-981-97-8426-4_17</a>'
  apa: 'Pepin, B., &#38; Rezat, S. (2025). Symposium—Towards innovative practices
    in mathematics education: Teachers’ and students’ choice and use of digital resources.
    In C. Qi, L. Fan, J. Liu, Q. Liu, &#38; L. Dong (Eds.), <i>Recent Advances in
    Mathematics Textbook Research and Development</i> (pp. 123–126). Springer Nature.
    <a href="https://doi.org/10.1007/978-981-97-8426-4_17">https://doi.org/10.1007/978-981-97-8426-4_17</a>'
  bibtex: '@inbook{Pepin_Rezat_2025, place={Singapore}, title={Symposium—Towards innovative
    practices in mathematics education: Teachers’ and students’ choice and use of
    digital resources}, DOI={<a href="https://doi.org/10.1007/978-981-97-8426-4_17">10.1007/978-981-97-8426-4_17</a>},
    booktitle={Recent Advances in Mathematics Textbook Research and Development},
    publisher={Springer Nature}, author={Pepin, Birgit and Rezat, Sebastian}, editor={Qi,
    Chunxia and Fan, Lianghuo and Liu, Jian and Liu, Qimeng and Dong, Lianchun}, year={2025},
    pages={123–126} }'
  chicago: 'Pepin, Birgit, and Sebastian Rezat. “Symposium—Towards Innovative Practices
    in Mathematics Education: Teachers’ and Students’ Choice and Use of Digital Resources.”
    In <i>Recent Advances in Mathematics Textbook Research and Development</i>, edited
    by Chunxia Qi, Lianghuo Fan, Jian Liu, Qimeng Liu, and Lianchun Dong, 123–126.
    Singapore: Springer Nature, 2025. <a href="https://doi.org/10.1007/978-981-97-8426-4_17">https://doi.org/10.1007/978-981-97-8426-4_17</a>.'
  ieee: 'B. Pepin and S. Rezat, “Symposium—Towards innovative practices in mathematics
    education: Teachers’ and students’ choice and use of digital resources,” in <i>Recent
    Advances in Mathematics Textbook Research and Development</i>, C. Qi, L. Fan,
    J. Liu, Q. Liu, and L. Dong, Eds. Singapore: Springer Nature, 2025, pp. 123–126.'
  mla: 'Pepin, Birgit, and Sebastian Rezat. “Symposium—Towards Innovative Practices
    in Mathematics Education: Teachers’ and Students’ Choice and Use of Digital Resources.”
    <i>Recent Advances in Mathematics Textbook Research and Development</i>, edited
    by Chunxia Qi et al., Springer Nature, 2025, pp. 123–126, doi:<a href="https://doi.org/10.1007/978-981-97-8426-4_17">10.1007/978-981-97-8426-4_17</a>.'
  short: 'B. Pepin, S. Rezat, in: C. Qi, L. Fan, J. Liu, Q. Liu, L. Dong (Eds.), Recent
    Advances in Mathematics Textbook Research and Development, Springer Nature, Singapore,
    2025, pp. 123–126.'
date_created: 2024-11-12T16:15:48Z
date_updated: 2024-11-12T16:37:29Z
ddc:
- '510'
- '370'
department:
- _id: '360'
doi: 10.1007/978-981-97-8426-4_17
editor:
- first_name: Chunxia
  full_name: Qi, Chunxia
  last_name: Qi
- first_name: Lianghuo
  full_name: Fan, Lianghuo
  last_name: Fan
- first_name: Jian
  full_name: Liu, Jian
  last_name: Liu
- first_name: Qimeng
  full_name: Liu, Qimeng
  last_name: Liu
- first_name: Lianchun
  full_name: Dong, Lianchun
  last_name: Dong
file:
- access_level: closed
  content_type: application/pdf
  creator: srezat
  date_created: 2024-11-12T16:18:30Z
  date_updated: 2024-11-12T16:18:30Z
  file_id: '57021'
  file_name: 978-981-97-8426-4_17.pdf
  file_size: 148089
  relation: main_file
  success: 1
file_date_updated: 2024-11-12T16:18:30Z
has_accepted_license: '1'
language:
- iso: eng
page: 123–126
place: Singapore
publication: Recent Advances in Mathematics Textbook Research and Development
publication_identifier:
  isbn:
  - '9789819784257'
  - '9789819784264'
publication_status: published
publisher: Springer Nature
status: public
title: 'Symposium—Towards innovative practices in mathematics education: Teachers’
  and students’ choice and use of digital resources'
type: book_chapter
user_id: '31132'
year: '2025'
...
---
_id: '57022'
abstract:
- lang: eng
  text: <jats:title>Abstract</jats:title><jats:p>Even in the digital age, learning
    mathematics at an academic level still requires much interaction with mathematical
    texts. Understanding and developing disciplinary literacy skills at all levels
    is an increasing matter of interest.</jats:p>
author:
- first_name: Sebastian
  full_name: Rezat, Sebastian
  last_name: Rezat
citation:
  ama: 'Rezat S. Fostering university students’ reading and understanding of mathematical
    text in a flipped classroom approach with a digital marking tool. In: Qi C, Fan
    L, Liu J, Liu Q, Dong L, eds. <i>Recent Advances in Mathematics Textbook Research
    and Development</i>. Springer Nature; 2025:133–136. doi:<a href="https://doi.org/10.1007/978-981-97-8426-4_20">10.1007/978-981-97-8426-4_20</a>'
  apa: Rezat, S. (2025). Fostering university students’ reading and understanding
    of mathematical text in a flipped classroom approach with a digital marking tool.
    In C. Qi, L. Fan, J. Liu, Q. Liu, &#38; L. Dong (Eds.), <i>Recent Advances in
    Mathematics Textbook Research and Development</i> (pp. 133–136). Springer Nature.
    <a href="https://doi.org/10.1007/978-981-97-8426-4_20">https://doi.org/10.1007/978-981-97-8426-4_20</a>
  bibtex: '@inbook{Rezat_2025, place={Singapore}, title={Fostering university students’
    reading and understanding of mathematical text in a flipped classroom approach
    with a digital marking tool}, DOI={<a href="https://doi.org/10.1007/978-981-97-8426-4_20">10.1007/978-981-97-8426-4_20</a>},
    booktitle={Recent Advances in Mathematics Textbook Research and Development},
    publisher={Springer Nature}, author={Rezat, Sebastian}, editor={Qi, Chunxia and
    Fan, Lianghuo and Liu, Jian and Liu, Qimeng and Dong, Lianchun}, year={2025},
    pages={133–136} }'
  chicago: 'Rezat, Sebastian. “Fostering University Students’ Reading and Understanding
    of Mathematical Text in a Flipped Classroom Approach with a Digital Marking Tool.”
    In <i>Recent Advances in Mathematics Textbook Research and Development</i>, edited
    by Chunxia Qi, Lianghuo Fan, Jian Liu, Qimeng Liu, and Lianchun Dong, 133–136.
    Singapore: Springer Nature, 2025. <a href="https://doi.org/10.1007/978-981-97-8426-4_20">https://doi.org/10.1007/978-981-97-8426-4_20</a>.'
  ieee: 'S. Rezat, “Fostering university students’ reading and understanding of mathematical
    text in a flipped classroom approach with a digital marking tool,” in <i>Recent
    Advances in Mathematics Textbook Research and Development</i>, C. Qi, L. Fan,
    J. Liu, Q. Liu, and L. Dong, Eds. Singapore: Springer Nature, 2025, pp. 133–136.'
  mla: Rezat, Sebastian. “Fostering University Students’ Reading and Understanding
    of Mathematical Text in a Flipped Classroom Approach with a Digital Marking Tool.”
    <i>Recent Advances in Mathematics Textbook Research and Development</i>, edited
    by Chunxia Qi et al., Springer Nature, 2025, pp. 133–136, doi:<a href="https://doi.org/10.1007/978-981-97-8426-4_20">10.1007/978-981-97-8426-4_20</a>.
  short: 'S. Rezat, in: C. Qi, L. Fan, J. Liu, Q. Liu, L. Dong (Eds.), Recent Advances
    in Mathematics Textbook Research and Development, Springer Nature, Singapore,
    2025, pp. 133–136.'
date_created: 2024-11-12T16:24:39Z
date_updated: 2024-11-12T16:37:16Z
ddc:
- '370'
- '510'
department:
- _id: '360'
doi: 10.1007/978-981-97-8426-4_20
editor:
- first_name: Chunxia
  full_name: Qi, Chunxia
  last_name: Qi
- first_name: Lianghuo
  full_name: Fan, Lianghuo
  last_name: Fan
- first_name: Jian
  full_name: Liu, Jian
  last_name: Liu
- first_name: Qimeng
  full_name: Liu, Qimeng
  last_name: Liu
- first_name: Lianchun
  full_name: Dong, Lianchun
  last_name: Dong
file:
- access_level: closed
  content_type: application/pdf
  creator: srezat
  date_created: 2024-11-12T16:27:26Z
  date_updated: 2024-11-12T16:27:26Z
  file_id: '57023'
  file_name: 978-981-97-8426-4_20.pdf
  file_size: 161830
  relation: main_file
  success: 1
file_date_updated: 2024-11-12T16:27:26Z
has_accepted_license: '1'
language:
- iso: eng
page: 133–136
place: Singapore
publication: Recent Advances in Mathematics Textbook Research and Development
publication_identifier:
  isbn:
  - '9789819784257'
  - '9789819784264'
publication_status: published
publisher: Springer Nature
status: public
title: Fostering university students’ reading and understanding of mathematical text
  in a flipped classroom approach with a digital marking tool
type: book_chapter
user_id: '31132'
year: '2025'
...
---
_id: '58353'
abstract:
- lang: eng
  text: "<jats:title>Abstract</jats:title>\r\n          <jats:p>Statistics and machine
    learning are critical because they play an essential role in our everyday lives
    and the careers we may pursue in the future. It may be beneficial to introduce
    machine learning, such as decision trees (DTs), at an early stage of education.
    The data-based construction of DTs is an example of a machine learning process,
    which can be addressed in mathematics or statistics teaching because of relatively
    low prior knowledge requirements. This paper focuses on investigating how sixth-grade
    students create and evaluate data-based DTs. The basis is a teaching unit that
    aims to lay the foundation for machine learning and enhance students’ understanding
    of the process. We investigate students’ processes in detail while they build
    DTs with data cards about food items to predict whether a new item is recommendable.
    After the teaching unit, an interview study examines students’ strategies for
    creating decision trees. The findings contribute to understanding students’ learning
    processes and the challenges when working with decision trees.</jats:p>"
author:
- first_name: Susanne
  full_name: Podworny, Susanne
  id: '30619'
  last_name: Podworny
  orcid: 0000-0002-6313-5987
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
- first_name: Yannik
  full_name: Fleischer, Yannik
  id: '42660'
  last_name: Fleischer
  orcid: https://orcid.org/0000-0003-0318-0329
citation:
  ama: Podworny S, Biehler R, Fleischer Y. Young students’ engagement with data to
    create decision trees. <i>ZDM – Mathematics Education</i>. Published online 2025.
    doi:<a href="https://doi.org/10.1007/s11858-024-01649-w">10.1007/s11858-024-01649-w</a>
  apa: Podworny, S., Biehler, R., &#38; Fleischer, Y. (2025). Young students’ engagement
    with data to create decision trees. <i>ZDM – Mathematics Education</i>. <a href="https://doi.org/10.1007/s11858-024-01649-w">https://doi.org/10.1007/s11858-024-01649-w</a>
  bibtex: '@article{Podworny_Biehler_Fleischer_2025, title={Young students’ engagement
    with data to create decision trees}, DOI={<a href="https://doi.org/10.1007/s11858-024-01649-w">10.1007/s11858-024-01649-w</a>},
    journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
    Media LLC}, author={Podworny, Susanne and Biehler, Rolf and Fleischer, Yannik},
    year={2025} }'
  chicago: Podworny, Susanne, Rolf Biehler, and Yannik Fleischer. “Young Students’
    Engagement with Data to Create Decision Trees.” <i>ZDM – Mathematics Education</i>,
    2025. <a href="https://doi.org/10.1007/s11858-024-01649-w">https://doi.org/10.1007/s11858-024-01649-w</a>.
  ieee: 'S. Podworny, R. Biehler, and Y. Fleischer, “Young students’ engagement with
    data to create decision trees,” <i>ZDM – Mathematics Education</i>, 2025, doi:
    <a href="https://doi.org/10.1007/s11858-024-01649-w">10.1007/s11858-024-01649-w</a>.'
  mla: Podworny, Susanne, et al. “Young Students’ Engagement with Data to Create Decision
    Trees.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media
    LLC, 2025, doi:<a href="https://doi.org/10.1007/s11858-024-01649-w">10.1007/s11858-024-01649-w</a>.
  short: S. Podworny, R. Biehler, Y. Fleischer, ZDM – Mathematics Education (2025).
date_created: 2025-01-24T07:55:53Z
date_updated: 2025-01-24T07:57:00Z
department:
- _id: '363'
doi: 10.1007/s11858-024-01649-w
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://link.springer.com/article/10.1007/s11858-024-01649-w
oa: '1'
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Young students’ engagement with data to create decision trees
type: journal_article
user_id: '37888'
year: '2025'
...
---
_id: '59414'
author:
- first_name: Uta
  full_name: Häsel-Weide, Uta
  id: '60267'
  last_name: Häsel-Weide
  orcid: 0000-0001-6278-4240
- first_name: M.
  full_name: Nührenbörger, M.
  last_name: Nührenbörger
citation:
  ama: Häsel-Weide U, Nührenbörger M. Unterrichtsintegrierte Förderung von mathematischen
    Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung
    im Mathematikunterricht der Grundschule. <i>Zeitschrift für Grundschulforschung</i>.
    Published online 2025. doi:<a href="https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x
    "> https://doi.org/10.1007/s42278-025-00223-x </a>
  apa: Häsel-Weide, U., &#38; Nührenbörger, M. (2025). Unterrichtsintegrierte Förderung
    von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender
    Praktiken der Förderung im Mathematikunterricht der Grundschule. <i>Zeitschrift
    für Grundschulforschung</i>. <a href="https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x
    ">https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x </a>
  bibtex: '@article{Häsel-Weide_Nührenbörger_2025, title={Unterrichtsintegrierte Förderung
    von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender
    Praktiken der Förderung im Mathematikunterricht der Grundschule}, DOI={<a href="https://doi.org/
    https://doi.org/10.1007/s42278-025-00223-x "> https://doi.org/10.1007/s42278-025-00223-x
    </a>}, journal={Zeitschrift für Grundschulforschung}, author={Häsel-Weide, Uta
    and Nührenbörger, M.}, year={2025} }'
  chicago: Häsel-Weide, Uta, and M. Nührenbörger. “Unterrichtsintegrierte Förderung
    von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender
    Praktiken der Förderung im Mathematikunterricht der Grundschule.” <i>Zeitschrift
    für Grundschulforschung</i>, 2025. <a href="https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x
    ">https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x </a>.
  ieee: 'U. Häsel-Weide and M. Nührenbörger, “Unterrichtsintegrierte Förderung von
    mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken
    der Förderung im Mathematikunterricht der Grundschule,” <i>Zeitschrift für Grundschulforschung</i>,
    2025, doi: <a href="https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x
    "> https://doi.org/10.1007/s42278-025-00223-x </a>.'
  mla: Häsel-Weide, Uta, and M. Nührenbörger. “Unterrichtsintegrierte Förderung von
    mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken
    der Förderung im Mathematikunterricht der Grundschule.” <i>Zeitschrift für Grundschulforschung</i>,
    2025, doi:<a href="https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x
    "> https://doi.org/10.1007/s42278-025-00223-x </a>.
  short: U. Häsel-Weide, M. Nührenbörger, Zeitschrift für Grundschulforschung (2025).
date_created: 2025-04-07T10:48:48Z
date_updated: 2025-04-07T10:49:18Z
department:
- _id: '543'
doi: ' https://doi.org/10.1007/s42278-025-00223-x '
language:
- iso: ger
publication: Zeitschrift für Grundschulforschung
status: public
title: Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische
  Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht
  der Grundschule
type: journal_article
user_id: '44184'
year: '2025'
...
---
_id: '59622'
abstract:
- lang: eng
  text: "<jats:title>Abstract</jats:title>\r\n          <jats:p>This study explores
    how high school students construct decision trees using data cards and the software
    CODAP (codap.concord.org) in interviews after attending a teaching unit. We conceptualized
    data-based decision tree construction using nine key aspects that we intended
    to teach, tested variations of two design elements in teaching, and analyzed the
    interviews qualitatively to compare student behavior to intended outcomes. We
    found high alignment to intentions but also deviations in data activities and
    informal or context-based rather than data-based reasoning. The design element
    of context-free (blinded) data seems to enhance data-based reasoning, while the
    design element of data card use showed diagnostic potential.</jats:p>"
author:
- first_name: Yannik
  full_name: Fleischer, Yannik
  id: '42660'
  last_name: Fleischer
  orcid: https://orcid.org/0000-0003-0318-0329
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
citation:
  ama: Fleischer Y, Biehler R. Exploring students’ constructions of data-based decision
    trees after an introductory teaching unit on machine learning. <i>ZDM – Mathematics
    Education</i>. 2025;57(1). doi:<a href="https://doi.org/10.1007/s11858-025-01663-6">10.1007/s11858-025-01663-6</a>
  apa: Fleischer, Y., &#38; Biehler, R. (2025). Exploring students’ constructions
    of data-based decision trees after an introductory teaching unit on machine learning.
    <i>ZDM – Mathematics Education</i>, <i>57</i>(1). <a href="https://doi.org/10.1007/s11858-025-01663-6">https://doi.org/10.1007/s11858-025-01663-6</a>
  bibtex: '@article{Fleischer_Biehler_2025, title={Exploring students’ constructions
    of data-based decision trees after an introductory teaching unit on machine learning},
    volume={57}, DOI={<a href="https://doi.org/10.1007/s11858-025-01663-6">10.1007/s11858-025-01663-6</a>},
    number={1}, journal={ZDM – Mathematics Education}, publisher={Springer Science
    and Business Media LLC}, author={Fleischer, Yannik and Biehler, Rolf}, year={2025}
    }'
  chicago: Fleischer, Yannik, and Rolf Biehler. “Exploring Students’ Constructions
    of Data-Based Decision Trees after an Introductory Teaching Unit on Machine Learning.”
    <i>ZDM – Mathematics Education</i> 57, no. 1 (2025). <a href="https://doi.org/10.1007/s11858-025-01663-6">https://doi.org/10.1007/s11858-025-01663-6</a>.
  ieee: 'Y. Fleischer and R. Biehler, “Exploring students’ constructions of data-based
    decision trees after an introductory teaching unit on machine learning,” <i>ZDM
    – Mathematics Education</i>, vol. 57, no. 1, 2025, doi: <a href="https://doi.org/10.1007/s11858-025-01663-6">10.1007/s11858-025-01663-6</a>.'
  mla: Fleischer, Yannik, and Rolf Biehler. “Exploring Students’ Constructions of
    Data-Based Decision Trees after an Introductory Teaching Unit on Machine Learning.”
    <i>ZDM – Mathematics Education</i>, vol. 57, no. 1, Springer Science and Business
    Media LLC, 2025, doi:<a href="https://doi.org/10.1007/s11858-025-01663-6">10.1007/s11858-025-01663-6</a>.
  short: Y. Fleischer, R. Biehler, ZDM – Mathematics Education 57 (2025).
date_created: 2025-04-22T07:59:07Z
date_updated: 2025-04-22T08:00:59Z
department:
- _id: '363'
doi: 10.1007/s11858-025-01663-6
intvolume: '        57'
issue: '1'
language:
- iso: eng
main_file_link:
- url: https://link.springer.com/article/10.1007/s11858-025-01663-6
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Exploring students’ constructions of data-based decision trees after an introductory
  teaching unit on machine learning
type: journal_article
user_id: '37888'
volume: 57
year: '2025'
...
---
_id: '58516'
abstract:
- lang: eng
  text: "<jats:title>Abstract</jats:title>\r\n          <jats:p>Academic emotions
    play a crucial role in mathematics learning, significantly influencing motivation,
    academic achievement, and career aspirations in mathematics. With the notable
    increase in research on emotions in recent years, our review uses Pekrun’s control-value
    theory with two primary objectives: to systematically describe the characteristics
    of emotions in recent research through a systematic review, and to synthesize
    evidence on the relationships between specific emotions, control-value antecedents,
    and mathematics achievement via a meta-analysis. The systematic review of 112
    studies revealed that more than 100 specific emotions have been addressed in recent
    research, which we analyzed based on key emotion characteristics: valence and
    activation, type of object, temporal stability, and social context. The findings
    from the systematic review provide an overview of mathematics-specific objects
    that emotions have referred to in the most recent research. The subsequent meta-analysis
    demonstrated that mathematics achievement (e.g., test scores and grades) was positively
    related to enjoyment, hope, and pride (<jats:inline-formula>\r\n              <jats:alternatives>\r\n
    \               <jats:tex-math>$$\\overline{r}$$</jats:tex-math>\r\n                <mml:math
    xmlns:mml=\"http://www.w3.org/1998/Math/MathML\">\r\n                  <mml:mover>\r\n
    \                   <mml:mi>r</mml:mi>\r\n                    <mml:mo>¯</mml:mo>\r\n
    \                 </mml:mover>\r\n                </mml:math>\r\n              </jats:alternatives>\r\n
    \           </jats:inline-formula> = .247, .224, and .344, respectively) but negatively
    related to anger, boredom, frustration, hopelessness, and shame (<jats:inline-formula>\r\n
    \             <jats:alternatives>\r\n                <jats:tex-math>$$\\overline{r}$$</jats:tex-math>\r\n
    \               <mml:math xmlns:mml=\"http://www.w3.org/1998/Math/MathML\">\r\n
    \                 <mml:mover>\r\n                    <mml:mi>r</mml:mi>\r\n                    <mml:mo>¯</mml:mo>\r\n
    \                 </mml:mover>\r\n                </mml:math>\r\n              </jats:alternatives>\r\n
    \           </jats:inline-formula>= − .322, − .187, − .207, − .378, and − .291,
    respectively). Theoretical and practical implications of these results are discussed.</jats:p>"
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: Stanislaw
  full_name: Schukajlow, Stanislaw
  last_name: Schukajlow
- first_name: Reinhard
  full_name: Pekrun, Reinhard
  last_name: Pekrun
citation:
  ama: 'Schönherr J, Schukajlow S, Pekrun R. Emotions in mathematics learning: a systematic
    review and meta-analysis. <i>ZDM – Mathematics Education</i>. Published online
    2025. doi:<a href="https://doi.org/10.1007/s11858-025-01651-w">10.1007/s11858-025-01651-w</a>'
  apa: 'Schönherr, J., Schukajlow, S., &#38; Pekrun, R. (2025). Emotions in mathematics
    learning: a systematic review and meta-analysis. <i>ZDM – Mathematics Education</i>.
    <a href="https://doi.org/10.1007/s11858-025-01651-w">https://doi.org/10.1007/s11858-025-01651-w</a>'
  bibtex: '@article{Schönherr_Schukajlow_Pekrun_2025, title={Emotions in mathematics
    learning: a systematic review and meta-analysis}, DOI={<a href="https://doi.org/10.1007/s11858-025-01651-w">10.1007/s11858-025-01651-w</a>},
    journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
    Media LLC}, author={Schönherr, Johanna and Schukajlow, Stanislaw and Pekrun, Reinhard},
    year={2025} }'
  chicago: 'Schönherr, Johanna, Stanislaw Schukajlow, and Reinhard Pekrun. “Emotions
    in Mathematics Learning: A Systematic Review and Meta-Analysis.” <i>ZDM – Mathematics
    Education</i>, 2025. <a href="https://doi.org/10.1007/s11858-025-01651-w">https://doi.org/10.1007/s11858-025-01651-w</a>.'
  ieee: 'J. Schönherr, S. Schukajlow, and R. Pekrun, “Emotions in mathematics learning:
    a systematic review and meta-analysis,” <i>ZDM – Mathematics Education</i>, 2025,
    doi: <a href="https://doi.org/10.1007/s11858-025-01651-w">10.1007/s11858-025-01651-w</a>.'
  mla: 'Schönherr, Johanna, et al. “Emotions in Mathematics Learning: A Systematic
    Review and Meta-Analysis.” <i>ZDM – Mathematics Education</i>, Springer Science
    and Business Media LLC, 2025, doi:<a href="https://doi.org/10.1007/s11858-025-01651-w">10.1007/s11858-025-01651-w</a>.'
  short: J. Schönherr, S. Schukajlow, R. Pekrun, ZDM – Mathematics Education (2025).
date_created: 2025-02-05T08:19:34Z
date_updated: 2025-05-27T12:16:26Z
department:
- _id: '913'
doi: 10.1007/s11858-025-01651-w
language:
- iso: eng
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Emotions in mathematics learning: a systematic review and meta-analysis'
type: journal_article
user_id: '99409'
year: '2025'
...
---
_id: '59703'
article_number: '102369'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: Richard E.
  full_name: Mayer, Richard E.
  last_name: Mayer
citation:
  ama: Schönherr J, Mayer RE. Maximizing the benefits of student-generated drawing
    for real-world problem solving. <i>Contemporary Educational Psychology</i>. 2025;81.
    doi:<a href="https://doi.org/10.1016/j.cedpsych.2025.102369">10.1016/j.cedpsych.2025.102369</a>
  apa: Schönherr, J., &#38; Mayer, R. E. (2025). Maximizing the benefits of student-generated
    drawing for real-world problem solving. <i>Contemporary Educational Psychology</i>,
    <i>81</i>, Article 102369. <a href="https://doi.org/10.1016/j.cedpsych.2025.102369">https://doi.org/10.1016/j.cedpsych.2025.102369</a>
  bibtex: '@article{Schönherr_Mayer_2025, title={Maximizing the benefits of student-generated
    drawing for real-world problem solving}, volume={81}, DOI={<a href="https://doi.org/10.1016/j.cedpsych.2025.102369">10.1016/j.cedpsych.2025.102369</a>},
    number={102369}, journal={Contemporary Educational Psychology}, publisher={Elsevier
    BV}, author={Schönherr, Johanna and Mayer, Richard E.}, year={2025} }'
  chicago: Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated
    Drawing for Real-World Problem Solving.” <i>Contemporary Educational Psychology</i>
    81 (2025). <a href="https://doi.org/10.1016/j.cedpsych.2025.102369">https://doi.org/10.1016/j.cedpsych.2025.102369</a>.
  ieee: 'J. Schönherr and R. E. Mayer, “Maximizing the benefits of student-generated
    drawing for real-world problem solving,” <i>Contemporary Educational Psychology</i>,
    vol. 81, Art. no. 102369, 2025, doi: <a href="https://doi.org/10.1016/j.cedpsych.2025.102369">10.1016/j.cedpsych.2025.102369</a>.'
  mla: Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated
    Drawing for Real-World Problem Solving.” <i>Contemporary Educational Psychology</i>,
    vol. 81, 102369, Elsevier BV, 2025, doi:<a href="https://doi.org/10.1016/j.cedpsych.2025.102369">10.1016/j.cedpsych.2025.102369</a>.
  short: J. Schönherr, R.E. Mayer, Contemporary Educational Psychology 81 (2025).
date_created: 2025-04-28T14:44:15Z
date_updated: 2025-05-27T12:15:42Z
department:
- _id: '913'
doi: 10.1016/j.cedpsych.2025.102369
intvolume: '        81'
language:
- iso: eng
publication: Contemporary Educational Psychology
publication_identifier:
  issn:
  - 0361-476X
publication_status: published
publisher: Elsevier BV
status: public
title: Maximizing the benefits of student-generated drawing for real-world problem
  solving
type: journal_article
user_id: '99409'
volume: 81
year: '2025'
...
---
_id: '60102'
abstract:
- lang: eng
  text: '<jats:p> Zusammenfassung: Studien haben gezeigt, dass frühe numerische Kompetenzen
    einen Einfluss auf die spätere mathematische Entwicklung haben. Vor diesem Hintergrund
    ist es wichtig, die numerischen Kompetenzen bereits im Kindergartenalter zu erfassen,
    um Kinder, denen wichtige Kompetenzen für die mathematische Entwicklung fehlen,
    und für die das Risiko der Entwicklung von Rechenschwierigkeiten besteht, frühzeitig
    und praxistauglich zu identifizieren. In der Studie wird ein Screening zur Erfassung
    der numerischen Kompetenzen im Kindergartenalter präsentiert, bei dem ausgewählte
    Aufgaben in einem Gruppensetting durchgeführt werden können. An der Validierung
    nahmen Kinder im Alter von vier bis sechs Jahren aus der Schweiz ( n = 431) und
    aus Deutschland ( n = 325) teil. Die Ergebnisse zeigen, dass mit dem Screening
    in verschiedenen Gruppen (Schweiz, Deutschland) mit wenigen Ausnahmen dieselben
    Eigenschaften gemessen werden. Die prognostische Validität für den Zeitpunkt kurz
    vor Schuleintritt ist zufriedenstellend. Der Testwert auf Basis des Gruppensettings
    lässt sich valide interpretieren, da sich keine Unterschiede zwischen Kindern,
    die die Aufgaben einzeln gelöst haben und Kindern, die die Aufgaben in Gruppen
    bearbeitet haben, gezeigt haben. Zusammenfassend lässt sich sagen, dass das Screening
    durch die Kombination von Einzel- und Kleingruppentests die Erfassung numerischer
    Fähigkeiten im Kindergarten in kurzer Zeit zuverlässig und valide ermöglicht.
    </jats:p>'
alternative_title:
- Validierung eines Screenings in der Schweiz und in Deutschland
author:
- first_name: Noemi
  full_name: Gloor, Noemi
  last_name: Gloor
- first_name: Karin
  full_name: Kucian, Karin
  last_name: Kucian
- first_name: Julia
  full_name: Bruns, Julia
  id: '72183'
  last_name: Bruns
  orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Hedwig
  full_name: Gasteiger, Hedwig
  last_name: Gasteiger
- first_name: Elisabeth
  full_name: Moser Opitz, Elisabeth
  last_name: Moser Opitz
citation:
  ama: Gloor N, Kucian K, Bruns J, Gasteiger H, Moser Opitz E. Erfassung der numerischen
    Kompetenzen im                     Kindergartenalter. <i>Frühe Bildung</i>. Published
    online 2025. doi:<a href="https://doi.org/10.1026/2191-9186/a000699">10.1026/2191-9186/a000699</a>
  apa: Gloor, N., Kucian, K., Bruns, J., Gasteiger, H., &#38; Moser Opitz, E. (2025).
    Erfassung der numerischen Kompetenzen im                     Kindergartenalter.
    <i>Frühe Bildung</i>. <a href="https://doi.org/10.1026/2191-9186/a000699">https://doi.org/10.1026/2191-9186/a000699</a>
  bibtex: '@article{Gloor_Kucian_Bruns_Gasteiger_Moser Opitz_2025, title={Erfassung
    der numerischen Kompetenzen im                     Kindergartenalter}, DOI={<a
    href="https://doi.org/10.1026/2191-9186/a000699">10.1026/2191-9186/a000699</a>},
    journal={Frühe Bildung}, publisher={Hogrefe Publishing Group}, author={Gloor,
    Noemi and Kucian, Karin and Bruns, Julia and Gasteiger, Hedwig and Moser Opitz,
    Elisabeth}, year={2025} }'
  chicago: Gloor, Noemi, Karin Kucian, Julia Bruns, Hedwig Gasteiger, and Elisabeth
    Moser Opitz. “Erfassung der numerischen Kompetenzen im                     Kindergartenalter.”
    <i>Frühe Bildung</i>, 2025. <a href="https://doi.org/10.1026/2191-9186/a000699">https://doi.org/10.1026/2191-9186/a000699</a>.
  ieee: 'N. Gloor, K. Kucian, J. Bruns, H. Gasteiger, and E. Moser Opitz, “Erfassung
    der numerischen Kompetenzen im                     Kindergartenalter,” <i>Frühe
    Bildung</i>, 2025, doi: <a href="https://doi.org/10.1026/2191-9186/a000699">10.1026/2191-9186/a000699</a>.'
  mla: Gloor, Noemi, et al. “Erfassung der numerischen Kompetenzen im             
           Kindergartenalter.” <i>Frühe Bildung</i>, Hogrefe Publishing Group, 2025,
    doi:<a href="https://doi.org/10.1026/2191-9186/a000699">10.1026/2191-9186/a000699</a>.
  short: N. Gloor, K. Kucian, J. Bruns, H. Gasteiger, E. Moser Opitz, Frühe Bildung
    (2025).
date_created: 2025-06-02T14:11:40Z
date_updated: 2025-06-02T14:12:03Z
department:
- _id: '611'
doi: 10.1026/2191-9186/a000699
language:
- iso: ger
publication: Frühe Bildung
publication_identifier:
  issn:
  - 2191-9186
  - 2191-9194
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Erfassung der numerischen Kompetenzen im                     Kindergartenalter
type: journal_article
user_id: '72183'
year: '2025'
...
---
_id: '63622'
author:
- first_name: Irene
  full_name: Garnelo Abellanas, Irene
  id: '93843'
  last_name: Garnelo Abellanas
citation:
  ama: 'Garnelo Abellanas I. Towards design principles for learning environments based
    on theorem provers. In: <i>Proceedings of the Fourteenth Congress of the European
    Society for Research in Mathematics Education (CERME14)</i>. ; 2025.'
  apa: Garnelo Abellanas, I. (2025). Towards design principles for learning environments
    based on theorem provers. <i>Proceedings of the Fourteenth Congress of the European
    Society for Research in Mathematics Education (CERME14)</i>.
  bibtex: '@inproceedings{Garnelo Abellanas_2025, title={Towards design principles
    for learning environments based on theorem provers}, booktitle={Proceedings of
    the Fourteenth Congress of the European Society for Research in Mathematics Education
    (CERME14)}, author={Garnelo Abellanas, Irene}, year={2025} }'
  chicago: Garnelo Abellanas, Irene. “Towards Design Principles for Learning Environments
    Based on Theorem Provers.” In <i>Proceedings of the Fourteenth Congress of the
    European Society for Research in Mathematics Education (CERME14)</i>, 2025.
  ieee: I. Garnelo Abellanas, “Towards design principles for learning environments
    based on theorem provers,” 2025.
  mla: Garnelo Abellanas, Irene. “Towards Design Principles for Learning Environments
    Based on Theorem Provers.” <i>Proceedings of the Fourteenth Congress of the European
    Society for Research in Mathematics Education (CERME14)</i>, 2025.
  short: 'I. Garnelo Abellanas, in: Proceedings of the Fourteenth Congress of the
    European Society for Research in Mathematics Education (CERME14), 2025.'
date_created: 2026-01-15T10:23:32Z
date_updated: 2026-01-15T10:23:49Z
department:
- _id: '979'
language:
- iso: eng
publication: Proceedings of the Fourteenth Congress of the European Society for Research
  in Mathematics Education (CERME14)
status: public
title: Towards design principles for learning environments based on theorem provers
type: conference
user_id: '93843'
year: '2025'
...
---
_id: '63629'
author:
- first_name: Irene
  full_name: Garnelo Abellanas, Irene
  id: '93843'
  last_name: Garnelo Abellanas
citation:
  ama: 'Garnelo Abellanas I. Ein Designprinzip für Lernumgebungen zu inter-aktiven
    Theorembeweisern. In: <i>Beiträge Zum Mathematikunterricht 2025</i>. ; 2025.'
  apa: Garnelo Abellanas, I. (2025). Ein Designprinzip für Lernumgebungen zu inter-aktiven
    Theorembeweisern. <i>Beiträge Zum Mathematikunterricht 2025</i>.
  bibtex: '@inproceedings{Garnelo Abellanas_2025, title={Ein Designprinzip für Lernumgebungen
    zu inter-aktiven Theorembeweisern}, booktitle={Beiträge zum Mathematikunterricht
    2025}, author={Garnelo Abellanas, Irene}, year={2025} }'
  chicago: Garnelo Abellanas, Irene. “Ein Designprinzip Für Lernumgebungen Zu Inter-Aktiven
    Theorembeweisern.” In <i>Beiträge Zum Mathematikunterricht 2025</i>, 2025.
  ieee: I. Garnelo Abellanas, “Ein Designprinzip für Lernumgebungen zu inter-aktiven
    Theorembeweisern,” 2025.
  mla: Garnelo Abellanas, Irene. “Ein Designprinzip Für Lernumgebungen Zu Inter-Aktiven
    Theorembeweisern.” <i>Beiträge Zum Mathematikunterricht 2025</i>, 2025.
  short: 'I. Garnelo Abellanas, in: Beiträge Zum Mathematikunterricht 2025, 2025.'
date_created: 2026-01-15T10:31:16Z
date_updated: 2026-01-15T10:31:29Z
department:
- _id: '979'
language:
- iso: eng
publication: Beiträge zum Mathematikunterricht 2025
status: public
title: Ein Designprinzip für Lernumgebungen zu inter-aktiven Theorembeweisern
type: conference
user_id: '93843'
year: '2025'
...
---
_id: '63697'
author:
- first_name: Lea
  full_name: Stallmeister, Lea
  id: '63369'
  last_name: Stallmeister
- first_name: Sebastian
  full_name: Rezat, Sebastian
  id: '31132'
  last_name: Rezat
citation:
  ama: 'Stallmeister L, Rezat S. Die Bedeutung des Mathematikschulbuchs in Zeiten
    der Ressourcenvielfalt. In: Schick L, Platz M, Lambert A, eds. <i>Beiträge Zum
    Mathematikunterricht 2025. 58. Jahrestagung Der Gesellschaft Für Didaktik Der
    Mathematik</i>. WTM-Verlag; 2025. doi:<a href="https://doi.org/10.17877/DE290R-26373">10.17877/DE290R-26373</a>'
  apa: Stallmeister, L., &#38; Rezat, S. (2025). Die Bedeutung des Mathematikschulbuchs
    in Zeiten der Ressourcenvielfalt. In L. Schick, M. Platz, &#38; A. Lambert (Eds.),
    <i>Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft für
    Didaktik der Mathematik</i>. WTM-Verlag. <a href="https://doi.org/10.17877/DE290R-26373">https://doi.org/10.17877/DE290R-26373</a>
  bibtex: '@inproceedings{Stallmeister_Rezat_2025, title={Die Bedeutung des Mathematikschulbuchs
    in Zeiten der Ressourcenvielfalt}, DOI={<a href="https://doi.org/10.17877/DE290R-26373">10.17877/DE290R-26373</a>},
    booktitle={Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft
    für Didaktik der Mathematik}, publisher={WTM-Verlag}, author={Stallmeister, Lea
    and Rezat, Sebastian}, editor={Schick, Lisa and Platz, Melanie and Lambert, Anselm},
    year={2025} }'
  chicago: Stallmeister, Lea, and Sebastian Rezat. “Die Bedeutung Des Mathematikschulbuchs
    in Zeiten Der Ressourcenvielfalt.” In <i>Beiträge Zum Mathematikunterricht 2025.
    58. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by Lisa
    Schick, Melanie Platz, and Anselm Lambert. WTM-Verlag, 2025. <a href="https://doi.org/10.17877/DE290R-26373">https://doi.org/10.17877/DE290R-26373</a>.
  ieee: 'L. Stallmeister and S. Rezat, “Die Bedeutung des Mathematikschulbuchs in
    Zeiten der Ressourcenvielfalt,” in <i>Beiträge zum Mathematikunterricht 2025.
    58. Jahrestagung der Gesellschaft für Didaktik der Mathematik</i>, Universität
    des Saarlandes, Saarbrücken, 2025, doi: <a href="https://doi.org/10.17877/DE290R-26373">10.17877/DE290R-26373</a>.'
  mla: Stallmeister, Lea, and Sebastian Rezat. “Die Bedeutung Des Mathematikschulbuchs
    in Zeiten Der Ressourcenvielfalt.” <i>Beiträge Zum Mathematikunterricht 2025.
    58. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik</i>, edited by Lisa
    Schick et al., WTM-Verlag, 2025, doi:<a href="https://doi.org/10.17877/DE290R-26373">10.17877/DE290R-26373</a>.
  short: 'L. Stallmeister, S. Rezat, in: L. Schick, M. Platz, A. Lambert (Eds.), Beiträge
    Zum Mathematikunterricht 2025. 58. Jahrestagung Der Gesellschaft Für Didaktik
    Der Mathematik, WTM-Verlag, 2025.'
conference:
  location: Universität des Saarlandes, Saarbrücken
  name: 58. Jahrestagung der Gesellschaft für Didaktik der Mathematik
date_created: 2026-01-22T08:30:16Z
date_updated: 2026-01-22T08:36:01Z
department:
- _id: '98'
doi: 10.17877/DE290R-26373
editor:
- first_name: Lisa
  full_name: Schick, Lisa
  last_name: Schick
- first_name: Melanie
  full_name: Platz, Melanie
  last_name: Platz
- first_name: Anselm
  full_name: Lambert, Anselm
  last_name: Lambert
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: http://dx.doi.org/10.17877/DE290R-26373
oa: '1'
publication: Beiträge zum Mathematikunterricht 2025. 58. Jahrestagung der Gesellschaft
  für Didaktik der Mathematik
publisher: WTM-Verlag
status: public
title: Die Bedeutung des Mathematikschulbuchs in Zeiten der Ressourcenvielfalt
type: conference
user_id: '63369'
year: '2025'
...
---
_id: '62062'
author:
- first_name: Inga
  full_name: Neufeld, Inga
  id: '61635'
  last_name: Neufeld
- first_name: Uta
  full_name: Häsel-Weide, Uta
  id: '60267'
  last_name: Häsel-Weide
  orcid: 0000-0001-6278-4240
citation:
  ama: 'Neufeld I, Häsel-Weide U. Learning support practices in the fostering of basic
    arithmetic skills. In: Bosch M, Bolondi G, Carreira S, Spagnolo C, Gaidoschik
    M, Free University of Bozen-Bolzano an ERME, eds. <i>Proceedings of the Fourteenth
    Congress of the European Society for Research in Mathematics Education (CERME14)</i>.
    ; 2025.'
  apa: Neufeld, I., &#38; Häsel-Weide, U. (2025). Learning support practices in the
    fostering of basic arithmetic skills. In M. Bosch, G. Bolondi, S. Carreira, C.
    Spagnolo, M. Gaidoschik, &#38; Free University of Bozen-Bolzano an ERME (Eds.),
    <i>Proceedings of the Fourteenth Congress of the European Society for Research
    in Mathematics Education (CERME14)</i>.
  bibtex: '@inproceedings{Neufeld_Häsel-Weide_2025, title={Learning support practices
    in the fostering of basic arithmetic skills}, booktitle={Proceedings of the Fourteenth
    Congress of the European Society for Research in Mathematics Education (CERME14)},
    author={Neufeld, Inga and Häsel-Weide, Uta}, editor={Bosch, M. and Bolondi, G.
    and Carreira, S. and Spagnolo, C. and Gaidoschik, M. and Free University of Bozen-Bolzano
    an ERME}, year={2025} }'
  chicago: Neufeld, Inga, and Uta Häsel-Weide. “Learning Support Practices in the
    Fostering of Basic Arithmetic Skills.” In <i>Proceedings of the Fourteenth Congress
    of the European Society for Research in Mathematics Education (CERME14)</i>, edited
    by M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, M. Gaidoschik, and Free University
    of Bozen-Bolzano an ERME, 2025.
  ieee: I. Neufeld and U. Häsel-Weide, “Learning support practices in the fostering
    of basic arithmetic skills,” in <i>Proceedings of the Fourteenth Congress of the
    European Society for Research in Mathematics Education (CERME14)</i>, Bozen, Italy,
    2025.
  mla: Neufeld, Inga, and Uta Häsel-Weide. “Learning Support Practices in the Fostering
    of Basic Arithmetic Skills.” <i>Proceedings of the Fourteenth Congress of the
    European Society for Research in Mathematics Education (CERME14)</i>, edited by
    M. Bosch et al., 2025.
  short: 'I. Neufeld, U. Häsel-Weide, in: M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo,
    M. Gaidoschik, Free University of Bozen-Bolzano an ERME (Eds.), Proceedings of
    the Fourteenth Congress of the European Society for Research in Mathematics Education
    (CERME14), 2025.'
conference:
  location: Bozen, Italy
  name: Fourteenth Congress of the European Society for Research in Mathematics Education
    (CERME14)
corporate_editor:
- Free University of Bozen-Bolzano an ERME
date_created: 2025-11-04T09:00:29Z
date_updated: 2026-01-22T10:20:49Z
department:
- _id: '543'
editor:
- first_name: M.
  full_name: Bosch, M.
  last_name: Bosch
- first_name: G.
  full_name: Bolondi, G.
  last_name: Bolondi
- first_name: S.
  full_name: Carreira, S.
  last_name: Carreira
- first_name: C.
  full_name: Spagnolo, C.
  last_name: Spagnolo
- first_name: M.
  full_name: Gaidoschik, M.
  last_name: Gaidoschik
language:
- iso: eng
publication: Proceedings of the Fourteenth Congress of the European Society for Research
  in Mathematics Education (CERME14)
related_material:
  link:
  - relation: confirmation
    url: 'https://hal.science/hal-05293284 '
status: public
title: Learning support practices in the fostering of basic arithmetic skills
type: conference
user_id: '44184'
year: '2025'
...
---
_id: '62063'
author:
- first_name: Uta
  full_name: Häsel-Weide, Uta
  id: '60267'
  last_name: Häsel-Weide
  orcid: 0000-0001-6278-4240
- first_name: Marcus
  full_name: Nührenbörger, Marcus
  last_name: Nührenbörger
citation:
  ama: 'Häsel-Weide U, Nührenbörger M. Practices in math discourses in inclusive primary
    school. In: Bosch M, Bolondi G, Carreira S, Spagnolo C, Gaidoschik M, Free University
    of Bozen-Bolzano an ERME, eds. <i>Proceedings of the Fourteenth Congress of the
    European Society for Research in Mathematics Education (CERME14)</i>. ; 2025.'
  apa: Häsel-Weide, U., &#38; Nührenbörger, M. (2025). Practices in math discourses
    in inclusive primary school. In M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo,
    M. Gaidoschik, &#38; Free University of Bozen-Bolzano an ERME (Eds.), <i>Proceedings
    of the Fourteenth Congress of the European Society for Research in Mathematics
    Education (CERME14)</i>.
  bibtex: '@inproceedings{Häsel-Weide_Nührenbörger_2025, title={Practices in math
    discourses in inclusive primary school}, booktitle={Proceedings of the Fourteenth
    Congress of the European Society for Research in Mathematics Education (CERME14)},
    author={Häsel-Weide, Uta and Nührenbörger, Marcus}, editor={Bosch, M. and Bolondi,
    G. and Carreira, S. and Spagnolo, C. and Gaidoschik, M. and Free University of
    Bozen-Bolzano an ERME}, year={2025} }'
  chicago: Häsel-Weide, Uta, and Marcus Nührenbörger. “Practices in Math Discourses
    in Inclusive Primary School.” In <i>Proceedings of the Fourteenth Congress of
    the European Society for Research in Mathematics Education (CERME14)</i>, edited
    by M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, M. Gaidoschik, and Free University
    of Bozen-Bolzano an ERME, 2025.
  ieee: U. Häsel-Weide and M. Nührenbörger, “Practices in math discourses in inclusive
    primary school,” in <i>Proceedings of the Fourteenth Congress of the European
    Society for Research in Mathematics Education (CERME14)</i>, Bozen, Italy, 2025.
  mla: Häsel-Weide, Uta, and Marcus Nührenbörger. “Practices in Math Discourses in
    Inclusive Primary School.” <i>Proceedings of the Fourteenth Congress of the European
    Society for Research in Mathematics Education (CERME14)</i>, edited by M. Bosch
    et al., 2025.
  short: 'U. Häsel-Weide, M. Nührenbörger, in: M. Bosch, G. Bolondi, S. Carreira,
    C. Spagnolo, M. Gaidoschik, Free University of Bozen-Bolzano an ERME (Eds.), Proceedings
    of the Fourteenth Congress of the European Society for Research in Mathematics
    Education (CERME14), 2025.'
conference:
  location: Bozen, Italy
  name: Fourteenth Congress of the European Society for Research in Mathematics Education
    (CERME14)
corporate_editor:
- Free University of Bozen-Bolzano an ERME
date_created: 2025-11-04T09:03:20Z
date_updated: 2026-01-22T10:20:55Z
department:
- _id: '543'
editor:
- first_name: M.
  full_name: Bosch, M.
  last_name: Bosch
- first_name: G.
  full_name: Bolondi, G.
  last_name: Bolondi
- first_name: S.
  full_name: Carreira, S.
  last_name: Carreira
- first_name: C.
  full_name: Spagnolo, C.
  last_name: Spagnolo
- first_name: M.
  full_name: Gaidoschik, M.
  last_name: Gaidoschik
language:
- iso: eng
publication: Proceedings of the Fourteenth Congress of the European Society for Research
  in Mathematics Education (CERME14)
related_material:
  link:
  - relation: confirmation
    url: 'https://hal.science/hal-05285878 '
status: public
title: Practices in math discourses in inclusive primary school
type: conference
user_id: '44184'
year: '2025'
...
---
_id: '63730'
author:
- first_name: Julia
  full_name: Bruns, Julia
  id: '72183'
  last_name: Bruns
  orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Hedwig
  full_name: Gasteiger, Hedwig
  last_name: Gasteiger
- first_name: Bernd
  full_name: Lastering, Bernd
  last_name: Lastering
- first_name: Theresa
  full_name: Schopferer, Theresa
  last_name: Schopferer
- first_name: Detlev
  full_name: Zech, Detlev
  last_name: Zech
citation:
  ama: 'Bruns J, Gasteiger H, Lastering B, Schopferer T, Zech D. Frühe mathematische
    Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung stärken.
    In: Pudenz S, Schoell O, Cleef M, eds. <i>25 Jahre Berufskolleg - Wegspuren Und
    Zukunftspfade</i>. wbv; 2025:175-188.'
  apa: Bruns, J., Gasteiger, H., Lastering, B., Schopferer, T., &#38; Zech, D. (2025).
    Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung
    stärken. In S. Pudenz, O. Schoell, &#38; M. Cleef (Eds.), <i>25 Jahre Berufskolleg
    - Wegspuren und Zukunftspfade</i> (pp. 175–188). wbv.
  bibtex: '@inbook{Bruns_Gasteiger_Lastering_Schopferer_Zech_2025, place={Bielefeld},
    title={Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und
    Erzieher-Ausbildung stärken}, booktitle={25 Jahre Berufskolleg - Wegspuren und
    Zukunftspfade}, publisher={wbv}, author={Bruns, Julia and Gasteiger, Hedwig and
    Lastering, Bernd and Schopferer, Theresa and Zech, Detlev}, editor={Pudenz, Stephanie
    and Schoell, Oliver and Cleef, Maria}, year={2025}, pages={175–188} }'
  chicago: 'Bruns, Julia, Hedwig Gasteiger, Bernd Lastering, Theresa Schopferer, and
    Detlev Zech. “Frühe Mathematische Bildung Als Ausbildungsinhalt Der Erzieherinnen-
    Und Erzieher-Ausbildung Stärken.” In <i>25 Jahre Berufskolleg - Wegspuren Und
    Zukunftspfade</i>, edited by Stephanie Pudenz, Oliver Schoell, and Maria Cleef,
    175–88. Bielefeld: wbv, 2025.'
  ieee: 'J. Bruns, H. Gasteiger, B. Lastering, T. Schopferer, and D. Zech, “Frühe
    mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung
    stärken,” in <i>25 Jahre Berufskolleg - Wegspuren und Zukunftspfade</i>, S. Pudenz,
    O. Schoell, and M. Cleef, Eds. Bielefeld: wbv, 2025, pp. 175–188.'
  mla: Bruns, Julia, et al. “Frühe Mathematische Bildung Als Ausbildungsinhalt Der
    Erzieherinnen- Und Erzieher-Ausbildung Stärken.” <i>25 Jahre Berufskolleg - Wegspuren
    Und Zukunftspfade</i>, edited by Stephanie Pudenz et al., wbv, 2025, pp. 175–88.
  short: 'J. Bruns, H. Gasteiger, B. Lastering, T. Schopferer, D. Zech, in: S. Pudenz,
    O. Schoell, M. Cleef (Eds.), 25 Jahre Berufskolleg - Wegspuren Und Zukunftspfade,
    wbv, Bielefeld, 2025, pp. 175–188.'
date_created: 2026-01-26T11:23:48Z
date_updated: 2026-01-26T11:23:55Z
department:
- _id: '611'
editor:
- first_name: Stephanie
  full_name: Pudenz, Stephanie
  last_name: Pudenz
- first_name: Oliver
  full_name: Schoell, Oliver
  last_name: Schoell
- first_name: Maria
  full_name: Cleef, Maria
  last_name: Cleef
language:
- iso: eng
page: 175-188
place: Bielefeld
publication: 25 Jahre Berufskolleg - Wegspuren und Zukunftspfade
publisher: wbv
status: public
title: Frühe mathematische Bildung als Ausbildungsinhalt der Erzieherinnen- und Erzieher-Ausbildung
  stärken
type: book_chapter
user_id: '72183'
year: '2025'
...
---
_id: '58947'
article_number: '101242'
author:
- first_name: Katja
  full_name: Krüger, Katja
  last_name: Krüger
- first_name: Gerda
  full_name: Werth, Gerda
  id: '578'
  last_name: Werth
citation:
  ama: Krüger K, Werth G. Mathematics education for girls in Prussia 1890–1925. <i>The
    Journal of Mathematical Behavior</i>. 2025;79. doi:<a href="https://doi.org/10.1016/j.jmathb.2025.101242">10.1016/j.jmathb.2025.101242</a>
  apa: Krüger, K., &#38; Werth, G. (2025). Mathematics education for girls in Prussia
    1890–1925. <i>The Journal of Mathematical Behavior</i>, <i>79</i>, Article 101242.
    <a href="https://doi.org/10.1016/j.jmathb.2025.101242">https://doi.org/10.1016/j.jmathb.2025.101242</a>
  bibtex: '@article{Krüger_Werth_2025, title={Mathematics education for girls in Prussia
    1890–1925}, volume={79}, DOI={<a href="https://doi.org/10.1016/j.jmathb.2025.101242">10.1016/j.jmathb.2025.101242</a>},
    number={101242}, journal={The Journal of Mathematical Behavior}, publisher={Elsevier
    BV}, author={Krüger, Katja and Werth, Gerda}, year={2025} }'
  chicago: Krüger, Katja, and Gerda Werth. “Mathematics Education for Girls in Prussia
    1890–1925.” <i>The Journal of Mathematical Behavior</i> 79 (2025). <a href="https://doi.org/10.1016/j.jmathb.2025.101242">https://doi.org/10.1016/j.jmathb.2025.101242</a>.
  ieee: 'K. Krüger and G. Werth, “Mathematics education for girls in Prussia 1890–1925,”
    <i>The Journal of Mathematical Behavior</i>, vol. 79, Art. no. 101242, 2025, doi:
    <a href="https://doi.org/10.1016/j.jmathb.2025.101242">10.1016/j.jmathb.2025.101242</a>.'
  mla: Krüger, Katja, and Gerda Werth. “Mathematics Education for Girls in Prussia
    1890–1925.” <i>The Journal of Mathematical Behavior</i>, vol. 79, 101242, Elsevier
    BV, 2025, doi:<a href="https://doi.org/10.1016/j.jmathb.2025.101242">10.1016/j.jmathb.2025.101242</a>.
  short: K. Krüger, G. Werth, The Journal of Mathematical Behavior 79 (2025).
date_created: 2025-03-10T10:46:07Z
date_updated: 2025-03-10T10:54:03Z
department:
- _id: '34'
- _id: '10'
- _id: '98'
- _id: '360'
doi: 10.1016/j.jmathb.2025.101242
intvolume: '        79'
language:
- iso: eng
publication: The Journal of Mathematical Behavior
publication_identifier:
  issn:
  - 0732-3123
publication_status: published
publisher: Elsevier BV
status: public
title: Mathematics education for girls in Prussia 1890–1925
type: journal_article
user_id: '578'
volume: 79
year: '2025'
...