--- _id: '46757' author: - first_name: Imke full_name: Schwerin, Imke id: '48912' last_name: Schwerin - first_name: Uta full_name: Häsel-Weide, Uta id: '60267' last_name: Häsel-Weide citation: ama: 'Schwerin I, Häsel-Weide U. Second grader´s understanding of doubling and halfing in various representations. In: Novotna J, Moraova H, eds. International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education. Charles University; 2023:297-305.' apa: 'Schwerin, I., & Häsel-Weide, U. (2023). Second grader´s understanding of doubling and halfing in various representations. In J. Novotna & H. Moraova (Eds.), International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education (pp. 297–305). Charles University.' bibtex: '@inproceedings{Schwerin_Häsel-Weide_2023, title={Second grader´s understanding of doubling and halfing in various representations}, booktitle={International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education}, publisher={Charles University}, author={Schwerin, Imke and Häsel-Weide, Uta}, editor={Novotna, J. and Moraova, H.}, year={2023}, pages={297–305} }' chicago: 'Schwerin, Imke, and Uta Häsel-Weide. “Second Grader´s Understanding of Doubling and Halfing in Various Representations.” In International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education, edited by J. Novotna and H. Moraova, 297–305. Charles University, 2023.' ieee: 'I. Schwerin and U. Häsel-Weide, “Second grader´s understanding of doubling and halfing in various representations,” in International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education, Prag, 2023, pp. 297–305.' mla: 'Schwerin, Imke, and Uta Häsel-Weide. “Second Grader´s Understanding of Doubling and Halfing in Various Representations.” International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education, edited by J. Novotna and H. Moraova, Charles University, 2023, pp. 297–305.' short: 'I. Schwerin, 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. 297–305.' conference: location: Prag name: International Symposium in Elementary Mathematics Teaching date_created: 2023-08-30T09:40:23Z date_updated: 2023-08-30T09:55:41Z department: - _id: '543' editor: - first_name: J. full_name: Novotna, J. last_name: Novotna - first_name: H. full_name: Moraova, H. last_name: Moraova language: - iso: eng page: 297-305 publication: 'International Symposium in Elementary Mathematics Teaching. Proceedings: New Directions in Elementary Mathematics Education' publisher: Charles University status: public title: Second grader´s understanding of doubling and halfing in various representations type: conference user_id: '44184' year: '2023' ... --- _id: '46758' author: - first_name: Rebekka full_name: Schmidt, Rebekka id: '58565' last_name: Schmidt - first_name: Claudia full_name: Tenberge, Claudia id: '67302' last_name: Tenberge - first_name: Uta full_name: Häsel-Weide, Uta id: '60267' last_name: Häsel-Weide citation: ama: 'Schmidt R, Tenberge C, Häsel-Weide U. Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern. In: Vöing N, Schmidt R, Neiske I, eds. Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre. Visual Ink Publishing; 2023:297-318.' apa: Schmidt, R., Tenberge, C., & Häsel-Weide, U. (2023). Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern. In N. Vöing, R. Schmidt, & I. Neiske (Eds.), Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre (pp. 297–318). Visual Ink Publishing. bibtex: '@inbook{Schmidt_Tenberge_Häsel-Weide_2023, title={Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern}, booktitle={Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre}, publisher={Visual Ink Publishing}, author={Schmidt, Rebekka and Tenberge, Claudia and Häsel-Weide, Uta}, editor={Vöing, N. and Schmidt, R. and Neiske, I.}, year={2023}, pages={297–318} }' chicago: Schmidt, Rebekka, Claudia Tenberge, and Uta Häsel-Weide. “Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern.” In Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre, edited by N. Vöing, R. Schmidt, and I. Neiske, 297–318. Visual Ink Publishing, 2023. ieee: R. Schmidt, C. Tenberge, and U. Häsel-Weide, “Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern,” in Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre, N. Vöing, R. Schmidt, and I. Neiske, Eds. Visual Ink Publishing, 2023, pp. 297–318. mla: Schmidt, Rebekka, et al. “Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern.” Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre, edited by N. Vöing et al., Visual Ink Publishing, 2023, pp. 297–318. short: 'R. Schmidt, C. Tenberge, U. Häsel-Weide, in: N. Vöing, R. Schmidt, I. Neiske (Eds.), Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre, Visual Ink Publishing, 2023, pp. 297–318.' date_created: 2023-08-30T09:54:47Z date_updated: 2023-08-30T09:55:46Z department: - _id: '543' editor: - first_name: N. full_name: Vöing, N. last_name: Vöing - first_name: R. full_name: Schmidt, R. last_name: Schmidt - first_name: I. full_name: Neiske, I. last_name: Neiske language: - iso: ger page: 297-318 publication: Aktive Teilhabe fördern – ICM und Student Engagement in der Hochschullehre publisher: Visual Ink Publishing status: public title: Lehre in Zeiten von Digitalisierung und Inklusion - Beispiele aus drei Fächern type: book_chapter user_id: '44184' year: '2023' ... --- _id: '56200' abstract: - lang: eng text: AbstractIntending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “interface ePortfolio” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of profession orientation. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers. author: - first_name: Max full_name: Hoffmann, Max id: '32202' last_name: Hoffmann orcid: 0000-0002-6964-7123 - first_name: Rolf full_name: Biehler, Rolf id: '16274' last_name: Biehler citation: ama: Hoffmann M, Biehler R. Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. ZDM – Mathematics Education. 2023;55(4):737-751. doi:10.1007/s11858-023-01505-3 apa: Hoffmann, M., & Biehler, R. (2023). Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. ZDM – Mathematics Education, 55(4), 737–751. https://doi.org/10.1007/s11858-023-01505-3 bibtex: '@article{Hoffmann_Biehler_2023, title={Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course}, volume={55}, DOI={10.1007/s11858-023-01505-3}, number={4}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Hoffmann, Max and Biehler, Rolf}, year={2023}, pages={737–751} }' chicago: 'Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” ZDM – Mathematics Education 55, no. 4 (2023): 737–51. https://doi.org/10.1007/s11858-023-01505-3.' ieee: 'M. Hoffmann and R. Biehler, “Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course,” ZDM – Mathematics Education, vol. 55, no. 4, pp. 737–751, 2023, doi: 10.1007/s11858-023-01505-3.' mla: Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” ZDM – Mathematics Education, vol. 55, no. 4, Springer Science and Business Media LLC, 2023, pp. 737–51, doi:10.1007/s11858-023-01505-3. short: M. Hoffmann, R. Biehler, ZDM – Mathematics Education 55 (2023) 737–751. date_created: 2024-09-23T07:51:34Z date_updated: 2024-09-25T08:26:34Z department: - _id: '363' doi: 10.1007/s11858-023-01505-3 intvolume: ' 55' issue: '4' language: - iso: eng main_file_link: - url: https://link.springer.com/article/10.1007/s11858-023-01505-3 page: 737-751 publication: ZDM – Mathematics Education publication_identifier: issn: - 1863-9690 - 1863-9704 publication_status: published publisher: Springer Science and Business Media LLC status: public title: Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course type: journal_article user_id: '37888' volume: 55 year: '2023' ... --- _id: '40607' abstract: - lang: eng text: AbstractTeachers’ in-depth diagnostic thinking has been shown to be crucial for student-centered teaching as they need to perceive and interpret students’ understanding for well-informed decision-making on adaptive teaching practices. The paper presents a content-related approach to analyzing diagnostic thinking processes with respect to the mathematical knowledge elements that prospective teachers identify as students’ resources and obstacles. Prospective teachers’ challenge is that some relevant knowledge elements first have to be unpacked, because compact concepts (such as the place value concept) or procedures (such as for multi-digit multiplication) comprise several smaller knowledge elements (such as the positional property) that have to be made explicit for students to foster their learning processes adequately. Our study examines what knowledge elements prospective teachers perceive and interpret in a transcript vignettes on multi-digit multiplication (of decimal and natural numbers) and its underlying basic arithmetic concepts (place value understanding and meaning of multiplication) in written diagnostic judgments on students’ resources and obstacles (N = 196). A comparative design within the vignette is used to investigate how far the process of perceiving can be supported by thematic cues. The analysis reveals that those knowledge elements cued in the vignette by being already unpacked and explicitly addressed are perceived and interpreted more often (but with lower correctness) than those that are uncued and therefore have to be unpacked by the prospective teachers themselves. This confirms the need to prepare prospective teachers for unpacking mathematical concepts themselves. author: - first_name: Jennifer full_name: Dröse, Jennifer last_name: Dröse - first_name: Susanne full_name: Prediger, Susanne last_name: Prediger citation: ama: 'Dröse J, Prediger S. Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements. Journal für Mathematik-Didaktik. Published online 2023. doi:10.1007/s13138-022-00214-w' apa: 'Dröse, J., & Prediger, S. (2023). Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements. Journal Für Mathematik-Didaktik. https://doi.org/10.1007/s13138-022-00214-w' bibtex: '@article{Dröse_Prediger_2023, title={Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements}, DOI={10.1007/s13138-022-00214-w}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Dröse, Jennifer and Prediger, Susanne}, year={2023} }' chicago: 'Dröse, Jennifer, and Susanne Prediger. “Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements.” Journal Für Mathematik-Didaktik, 2023. https://doi.org/10.1007/s13138-022-00214-w.' ieee: 'J. Dröse and S. Prediger, “Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements,” Journal für Mathematik-Didaktik, 2023, doi: 10.1007/s13138-022-00214-w.' mla: 'Dröse, Jennifer, and Susanne Prediger. “Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements.” Journal Für Mathematik-Didaktik, Springer Science and Business Media LLC, 2023, doi:10.1007/s13138-022-00214-w.' short: J. Dröse, S. Prediger, Journal Für Mathematik-Didaktik (2023). date_created: 2023-01-27T18:47:24Z date_updated: 2025-01-15T08:36:09Z department: - _id: '98' doi: 10.1007/s13138-022-00214-w keyword: - Education - General Mathematics language: - iso: eng publication: Journal für Mathematik-Didaktik publication_identifier: issn: - 0173-5322 - 1869-2699 publication_status: published publisher: Springer Science and Business Media LLC quality_controlled: '1' status: public title: 'Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements' type: journal_article user_id: '85820' year: '2023' ... --- _id: '45374' author: - first_name: S. full_name: Prediger, S. last_name: Prediger - first_name: Jennifer full_name: Dröse, Jennifer id: '85820' last_name: Dröse - first_name: R. full_name: Stahnke, R. last_name: Stahnke - first_name: C. full_name: Ademmer, C. last_name: Ademmer citation: ama: 'Prediger S, Dröse J, Stahnke R, Ademmer C. Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth. Journal of Mathematics Teacher Education. Published online 2023. doi:https://doi.org/10.1007/s10857-022-09538-3' apa: 'Prediger, S., Dröse, J., Stahnke, R., & Ademmer, C. (2023). Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-022-09538-3' bibtex: '@article{Prediger_Dröse_Stahnke_Ademmer_2023, title={Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth}, DOI={https://doi.org/10.1007/s10857-022-09538-3}, journal={Journal of Mathematics Teacher Education}, author={Prediger, S. and Dröse, Jennifer and Stahnke, R. and Ademmer, C.}, year={2023} }' chicago: 'Prediger, S., Jennifer Dröse, R. Stahnke, and C. Ademmer. “Teacher Expertise for Fostering At-Risk Students’ Understanding of Basic Concepts: Conceptual Model and Evidence for Growth.” Journal of Mathematics Teacher Education, 2023. https://doi.org/10.1007/s10857-022-09538-3.' ieee: 'S. Prediger, J. Dröse, R. Stahnke, and C. Ademmer, “Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth,” Journal of Mathematics Teacher Education, 2023, doi: https://doi.org/10.1007/s10857-022-09538-3.' mla: 'Prediger, S., et al. “Teacher Expertise for Fostering At-Risk Students’ Understanding of Basic Concepts: Conceptual Model and Evidence for Growth.” Journal of Mathematics Teacher Education, 2023, doi:https://doi.org/10.1007/s10857-022-09538-3.' short: S. Prediger, J. Dröse, R. Stahnke, C. Ademmer, Journal of Mathematics Teacher Education (2023). date_created: 2023-05-31T06:27:51Z date_updated: 2025-01-15T08:34:36Z department: - _id: '98' doi: https://doi.org/10.1007/s10857-022-09538-3 language: - iso: eng publication: Journal of Mathematics Teacher Education quality_controlled: '1' status: public title: 'Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth' type: journal_article user_id: '85820' year: '2023' ... --- _id: '46155' article_number: '104270' author: - first_name: Julia full_name: Bruns, Julia id: '72183' last_name: Bruns orcid: https://orcid.org/0000-0002-6604-5864 - first_name: Maike full_name: Hagena, Maike last_name: Hagena - first_name: Hedwig full_name: Gasteiger, Hedwig last_name: Gasteiger citation: ama: 'Bruns J, Hagena M, Gasteiger H. Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? Teaching and Teacher Education. 2023;132. doi:10.1016/j.tate.2023.104270' apa: 'Bruns, J., Hagena, M., & Gasteiger, H. (2023). Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? Teaching and Teacher Education, 132, Article 104270. https://doi.org/10.1016/j.tate.2023.104270' bibtex: '@article{Bruns_Hagena_Gasteiger_2023, title={Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?}, volume={132}, DOI={10.1016/j.tate.2023.104270}, number={104270}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Bruns, Julia and Hagena, Maike and Gasteiger, Hedwig}, year={2023} }' chicago: 'Bruns, Julia, Maike Hagena, and Hedwig Gasteiger. “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?” Teaching and Teacher Education 132 (2023). https://doi.org/10.1016/j.tate.2023.104270.' ieee: 'J. Bruns, M. Hagena, and H. Gasteiger, “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?,” Teaching and Teacher Education, vol. 132, Art. no. 104270, 2023, doi: 10.1016/j.tate.2023.104270.' mla: 'Bruns, Julia, et al. “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?” Teaching and Teacher Education, vol. 132, 104270, Elsevier BV, 2023, doi:10.1016/j.tate.2023.104270.' short: J. Bruns, M. Hagena, H. Gasteiger, Teaching and Teacher Education 132 (2023). date_created: 2023-07-26T08:55:26Z date_updated: 2025-06-02T12:59:11Z department: - _id: '611' doi: 10.1016/j.tate.2023.104270 intvolume: ' 132' keyword: - Education language: - iso: eng publication: Teaching and Teacher Education publication_identifier: issn: - 0742-051X publication_status: published publisher: Elsevier BV status: public title: 'Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?' type: journal_article user_id: '72183' volume: 132 year: '2023' ... --- _id: '59984' author: - first_name: Irene full_name: Garnelo Abellanas, Irene id: '93843' last_name: Garnelo Abellanas - first_name: Michael full_name: Liebendörfer, Michael last_name: Liebendörfer citation: ama: 'Garnelo Abellanas I, Liebendörfer M. Introducing mathematics undergraduate students to the theorem prover lean. In: Thirteenth Congress of the European Society for Research in Mathematics (CERME13). ; 2023.' apa: Garnelo Abellanas, I., & Liebendörfer, M. (2023). Introducing mathematics undergraduate students to the theorem prover lean. Thirteenth Congress of the European Society for Research in Mathematics (CERME13). Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Budapest. bibtex: '@inproceedings{Garnelo Abellanas_Liebendörfer_2023, title={Introducing mathematics undergraduate students to the theorem prover lean}, booktitle={Thirteenth Congress of the European Society for Research in Mathematics (CERME13)}, author={Garnelo Abellanas, Irene and Liebendörfer, Michael}, year={2023} }' chicago: Garnelo Abellanas, Irene, and Michael Liebendörfer. “Introducing Mathematics Undergraduate Students to the Theorem Prover Lean.” In Thirteenth Congress of the European Society for Research in Mathematics (CERME13), 2023. ieee: I. Garnelo Abellanas and M. Liebendörfer, “Introducing mathematics undergraduate students to the theorem prover lean,” presented at the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Budapest, 2023. mla: Garnelo Abellanas, Irene, and Michael Liebendörfer. “Introducing Mathematics Undergraduate Students to the Theorem Prover Lean.” Thirteenth Congress of the European Society for Research in Mathematics (CERME13), 2023. short: 'I. Garnelo Abellanas, M. Liebendörfer, in: Thirteenth Congress of the European Society for Research in Mathematics (CERME13), 2023.' conference: location: Budapest name: Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) date_created: 2025-05-19T07:19:01Z date_updated: 2026-01-15T10:36:11Z department: - _id: '983' language: - iso: eng publication: Thirteenth Congress of the European Society for Research in Mathematics (CERME13) related_material: link: - relation: confirmation url: https://hal.science/hal-04406679v1/file/TWG_14-Garnelo-218.pdf status: public title: Introducing mathematics undergraduate students to the theorem prover lean type: conference user_id: '93843' year: '2023' ... --- _id: '58097' author: - first_name: Tobias full_name: Mai, Tobias last_name: Mai - first_name: Rolf full_name: Biehler, Rolf id: '16274' last_name: Biehler citation: ama: 'Mai T, Biehler R. Einblicke in ein Referenzmodell zur Analyse der Einführung von Vektoren in Schulbüchern. In: IDMI-Primar Goethe-Universität Frankfurt, ed. Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik. WTM-Verlag; 2023.' apa: Mai, T., & Biehler, R. (2023). Einblicke in ein Referenzmodell zur Analyse der Einführung von Vektoren in Schulbüchern. In IDMI-Primar Goethe-Universität Frankfurt (Ed.), Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik. WTM-Verlag. bibtex: '@inbook{Mai_Biehler_2023, place={Münster}, title={Einblicke in ein Referenzmodell zur Analyse der Einführung von Vektoren in Schulbüchern}, booktitle={Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}, publisher={WTM-Verlag}, author={Mai, Tobias and Biehler, Rolf}, editor={IDMI-Primar Goethe-Universität Frankfurt}, year={2023} }' chicago: 'Mai, Tobias, and Rolf Biehler. “Einblicke in ein Referenzmodell zur Analyse der Einführung von Vektoren in Schulbüchern.” In Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, edited by IDMI-Primar Goethe-Universität Frankfurt. Münster: WTM-Verlag, 2023.' ieee: 'T. Mai and R. Biehler, “Einblicke in ein Referenzmodell zur Analyse der Einführung von Vektoren in Schulbüchern,” in Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, IDMI-Primar Goethe-Universität Frankfurt, Ed. Münster: WTM-Verlag, 2023.' mla: Mai, Tobias, and Rolf Biehler. “Einblicke in ein Referenzmodell zur Analyse der Einführung von Vektoren in Schulbüchern.” Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, edited by IDMI-Primar Goethe-Universität Frankfurt, WTM-Verlag, 2023. short: 'T. Mai, R. Biehler, in: IDMI-Primar Goethe-Universität Frankfurt (Ed.), Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, WTM-Verlag, Münster, 2023.' corporate_editor: - IDMI-Primar Goethe-Universität Frankfurt date_created: 2025-01-08T08:17:35Z date_updated: 2025-01-08T08:17:40Z ddc: - '510' department: - _id: '363' file: - access_level: closed content_type: application/pdf creator: krueter date_created: 2025-01-08T08:17:16Z date_updated: 2025-01-08T08:17:16Z file_id: '58098' file_name: Mai aus Beitraege_2022___ISBN9783959872089-3.pdf file_size: 546218 relation: main_file success: 1 file_date_updated: 2025-01-08T08:17:16Z has_accepted_license: '1' language: - iso: ger place: Münster publication: Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik publisher: WTM-Verlag status: public title: Einblicke in ein Referenzmodell zur Analyse der Einführung von Vektoren in Schulbüchern type: book_chapter user_id: '37888' year: '2023' ... --- _id: '58101' author: - first_name: Rolf full_name: Biehler, Rolf id: '16274' last_name: Biehler - first_name: Dominik full_name: Guntermann, Dominik last_name: Guntermann - first_name: Michael full_name: Liebendörfer, Michael id: '30933' last_name: Liebendörfer orcid: 0000-0001-9887-2074 - first_name: Sandra full_name: Krämer, Sandra last_name: Krämer - first_name: Sarah full_name: Schlüter, Sarah last_name: Schlüter citation: ama: 'Biehler R, Guntermann D, Liebendörfer M, Krämer S, Schlüter S. Fachdidaktisches Design von Begründungsvideos im Projekt studiVEMINTvideos. In: IDMI-Primar Goethe-Universität Frankfurt, ed. Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik. WTM-Verlag; 2023.' apa: Biehler, R., Guntermann, D., Liebendörfer, M., Krämer, S., & Schlüter, S. (2023). Fachdidaktisches Design von Begründungsvideos im Projekt studiVEMINTvideos. In IDMI-Primar Goethe-Universität Frankfurt (Ed.), Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik. WTM-Verlag. bibtex: '@inbook{Biehler_Guntermann_Liebendörfer_Krämer_Schlüter_2023, place={Münster}, title={Fachdidaktisches Design von Begründungsvideos im Projekt studiVEMINTvideos}, booktitle={Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}, publisher={WTM-Verlag}, author={Biehler, Rolf and Guntermann, Dominik and Liebendörfer, Michael and Krämer, Sandra and Schlüter, Sarah}, editor={IDMI-Primar Goethe-Universität Frankfurt}, year={2023} }' chicago: 'Biehler, Rolf, Dominik Guntermann, Michael Liebendörfer, Sandra Krämer, and Sarah Schlüter. “Fachdidaktisches Design von Begründungsvideos im Projekt studiVEMINTvideos.” In Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, edited by IDMI-Primar Goethe-Universität Frankfurt. Münster: WTM-Verlag, 2023.' ieee: 'R. Biehler, D. Guntermann, M. Liebendörfer, S. Krämer, and S. Schlüter, “Fachdidaktisches Design von Begründungsvideos im Projekt studiVEMINTvideos,” in Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, IDMI-Primar Goethe-Universität Frankfurt, Ed. Münster: WTM-Verlag, 2023.' mla: Biehler, Rolf, et al. “Fachdidaktisches Design von Begründungsvideos im Projekt studiVEMINTvideos.” Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, edited by IDMI-Primar Goethe-Universität Frankfurt, WTM-Verlag, 2023. short: 'R. Biehler, D. Guntermann, M. Liebendörfer, S. Krämer, S. Schlüter, in: IDMI-Primar Goethe-Universität Frankfurt (Ed.), Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, WTM-Verlag, Münster, 2023.' corporate_editor: - IDMI-Primar Goethe-Universität Frankfurt date_created: 2025-01-08T08:22:10Z date_updated: 2025-01-08T08:22:14Z ddc: - '510' department: - _id: '363' - _id: '625' file: - access_level: closed content_type: application/pdf creator: krueter date_created: 2025-01-08T08:21:52Z date_updated: 2025-01-08T08:21:52Z file_id: '58102' file_name: Biehler_studiVEMINT aus Beitraege_2022___ISBN9783959872089.pdf file_size: 528531 relation: main_file success: 1 file_date_updated: 2025-01-08T08:21:52Z has_accepted_license: '1' language: - iso: ger place: Münster publication: Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik publisher: WTM-Verlag status: public title: Fachdidaktisches Design von Begründungsvideos im Projekt studiVEMINTvideos type: book_chapter user_id: '37888' year: '2023' ... --- _id: '58099' author: - first_name: Elisa full_name: Lankeit, Elisa last_name: Lankeit - first_name: Rolf full_name: Biehler, Rolf id: '16274' last_name: Biehler citation: ama: 'Lankeit E, Biehler R. Das totale Differential und die Richtungsableitung – Eine Analyse mit Blick in ausgewählte Lehrbücher. In: IDMI-Primar Goethe-Universität Frankfurt, ed. Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik. WTM-Verlag; 2023.' apa: Lankeit, E., & Biehler, R. (2023). Das totale Differential und die Richtungsableitung – Eine Analyse mit Blick in ausgewählte Lehrbücher. In IDMI-Primar Goethe-Universität Frankfurt (Ed.), Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik. WTM-Verlag. bibtex: '@inbook{Lankeit_Biehler_2023, place={Münster}, title={Das totale Differential und die Richtungsableitung – Eine Analyse mit Blick in ausgewählte Lehrbücher}, booktitle={Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}, publisher={WTM-Verlag}, author={Lankeit, Elisa and Biehler, Rolf}, editor={IDMI-Primar Goethe-Universität Frankfurt}, year={2023} }' chicago: 'Lankeit, Elisa, and Rolf Biehler. “Das totale Differential und die Richtungsableitung – Eine Analyse mit Blick in ausgewählte Lehrbücher.” In Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, edited by IDMI-Primar Goethe-Universität Frankfurt. Münster: WTM-Verlag, 2023.' ieee: 'E. Lankeit and R. Biehler, “Das totale Differential und die Richtungsableitung – Eine Analyse mit Blick in ausgewählte Lehrbücher,” in Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, IDMI-Primar Goethe-Universität Frankfurt, Ed. Münster: WTM-Verlag, 2023.' mla: Lankeit, Elisa, and Rolf Biehler. “Das totale Differential und die Richtungsableitung – Eine Analyse mit Blick in ausgewählte Lehrbücher.” Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, edited by IDMI-Primar Goethe-Universität Frankfurt, WTM-Verlag, 2023. short: 'E. Lankeit, R. Biehler, in: IDMI-Primar Goethe-Universität Frankfurt (Ed.), Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, WTM-Verlag, Münster, 2023.' corporate_editor: - IDMI-Primar Goethe-Universität Frankfurt date_created: 2025-01-08T08:19:59Z date_updated: 2025-01-08T08:20:05Z ddc: - '510' department: - _id: '363' file: - access_level: closed content_type: application/pdf creator: krueter date_created: 2025-01-08T08:19:33Z date_updated: 2025-01-08T08:19:33Z file_id: '58100' file_name: Lankeit aus Beitraege_2022___ISBN9783959872089-2.pdf file_size: 536630 relation: main_file success: 1 file_date_updated: 2025-01-08T08:19:33Z has_accepted_license: '1' language: - iso: ger place: Münster publication: Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik publisher: WTM-Verlag status: public title: Das totale Differential und die Richtungsableitung – Eine Analyse mit Blick in ausgewählte Lehrbücher type: book_chapter user_id: '37888' year: '2023' ... --- _id: '32233' author: - first_name: Uta full_name: Häsel-Weide, Uta id: '60267' last_name: Häsel-Weide - first_name: Melina full_name: Wallner, Melina id: '45445' last_name: Wallner - first_name: M. full_name: Hattermann, M. last_name: Hattermann citation: ama: 'Häsel-Weide U, Wallner M, Hattermann M. Symmetrieverständnis von Anfang an. In: Gutzmann M, Carle U, Grundschulverband e. V., eds. Anfangsunterricht für alle Kinder - Willkommen in der Schule!. ; 2022:200-215.' apa: Häsel-Weide, U., Wallner, M., & Hattermann, M. (2022). Symmetrieverständnis von Anfang an. In M. Gutzmann, U. Carle, & Grundschulverband e. V. (Eds.), Anfangsunterricht für alle Kinder - Willkommen in der Schule! (pp. 200–215). bibtex: '@inbook{Häsel-Weide_Wallner_Hattermann_2022, place={Frankfurt a. M.}, title={Symmetrieverständnis von Anfang an}, booktitle={Anfangsunterricht für alle Kinder - Willkommen in der Schule!}, author={Häsel-Weide, Uta and Wallner, Melina and Hattermann, M.}, editor={Gutzmann, M. and Carle, U. and Grundschulverband e. V.}, year={2022}, pages={200–215} }' chicago: Häsel-Weide, Uta, Melina Wallner, and M. Hattermann. “Symmetrieverständnis von Anfang an.” In Anfangsunterricht für alle Kinder - Willkommen in der Schule!, edited by M. Gutzmann, U. Carle, and Grundschulverband e. V., 200–215. Frankfurt a. M., 2022. ieee: U. Häsel-Weide, M. Wallner, and M. Hattermann, “Symmetrieverständnis von Anfang an,” in Anfangsunterricht für alle Kinder - Willkommen in der Schule!, M. Gutzmann, U. Carle, and Grundschulverband e. V., Eds. Frankfurt a. M., 2022, pp. 200–215. mla: Häsel-Weide, Uta, et al. “Symmetrieverständnis von Anfang an.” Anfangsunterricht für alle Kinder - Willkommen in der Schule!, edited by M. Gutzmann et al., 2022, pp. 200–15. short: 'U. Häsel-Weide, M. Wallner, M. Hattermann, in: M. Gutzmann, U. Carle, Grundschulverband e. V. (Eds.), Anfangsunterricht für alle Kinder - Willkommen in der Schule!, Frankfurt a. M., 2022, pp. 200–215.' corporate_editor: - Grundschulverband e. V. date_created: 2022-06-28T06:30:12Z date_updated: 2022-07-05T06:48:40Z department: - _id: '98' - _id: '543' editor: - first_name: M. full_name: Gutzmann, M. last_name: Gutzmann - first_name: U. full_name: Carle, U. last_name: Carle language: - iso: ger page: 200-215 place: Frankfurt a. M. publication: Anfangsunterricht für alle Kinder - Willkommen in der Schule! publication_status: published status: public title: Symmetrieverständnis von Anfang an type: book_chapter user_id: '45445' year: '2022' ... --- _id: '32339' author: - first_name: Uta full_name: Häsel-Weide, Uta id: '60267' last_name: Häsel-Weide - first_name: S. full_name: Seitz, S. last_name: Seitz - first_name: Melina full_name: Wallner, Melina id: '45445' last_name: Wallner - first_name: Y. full_name: Wilke, Y. last_name: Wilke citation: ama: 'Häsel-Weide U, Seitz S, Wallner M, Wilke Y. Professionalisierung für inklusiven Mathematikunterricht. Interdisziplinäre Seminarkonzeption zur reflexiven Professionalisierung angehender Mathematiklehrkräfte in der Sekundarstufe. In: Lutz D, Becker J, Buchhaupt F, Katzenbach D, Strecker A, Urban M, eds. Qualifizierung für Inklusion. Sekundarstufe. Waxmann; 2022:83-100.' apa: Häsel-Weide, U., Seitz, S., Wallner, M., & Wilke, Y. (2022). Professionalisierung für inklusiven Mathematikunterricht. Interdisziplinäre Seminarkonzeption zur reflexiven Professionalisierung angehender Mathematiklehrkräfte in der Sekundarstufe. In D. Lutz, J. Becker, F. Buchhaupt, D. Katzenbach, A. Strecker, & M. Urban (Eds.), Qualifizierung für Inklusion. Sekundarstufe (pp. 83–100). Waxmann. bibtex: '@inbook{Häsel-Weide_Seitz_Wallner_Wilke_2022, place={Münster}, title={Professionalisierung für inklusiven Mathematikunterricht. Interdisziplinäre Seminarkonzeption zur reflexiven Professionalisierung angehender Mathematiklehrkräfte in der Sekundarstufe}, booktitle={Qualifizierung für Inklusion. Sekundarstufe}, publisher={Waxmann}, author={Häsel-Weide, Uta and Seitz, S. and Wallner, Melina and Wilke, Y.}, editor={Lutz, D. and Becker, J. and Buchhaupt, F. and Katzenbach, D. and Strecker, A. and Urban, M.}, year={2022}, pages={83–100} }' chicago: 'Häsel-Weide, Uta, S. Seitz, Melina Wallner, and Y. Wilke. “Professionalisierung für inklusiven Mathematikunterricht. Interdisziplinäre Seminarkonzeption zur reflexiven Professionalisierung angehender Mathematiklehrkräfte in der Sekundarstufe.” In Qualifizierung für Inklusion. Sekundarstufe, edited by D. Lutz, J. Becker, F. Buchhaupt, D. Katzenbach, A. Strecker, and M. Urban, 83–100. Münster: Waxmann, 2022.' ieee: 'U. Häsel-Weide, S. Seitz, M. Wallner, and Y. Wilke, “Professionalisierung für inklusiven Mathematikunterricht. Interdisziplinäre Seminarkonzeption zur reflexiven Professionalisierung angehender Mathematiklehrkräfte in der Sekundarstufe,” in Qualifizierung für Inklusion. Sekundarstufe, D. Lutz, J. Becker, F. Buchhaupt, D. Katzenbach, A. Strecker, and M. Urban, Eds. Münster: Waxmann, 2022, pp. 83–100.' mla: Häsel-Weide, Uta, et al. “Professionalisierung für inklusiven Mathematikunterricht. Interdisziplinäre Seminarkonzeption zur reflexiven Professionalisierung angehender Mathematiklehrkräfte in der Sekundarstufe.” Qualifizierung für Inklusion. Sekundarstufe, edited by D. Lutz et al., Waxmann, 2022, pp. 83–100. short: 'U. Häsel-Weide, S. Seitz, M. Wallner, Y. Wilke, in: D. Lutz, J. Becker, F. Buchhaupt, D. Katzenbach, A. Strecker, M. Urban (Eds.), Qualifizierung für Inklusion. Sekundarstufe, Waxmann, Münster, 2022, pp. 83–100.' date_created: 2022-07-11T05:31:28Z date_updated: 2022-07-11T05:31:46Z department: - _id: '98' - _id: '543' editor: - first_name: D. full_name: Lutz, D. last_name: Lutz - first_name: J. full_name: Becker, J. last_name: Becker - first_name: F. full_name: Buchhaupt, F. last_name: Buchhaupt - first_name: D. full_name: Katzenbach, D. last_name: Katzenbach - first_name: A. full_name: Strecker, A. last_name: Strecker - first_name: M. full_name: Urban, M. last_name: Urban language: - iso: ger page: 83-100 place: Münster publication: Qualifizierung für Inklusion. Sekundarstufe publication_status: published publisher: Waxmann status: public title: Professionalisierung für inklusiven Mathematikunterricht. Interdisziplinäre Seminarkonzeption zur reflexiven Professionalisierung angehender Mathematiklehrkräfte in der Sekundarstufe type: book_chapter user_id: '85821' year: '2022' ... --- _id: '32338' author: - first_name: K. full_name: Hähn, K. last_name: Hähn - first_name: Uta full_name: Häsel-Weide, Uta id: '60267' last_name: Häsel-Weide - first_name: P. full_name: Scherer, P. last_name: Scherer citation: ama: Hähn K, Häsel-Weide U, Scherer P. Diagnosegeleitete Förderung im inklusiven Mathematikunterricht der Grundschule – Professionalisierung durch reflektierte Handlungspraxis in der Lehrer*innenbildung. QfI - Qualifizierung für Inklusion. 2022;3(2). apa: Hähn, K., Häsel-Weide, U., & Scherer, P. (2022). Diagnosegeleitete Förderung im inklusiven Mathematikunterricht der Grundschule – Professionalisierung durch reflektierte Handlungspraxis in der Lehrer*innenbildung. QfI - Qualifizierung für Inklusion, 3(2). bibtex: '@article{Hähn_Häsel-Weide_Scherer_2022, title={Diagnosegeleitete Förderung im inklusiven Mathematikunterricht der Grundschule – Professionalisierung durch reflektierte Handlungspraxis in der Lehrer*innenbildung.}, volume={3}, number={2}, journal={QfI - Qualifizierung für Inklusion}, author={Hähn, K. and Häsel-Weide, Uta and Scherer, P.}, year={2022} }' chicago: Hähn, K., Uta Häsel-Weide, and P. Scherer. “Diagnosegeleitete Förderung im inklusiven Mathematikunterricht der Grundschule – Professionalisierung durch reflektierte Handlungspraxis in der Lehrer*innenbildung.” QfI - Qualifizierung für Inklusion 3, no. 2 (2022). ieee: K. Hähn, U. Häsel-Weide, and P. Scherer, “Diagnosegeleitete Förderung im inklusiven Mathematikunterricht der Grundschule – Professionalisierung durch reflektierte Handlungspraxis in der Lehrer*innenbildung.,” QfI - Qualifizierung für Inklusion, vol. 3, no. 2, 2022. mla: Hähn, K., et al. “Diagnosegeleitete Förderung im inklusiven Mathematikunterricht der Grundschule – Professionalisierung durch reflektierte Handlungspraxis in der Lehrer*innenbildung.” QfI - Qualifizierung für Inklusion, vol. 3, no. 2, 2022. short: K. Hähn, U. Häsel-Weide, P. Scherer, QfI - Qualifizierung für Inklusion 3 (2022). date_created: 2022-07-11T05:13:52Z date_updated: 2022-07-11T05:31:41Z department: - _id: '98' - _id: '543' intvolume: ' 3' issue: '2' language: - iso: ger publication: QfI - Qualifizierung für Inklusion publication_status: published related_material: link: - relation: contains url: https://doi.org/10.21248/qfi.72 status: public title: Diagnosegeleitete Förderung im inklusiven Mathematikunterricht der Grundschule – Professionalisierung durch reflektierte Handlungspraxis in der Lehrer*innenbildung. type: journal_article user_id: '85821' volume: 3 year: '2022' ... --- _id: '45373' author: - first_name: Jennifer full_name: Dröse, Jennifer id: '85820' last_name: Dröse - first_name: P. full_name: Neugebauer, P. last_name: Neugebauer - first_name: R. full_name: Delucchi Danhier, R. last_name: Delucchi Danhier - first_name: B. full_name: Mertins, B. last_name: Mertins citation: ama: 'Dröse J, Neugebauer P, Delucchi Danhier R, Mertins B. Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen. In: Kleine P, Graulich N, Kuhn J, Schindler M, eds. Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis. ; 2022:209-225. doi:https://doi.org/10.1007/978-3-662-63214-7' apa: 'Dröse, J., Neugebauer, P., Delucchi Danhier, R., & Mertins, B. (2022). Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen. In P. Kleine, N. Graulich, J. Kuhn, & M. Schindler (Eds.), Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis (pp. 209–225). https://doi.org/10.1007/978-3-662-63214-7' bibtex: '@inbook{Dröse_Neugebauer_Delucchi Danhier_Mertins_2022, title={Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen}, DOI={https://doi.org/10.1007/978-3-662-63214-7}, booktitle={Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis}, author={Dröse, Jennifer and Neugebauer, P. and Delucchi Danhier, R. and Mertins, B.}, editor={Kleine, P. and Graulich, N. and Kuhn, J. and Schindler, M.}, year={2022}, pages={209–225} }' chicago: 'Dröse, Jennifer, P. Neugebauer, R. Delucchi Danhier, and B. Mertins. “Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen.” In Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis, edited by P. Kleine, N. Graulich, J. Kuhn, and M. Schindler, 209–25, 2022. https://doi.org/10.1007/978-3-662-63214-7.' ieee: 'J. Dröse, P. Neugebauer, R. Delucchi Danhier, and B. Mertins, “Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen,” in Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis, P. Kleine, N. Graulich, J. Kuhn, and M. Schindler, Eds. 2022, pp. 209–225.' mla: 'Dröse, Jennifer, et al. “Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen.” Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis, edited by P. Kleine et al., 2022, pp. 209–25, doi:https://doi.org/10.1007/978-3-662-63214-7.' short: 'J. Dröse, P. Neugebauer, R. Delucchi Danhier, B. Mertins, in: P. Kleine, N. Graulich, J. Kuhn, M. Schindler (Eds.), Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis, 2022, pp. 209–225.' date_created: 2023-05-31T06:22:21Z date_updated: 2023-11-02T08:07:31Z department: - _id: '98' doi: https://doi.org/10.1007/978-3-662-63214-7 editor: - first_name: P. full_name: Kleine, P. last_name: Kleine - first_name: N. full_name: Graulich, N. last_name: Graulich - first_name: J. full_name: Kuhn, J. last_name: Kuhn - first_name: M. full_name: Schindler, M. last_name: Schindler language: - iso: ger page: 209-225 publication: Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik. Forschung und Praxis quality_controlled: '1' status: public title: 'Eye-Tracking Studie zu Textaufgaben in Klasse 5: Bemerken und Interpretieren syntaktischer Strukturen' type: book_chapter user_id: '85820' year: '2022' ... --- _id: '45378' author: - first_name: Jennifer full_name: Dröse, Jennifer id: '85820' last_name: Dröse - first_name: Lena full_name: Wessel, Lena id: '85190' last_name: Wessel citation: ama: 'Dröse J, Wessel L. Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task. In: Fernandez C, Llinares S, Gutiérrez A, Planas N, eds. Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME. ; 2022.' apa: Dröse, J., & Wessel, L. (2022). Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task. In C. Fernandez, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME. bibtex: '@inproceedings{Dröse_Wessel_2022, title={Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task}, booktitle={Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME}, author={Dröse, Jennifer and Wessel, Lena}, editor={Fernandez, C. and Llinares, S. and Gutiérrez, A. and Planas, N.}, year={2022} }' chicago: Dröse, Jennifer, and Lena Wessel. “Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task.” In Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME, edited by C. Fernandez, S. Llinares, A. Gutiérrez, and N. Planas, 2022. ieee: J. Dröse and L. Wessel, “Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task,” in Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME, 2022. mla: Dröse, Jennifer, and Lena Wessel. “Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task.” Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME, edited by C. Fernandez et al., 2022. short: 'J. Dröse, L. Wessel, in: C. Fernandez, S. Llinares, A. Gutiérrez, N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME, 2022.' date_created: 2023-05-31T06:54:24Z date_updated: 2023-11-02T08:05:31Z department: - _id: '98' editor: - first_name: C. full_name: Fernandez, C. last_name: Fernandez - first_name: S. full_name: Llinares, S. last_name: Llinares - first_name: A. full_name: Gutiérrez, A. last_name: Gutiérrez - first_name: N. full_name: Planas, N. last_name: Planas language: - iso: eng publication: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME quality_controlled: '1' status: public title: Prospective Teachers‘ Competence of Fostering Students’ Understanding in Script Writing Task type: conference user_id: '85820' year: '2022' ... --- _id: '52574' author: - first_name: Gerda full_name: Werth, Gerda id: '578' last_name: Werth citation: ama: 'Werth G. Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings. In: Beiträge zum Mathematikunterricht. WTM; 2022. doi:https://doi.org/10.37626/GA9783959872089.0' apa: Werth, G. (2022). Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings. Beiträge zum Mathematikunterricht. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, Frankfurt am. Main. https://doi.org/10.37626/GA9783959872089.0 bibtex: '@inproceedings{Werth_2022, place={Münster}, title={Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings}, DOI={https://doi.org/10.37626/GA9783959872089.0}, booktitle={Beiträge zum Mathematikunterricht}, publisher={WTM}, author={Werth, Gerda}, year={2022} }' chicago: 'Werth, Gerda. “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings.” In Beiträge zum Mathematikunterricht. Münster: WTM, 2022. https://doi.org/10.37626/GA9783959872089.0.' ieee: 'G. Werth, “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings,” presented at the 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, Frankfurt am. Main, 2022, doi: https://doi.org/10.37626/GA9783959872089.0.' mla: Werth, Gerda. “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings.” Beiträge zum Mathematikunterricht, WTM, 2022, doi:https://doi.org/10.37626/GA9783959872089.0. short: 'G. Werth, in: Beiträge zum Mathematikunterricht, WTM, Münster, 2022.' conference: end_date: 2022-09-02 location: Frankfurt am. Main name: 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik start_date: 2022-08-29 date_created: 2024-03-14T11:17:56Z date_updated: 2024-04-09T10:56:58Z department: - _id: '10' - _id: '98' - _id: '360' doi: https://doi.org/10.37626/GA9783959872089.0 language: - iso: ger place: Münster publication: Beiträge zum Mathematikunterricht publication_status: published publisher: WTM status: public title: Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings type: conference user_id: '578' year: '2022' ... --- _id: '53480' author: - first_name: Sara Naseem full_name: Malik, Sara Naseem id: '38640' last_name: Malik - first_name: Sebastian full_name: Rezat, Sebastian id: '31132' last_name: Rezat citation: ama: 'Malik SN, Rezat S. Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review. In: Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12). ERME / Free University of Bozen-Bolzano; 2022.' apa: 'Malik, S. N., & Rezat, S. (2022). Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review. Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12).' bibtex: '@inproceedings{Malik_Rezat_2022, title={Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review}, booktitle={Proceedings on the Twelfth Congress on the European Society for research in Mathematics Education (CERME 12)}, publisher={ERME / Free University of Bozen-Bolzano}, author={Malik, Sara Naseem and Rezat, Sebastian}, year={2022} }' chicago: 'Malik, Sara Naseem, and Sebastian Rezat. “Linguistic Features of Word Problems That Cause Difficulties for Learners across the Curriculum: A Literature Review.” In Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12). ERME / Free University of Bozen-Bolzano, 2022.' ieee: 'S. N. Malik and S. Rezat, “Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review,” 2022.' mla: 'Malik, Sara Naseem, and Sebastian Rezat. “Linguistic Features of Word Problems That Cause Difficulties for Learners across the Curriculum: A Literature Review.” Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12), ERME / Free University of Bozen-Bolzano, 2022.' short: 'S.N. Malik, S. Rezat, in: Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12), ERME / Free University of Bozen-Bolzano, 2022.' date_created: 2024-04-14T12:12:49Z date_updated: 2024-04-18T08:03:54Z ddc: - '370' - '510' department: - _id: '360' file: - access_level: closed content_type: application/pdf creator: smalik date_created: 2024-04-14T12:16:57Z date_updated: 2024-04-14T12:16:57Z file_id: '53481' file_name: Malik_TWG09.pdf file_size: 390439 relation: main_file success: 1 file_date_updated: 2024-04-14T12:16:57Z has_accepted_license: '1' language: - iso: eng publication: Proceedings on the Twelfth Congress on the European Society for research in Mathematics Education (CERME 12) publisher: ERME / Free University of Bozen-Bolzano status: public title: 'Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review' type: conference user_id: '31132' year: '2022' ... --- _id: '44689' abstract: - lang: eng text: AbstractEven in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed. author: - first_name: Sebastian full_name: Rezat, Sebastian id: '31132' last_name: Rezat - first_name: Sara Naseem full_name: Malik, Sara Naseem id: '38640' last_name: Malik - first_name: Markus full_name: Leifeld, Markus last_name: Leifeld citation: ama: 'Rezat S, Malik SN, Leifeld M. Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. International Journal of Science and Mathematics Education. 2022;20(S1):215-236. doi:10.1007/s10763-022-10309-y' apa: 'Rezat, S., Malik, S. N., & Leifeld, M. (2022). Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. International Journal of Science and Mathematics Education, 20(S1), 215–236. https://doi.org/10.1007/s10763-022-10309-y' bibtex: '@article{Rezat_Malik_Leifeld_2022, title={Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation}, volume={20}, DOI={10.1007/s10763-022-10309-y}, number={S1}, journal={International Journal of Science and Mathematics Education}, publisher={Springer}, author={Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}, year={2022}, pages={215–236} }' chicago: 'Rezat, Sebastian, Sara Naseem Malik, and Markus Leifeld. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” International Journal of Science and Mathematics Education 20, no. S1 (2022): 215–36. https://doi.org/10.1007/s10763-022-10309-y.' ieee: 'S. Rezat, S. N. Malik, and M. Leifeld, “Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation,” International Journal of Science and Mathematics Education, vol. 20, no. S1, pp. 215–236, 2022, doi: 10.1007/s10763-022-10309-y.' mla: 'Rezat, Sebastian, et al. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” International Journal of Science and Mathematics Education, vol. 20, no. S1, Springer, 2022, pp. 215–36, doi:10.1007/s10763-022-10309-y.' short: S. Rezat, S.N. Malik, M. Leifeld, International Journal of Science and Mathematics Education 20 (2022) 215–236. date_created: 2023-05-09T14:03:15Z date_updated: 2024-04-18T08:22:47Z department: - _id: '360' doi: 10.1007/s10763-022-10309-y intvolume: ' 20' issue: S1 keyword: - General Mathematics - Education language: - iso: eng page: 215-236 publication: International Journal of Science and Mathematics Education publication_identifier: issn: - 1571-0068 - 1573-1774 publication_status: published publisher: Springer quality_controlled: '1' status: public title: 'Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation' type: journal_article user_id: '31132' volume: 20 year: '2022' ... --- _id: '48389' author: - first_name: Jennifer full_name: Dröse, Jennifer id: '85820' last_name: Dröse - first_name: Birgit full_name: Griese, Birgit last_name: Griese - first_name: Lena full_name: Wessel, Lena id: '85190' last_name: Wessel citation: ama: 'Dröse J, Griese B, Wessel L. Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities. In: Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). ; 2022.' apa: Dröse, J., Griese, B., & Wessel, L. (2022). Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12), Bozen-Bolzano,Italy. bibtex: '@inproceedings{Dröse_Griese_Wessel_2022, title={Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities}, booktitle={Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}, author={Dröse, Jennifer and Griese, Birgit and Wessel, Lena}, year={2022} }' chicago: Dröse, Jennifer, Birgit Griese, and Lena Wessel. “Prospective Teachers’ Diagnostic Judgments on Students’ Understanding of Conditional Probabilities.” In Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 2022. ieee: J. Dröse, B. Griese, and L. Wessel, “Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities,” presented at the TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12), Bozen-Bolzano,Italy, 2022. mla: Dröse, Jennifer, et al. “Prospective Teachers’ Diagnostic Judgments on Students’ Understanding of Conditional Probabilities.” Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 2022. short: 'J. Dröse, B. Griese, L. Wessel, in: Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 2022.' conference: location: Bozen-Bolzano,Italy name: TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12) start_date: Feb2022 date_created: 2023-10-23T10:56:02Z date_updated: 2024-04-18T08:59:49Z department: - _id: '643' language: - iso: eng main_file_link: - url: https://hal.science/hal-03744585/ publication: Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) quality_controlled: '1' status: public title: Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities type: conference user_id: '37888' year: '2022' ... --- _id: '48325' author: - first_name: Anna full_name: Dellori, Anna id: '57818' last_name: Dellori - first_name: Lena full_name: Wessel, Lena id: '85190' last_name: Wessel citation: ama: Dellori A, Wessel L. Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra. Beiträge zum Mathematikunterricht 2022. Published online 2022:665-668. doi:10.17877/DE290R-23598 apa: Dellori, A., & Wessel, L. (2022). Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra. Beiträge zum Mathematikunterricht 2022, 665–668. https://doi.org/10.17877/DE290R-23598 bibtex: '@article{Dellori_Wessel_2022, title={Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra}, DOI={10.17877/DE290R-23598}, journal={Beiträge zum Mathematikunterricht 2022}, publisher={LibreCat University}, author={Dellori, Anna and Wessel, Lena}, year={2022}, pages={665–668} }' chicago: Dellori, Anna, and Lena Wessel. “Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra.” Beiträge zum Mathematikunterricht 2022, 2022, 665–68. https://doi.org/10.17877/DE290R-23598. ieee: 'A. Dellori and L. Wessel, “Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra,” Beiträge zum Mathematikunterricht 2022, pp. 665–668, 2022, doi: 10.17877/DE290R-23598.' mla: Dellori, Anna, and Lena Wessel. “Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra.” Beiträge zum Mathematikunterricht 2022, LibreCat University, 2022, pp. 665–68, doi:10.17877/DE290R-23598. short: A. Dellori, L. Wessel, Beiträge zum Mathematikunterricht 2022 (2022) 665–668. date_created: 2023-10-19T09:37:24Z date_updated: 2024-04-18T09:14:52Z department: - _id: '643' doi: 10.17877/DE290R-23598 language: - iso: ger main_file_link: - url: http://dx.doi.org/10.17877/DE290R-23598 page: 665-668 publication: Beiträge zum Mathematikunterricht 2022 publisher: LibreCat University status: public title: Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra type: journal_article user_id: '37888' year: '2022' ...