---
_id: '35821'
author:
- first_name: Lea
  full_name: Budde, Lea
  last_name: Budde
- first_name: Daniel
  full_name: Frischemeier, Daniel
  last_name: Frischemeier
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
- first_name: Franz Yannik
  full_name: Fleischer, Franz Yannik
  id: '42660'
  last_name: Fleischer
  orcid: https://orcid.org/0000-0003-0318-0329
- first_name: Dietrich
  full_name: Gerstenberger, Dietrich
  last_name: Gerstenberger
- first_name: Susanne
  full_name: Podworny, Susanne
  id: '30619'
  last_name: Podworny
  orcid: 0000-0002-6313-5987
- first_name: Carsten
  full_name: Schulte, Carsten
  id: '60311'
  last_name: Schulte
citation:
  ama: 'Budde L, Frischemeier D, Biehler R, et al. Data Science Education in Secondary
    School: How to Develop Statistical Reasoning When Exploring Data Using CODAP.
    In: Arnold P, ed. <i>New Skills in the Changing World of Statistics Education:
    Proceedings of the Roundtable Conference of the International Association for
    Statistical Education (IASE), July 2020</i>. ISI/IASE; 2020.'
  apa: 'Budde, L., Frischemeier, D., Biehler, R., Fleischer, F. Y., Gerstenberger,
    D., Podworny, S., &#38; Schulte, C. (2020). Data Science Education in Secondary
    School: How to Develop Statistical Reasoning When Exploring Data Using CODAP.
    In P. Arnold (Ed.), <i>New Skills in the Changing World of Statistics Education:
    Proceedings of the Roundtable conference of the International Association for
    Statistical Education (IASE), July 2020</i>. ISI/IASE.'
  bibtex: '@inbook{Budde_Frischemeier_Biehler_Fleischer_Gerstenberger_Podworny_Schulte_2020,
    place={Voorborg, The Netherlands}, title={Data Science Education in Secondary
    School: How to Develop Statistical Reasoning When Exploring Data Using CODAP},
    booktitle={New Skills in the Changing World of Statistics Education: Proceedings
    of the Roundtable conference of the International Association for Statistical
    Education (IASE), July 2020}, publisher={ISI/IASE}, author={Budde, Lea and Frischemeier,
    Daniel and Biehler, Rolf and Fleischer, Franz Yannik and Gerstenberger, Dietrich
    and Podworny, Susanne and Schulte, Carsten}, editor={Arnold, P.}, year={2020}
    }'
  chicago: 'Budde, Lea, Daniel Frischemeier, Rolf Biehler, Franz Yannik Fleischer,
    Dietrich Gerstenberger, Susanne Podworny, and Carsten Schulte. “Data Science Education
    in Secondary School: How to Develop Statistical Reasoning When Exploring Data
    Using CODAP.” In <i>New Skills in the Changing World of Statistics Education:
    Proceedings of the Roundtable Conference of the International Association for
    Statistical Education (IASE), July 2020</i>, edited by P. Arnold. Voorborg, The
    Netherlands: ISI/IASE, 2020.'
  ieee: 'L. Budde <i>et al.</i>, “Data Science Education in Secondary School: How
    to Develop Statistical Reasoning When Exploring Data Using CODAP,” in <i>New Skills
    in the Changing World of Statistics Education: Proceedings of the Roundtable conference
    of the International Association for Statistical Education (IASE), July 2020</i>,
    P. Arnold, Ed. Voorborg, The Netherlands: ISI/IASE, 2020.'
  mla: 'Budde, Lea, et al. “Data Science Education in Secondary School: How to Develop
    Statistical Reasoning When Exploring Data Using CODAP.” <i>New Skills in the Changing
    World of Statistics Education: Proceedings of the Roundtable Conference of the
    International Association for Statistical Education (IASE), July 2020</i>, edited
    by P. Arnold, ISI/IASE, 2020.'
  short: 'L. Budde, D. Frischemeier, R. Biehler, F.Y. Fleischer, D. Gerstenberger,
    S. Podworny, C. Schulte, in: P. Arnold (Ed.), New Skills in the Changing World
    of Statistics Education: Proceedings of the Roundtable Conference of the International
    Association for Statistical Education (IASE), July 2020, ISI/IASE, Voorborg, The
    Netherlands, 2020.'
date_created: 2023-01-10T11:41:21Z
date_updated: 2024-11-12T11:03:59Z
ddc:
- '510'
department:
- _id: '363'
- _id: '67'
editor:
- first_name: P.
  full_name: Arnold, P.
  last_name: Arnold
file:
- access_level: closed
  content_type: application/pdf
  creator: krueter
  date_created: 2024-11-12T11:03:44Z
  date_updated: 2024-11-12T11:03:44Z
  file_id: '56999'
  file_name: IASE2020_Roundtable_24_Frischem.pdf
  file_size: 340591
  relation: main_file
  success: 1
file_date_updated: 2024-11-12T11:03:44Z
has_accepted_license: '1'
language:
- iso: eng
main_file_link:
- url: https://fddm.uni-paderborn.de/fileadmin/mathematik/Didaktik_der_Mathematik/BiehlerRolf/Publikationen/IASE2020_Roundtable_24_Frischem.pdf
place: Voorborg, The Netherlands
publication: 'New Skills in the Changing World of Statistics Education: Proceedings
  of the Roundtable conference of the International Association for Statistical Education
  (IASE), July 2020'
publisher: ISI/IASE
status: public
title: 'Data Science Education in Secondary School: How to Develop Statistical Reasoning
  When Exploring Data Using CODAP'
type: book_chapter
user_id: '37888'
year: '2020'
...
---
_id: '35913'
author:
- first_name: Michael
  full_name: Liebendörfer, Michael
  id: '30933'
  last_name: Liebendörfer
  orcid: 0000-0001-9887-2074
- first_name: Robin
  full_name: Göller, Robin
  last_name: Göller
- first_name: Lara
  full_name: Gildehaus, Lara
  last_name: Gildehaus
- first_name: Jörg
  full_name: Kortemeyer, Jörg
  last_name: Kortemeyer
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
- first_name: Reinhard
  full_name: Hochmuth, Reinhard
  last_name: Hochmuth
- first_name: Laura
  full_name: Ostsieker, Laura
  last_name: Ostsieker
- first_name: Jana
  full_name: Rode, Jana
  last_name: Rode
- first_name: Niclas
  full_name: Schaper, Niclas
  last_name: Schaper
citation:
  ama: 'Liebendörfer M, Göller R, Gildehaus L, et al. The role of learning strategies
    for performance in mathematics courses for engineers. In: Hausberger T, Bosch
    M, Chelloughi F, eds. <i>Proceedings of the Third Conference of the International
    Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September
    2020)</i>. University of Carthage and INDRUM; 2020.'
  apa: Liebendörfer, M., Göller, R., Gildehaus, L., Kortemeyer, J., Biehler, R., Hochmuth,
    R., Ostsieker, L., Rode, J., &#38; Schaper, N. (2020). The role of learning strategies
    for performance in mathematics courses for engineers. In T. Hausberger, M. Bosch,
    &#38; F. Chelloughi (Eds.), <i>Proceedings of the Third Conference of the International
    Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September
    2020)</i>. University of Carthage and INDRUM.
  bibtex: '@inbook{Liebendörfer_Göller_Gildehaus_Kortemeyer_Biehler_Hochmuth_Ostsieker_Rode_Schaper_2020,
    place={Bizerte, Tunisia}, title={The role of learning strategies for performance
    in mathematics courses for engineers}, booktitle={Proceedings of the Third Conference
    of the International Network for Didactic Research in University Mathematics (INDRUM
    2020, 12-19 September 2020)}, publisher={University of Carthage and INDRUM}, author={Liebendörfer,
    Michael and Göller, Robin and Gildehaus, Lara and Kortemeyer, Jörg and Biehler,
    Rolf and Hochmuth, Reinhard and Ostsieker, Laura and Rode, Jana and Schaper, Niclas},
    editor={Hausberger, T. and Bosch, M. and Chelloughi, F.}, year={2020} }'
  chicago: 'Liebendörfer, Michael, Robin Göller, Lara Gildehaus, Jörg Kortemeyer,
    Rolf Biehler, Reinhard Hochmuth, Laura Ostsieker, Jana Rode, and Niclas Schaper.
    “The Role of Learning Strategies for Performance in Mathematics Courses for Engineers.”
    In <i>Proceedings of the Third Conference of the International Network for Didactic
    Research in University Mathematics (INDRUM 2020, 12-19 September 2020)</i>, edited
    by T. Hausberger, M. Bosch, and F. Chelloughi. Bizerte, Tunisia: University of
    Carthage and INDRUM, 2020.'
  ieee: 'M. Liebendörfer <i>et al.</i>, “The role of learning strategies for performance
    in mathematics courses for engineers,” in <i>Proceedings of the Third Conference
    of the International Network for Didactic Research in University Mathematics (INDRUM
    2020, 12-19 September 2020)</i>, T. Hausberger, M. Bosch, and F. Chelloughi, Eds.
    Bizerte, Tunisia: University of Carthage and INDRUM, 2020.'
  mla: Liebendörfer, Michael, et al. “The Role of Learning Strategies for Performance
    in Mathematics Courses for Engineers.” <i>Proceedings of the Third Conference
    of the International Network for Didactic Research in University Mathematics (INDRUM
    2020, 12-19 September 2020)</i>, edited by T. Hausberger et al., University of
    Carthage and INDRUM, 2020.
  short: 'M. Liebendörfer, R. Göller, L. Gildehaus, J. Kortemeyer, R. Biehler, R.
    Hochmuth, L. Ostsieker, J. Rode, N. Schaper, in: T. Hausberger, M. Bosch, F. Chelloughi
    (Eds.), Proceedings of the Third Conference of the International Network for Didactic
    Research in University Mathematics (INDRUM 2020, 12-19 September 2020), University
    of Carthage and INDRUM, Bizerte, Tunisia, 2020.'
date_created: 2023-01-11T07:49:41Z
date_updated: 2024-11-12T11:01:58Z
ddc:
- '510'
department:
- _id: '363'
- _id: '625'
editor:
- first_name: T.
  full_name: Hausberger, T.
  last_name: Hausberger
- first_name: M.
  full_name: Bosch, M.
  last_name: Bosch
- first_name: F.
  full_name: Chelloughi, F.
  last_name: Chelloughi
file:
- access_level: closed
  content_type: application/pdf
  creator: krueter
  date_created: 2024-11-12T11:01:45Z
  date_updated: 2024-11-12T11:01:45Z
  file_id: '56997'
  file_name: Liebendoerfer_INDRUM2020_238-247.pdf
  file_size: 1072799
  relation: main_file
  success: 1
file_date_updated: 2024-11-12T11:01:45Z
has_accepted_license: '1'
language:
- iso: eng
place: Bizerte, Tunisia
publication: Proceedings of the Third Conference of the International Network for
  Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)
publisher: University of Carthage and INDRUM
status: public
title: The role of learning strategies for performance in mathematics courses for
  engineers
type: book_chapter
user_id: '37888'
year: '2020'
...
---
_id: '35912'
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. “I only know the absolute value function”–About students’
    concept images and example spaces concerning continuity and differentiability.
    In: Hausberger T, Bosch M, Chelloughi F, eds. <i>Proceedings of the Third Conference
    of the International Network for Didactic Research in University Mathematics (INDRUM
    2020, 12-19 September 2020)</i>. University of Carthage and INDRUM; 2020.'
  apa: Lankeit, E., &#38; Biehler, R. (2020). “I only know the absolute value function”–About
    students’ concept images and example spaces concerning continuity and differentiability.
    In T. Hausberger, M. Bosch, &#38; F. Chelloughi (Eds.), <i>Proceedings of the
    Third Conference of the International Network for Didactic Research in University
    Mathematics (INDRUM 2020, 12-19 September 2020)</i>. University of Carthage and
    INDRUM.
  bibtex: '@inbook{Lankeit_Biehler_2020, place={Bizerte, Tunisia}, title={“I only
    know the absolute value function”–About students’ concept images and example spaces
    concerning continuity and differentiability}, booktitle={Proceedings of the Third
    Conference of the International Network for Didactic Research in University Mathematics
    (INDRUM 2020, 12-19 September 2020)}, publisher={University of Carthage and INDRUM},
    author={Lankeit, Elisa and Biehler, Rolf}, editor={Hausberger, T. and Bosch, M.
    and Chelloughi, F.}, year={2020} }'
  chicago: 'Lankeit, Elisa, and Rolf Biehler. “‘I Only Know the Absolute Value Function’–About
    Students’ Concept Images and Example Spaces Concerning Continuity and Differentiability.”
    In <i>Proceedings of the Third Conference of the International Network for Didactic
    Research in University Mathematics (INDRUM 2020, 12-19 September 2020)</i>, edited
    by T. Hausberger, M. Bosch, and F. Chelloughi. Bizerte, Tunisia: University of
    Carthage and INDRUM, 2020.'
  ieee: 'E. Lankeit and R. Biehler, “‘I only know the absolute value function’–About
    students’ concept images and example spaces concerning continuity and differentiability,”
    in <i>Proceedings of the Third Conference of the International Network for Didactic
    Research in University Mathematics (INDRUM 2020, 12-19 September 2020)</i>, T.
    Hausberger, M. Bosch, and F. Chelloughi, Eds. Bizerte, Tunisia: University of
    Carthage and INDRUM, 2020.'
  mla: Lankeit, Elisa, and Rolf Biehler. “‘I Only Know the Absolute Value Function’–About
    Students’ Concept Images and Example Spaces Concerning Continuity and Differentiability.”
    <i>Proceedings of the Third Conference of the International Network for Didactic
    Research in University Mathematics (INDRUM 2020, 12-19 September 2020)</i>, edited
    by T. Hausberger et al., University of Carthage and INDRUM, 2020.
  short: 'E. Lankeit, R. Biehler, in: T. Hausberger, M. Bosch, F. Chelloughi (Eds.),
    Proceedings of the Third Conference of the International Network for Didactic
    Research in University Mathematics (INDRUM 2020, 12-19 September 2020), University
    of Carthage and INDRUM, Bizerte, Tunisia, 2020.'
date_created: 2023-01-11T07:46:36Z
date_updated: 2024-11-12T11:02:47Z
ddc:
- '510'
department:
- _id: '363'
editor:
- first_name: T.
  full_name: Hausberger, T.
  last_name: Hausberger
- first_name: M.
  full_name: Bosch, M.
  last_name: Bosch
- first_name: F.
  full_name: Chelloughi, F.
  last_name: Chelloughi
file:
- access_level: closed
  content_type: application/pdf
  creator: krueter
  date_created: 2024-11-12T11:02:33Z
  date_updated: 2024-11-12T11:02:33Z
  file_id: '56998'
  file_name: Lankeit_INDRUM2020_133-142.pdf
  file_size: 1087391
  relation: main_file
  success: 1
file_date_updated: 2024-11-12T11:02:33Z
has_accepted_license: '1'
language:
- iso: eng
place: Bizerte, Tunisia
publication: Proceedings of the Third Conference of the International Network for
  Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)
publisher: University of Carthage and INDRUM
status: public
title: “I only know the absolute value function”–About students’ concept images and
  example spaces concerning continuity and differentiability
type: book_chapter
user_id: '37888'
year: '2020'
...
---
_id: '13106'
author:
- first_name: Jan
  full_name: Schumacher, Jan
  id: '26809'
  last_name: Schumacher
  orcid: 0000-0002-6676-9774
citation:
  ama: 'Schumacher J. Rekonstruktion diagrammatischen Schließens am Beispiel der Subtraktion
    negativer Zahlen. In: <i>Beiträge zum Mathematikunterricht 2019</i>.'
  apa: Schumacher, J. (n.d.). Rekonstruktion diagrammatischen Schließens am Beispiel
    der Subtraktion negativer Zahlen. In <i>Beiträge zum Mathematikunterricht 2019</i>.
    Regensburg.
  bibtex: '@inproceedings{Schumacher, title={Rekonstruktion diagrammatischen Schließens
    am Beispiel der Subtraktion negativer Zahlen}, booktitle={Beiträge zum Mathematikunterricht
    2019}, author={Schumacher, Jan} }'
  chicago: Schumacher, Jan. “Rekonstruktion diagrammatischen Schließens am Beispiel
    der Subtraktion negativer Zahlen.” In <i>Beiträge zum Mathematikunterricht 2019</i>,
    n.d.
  ieee: J. Schumacher, “Rekonstruktion diagrammatischen Schließens am Beispiel der
    Subtraktion negativer Zahlen,” in <i>Beiträge zum Mathematikunterricht 2019</i>,
    Regensburg.
  mla: Schumacher, Jan. “Rekonstruktion diagrammatischen Schließens am Beispiel der
    Subtraktion negativer Zahlen.” <i>Beiträge zum Mathematikunterricht 2019</i>.
  short: 'J. Schumacher, in: Beiträge zum Mathematikunterricht 2019, n.d.'
conference:
  location: Regensburg
  name: 53. Jahrestagung der Gesellschaft für Didaktik der Mathematik
date_created: 2019-08-30T11:58:37Z
date_updated: 2022-01-06T06:51:28Z
department:
- _id: '360'
- _id: '98'
language:
- iso: ger
publication: Beiträge zum Mathematikunterricht 2019
publication_status: inpress
status: public
title: Rekonstruktion diagrammatischen Schließens am Beispiel der Subtraktion negativer
  Zahlen
type: conference
user_id: '26809'
year: '2019'
...
---
_id: '13107'
abstract:
- lang: eng
  text: In this paper, we first outline a Hypothetical Learning Trajectory (HLT),
    which aims at a formal understanding of the rules for manipulating integers. The
    HLT is based on task formats, which promote algebraic thinking in terms of generalizing
    rules from the analysis of patterns and should be familiar to students from their
    mathematics education experiences in elementary school. Second, we analyze two
    students' actual learning process based on Peircean semiotics. The analysis shows
    that the actual learning process diverges from the hypothesized learning process
    in that the students do not relate the different levels of the diagrams in a way
    that allows them to extrapolate the rule for the subtraction of negative numbers.
    Based on this finding, we point out consequences for the design of the tasks.
author:
- first_name: Jan
  full_name: Schumacher, Jan
  id: '26809'
  last_name: Schumacher
  orcid: 0000-0002-6676-9774
- first_name: Sebastian
  full_name: Rezat, Sebastian
  last_name: Rezat
citation:
  ama: 'Schumacher J, Rezat S. A Hypothetical Learning Trajectory for the Learning
    of the Rules for Manipulating Integers. In: Jankvist UT, Van den Heuvel-Panhuizen
    M, Veldhuis M, eds. <i>Proceedings of the Eleventh Congress of the European Society
    for Research in Mathematics Education (CERME11, February 6 – 10, 2019)</i>. Utrecht,
    the Netherlands: Freudenthal Group &#38; Freudenthal Institute, Utrecht University
    and ERME.'
  apa: 'Schumacher, J., &#38; Rezat, S. (n.d.). A Hypothetical Learning Trajectory
    for the Learning of the Rules for Manipulating Integers. In U. T. Jankvist, M.
    Van den Heuvel-Panhuizen, &#38; M. Veldhuis (Eds.), <i>Proceedings of the Eleventh
    Congress of the European Society for Research in Mathematics Education (CERME11,
    February 6 – 10, 2019)</i>. Utrecht, the Netherlands: Freudenthal Group &#38;
    Freudenthal Institute, Utrecht University and ERME.'
  bibtex: '@inproceedings{Schumacher_Rezat, place={Utrecht, the Netherlands}, title={A
    Hypothetical Learning Trajectory for the Learning of the Rules for Manipulating
    Integers}, booktitle={Proceedings of the Eleventh Congress of the European Society
    for Research in Mathematics Education (CERME11, February 6 – 10, 2019)}, publisher={Freudenthal
    Group &#38; Freudenthal Institute, Utrecht University and ERME}, author={Schumacher,
    Jan and Rezat, Sebastian}, editor={Jankvist, Uffe Thomas and Van den Heuvel-Panhuizen,
    Marja and Veldhuis, MichielEditors} }'
  chicago: 'Schumacher, Jan, and Sebastian Rezat. “A Hypothetical Learning Trajectory
    for the Learning of the Rules for Manipulating Integers.” In <i>Proceedings of
    the Eleventh Congress of the European Society for Research in Mathematics Education
    (CERME11, February 6 – 10, 2019)</i>, edited by Uffe Thomas Jankvist, Marja Van
    den Heuvel-Panhuizen, and Michiel Veldhuis. Utrecht, the Netherlands: Freudenthal
    Group &#38; Freudenthal Institute, Utrecht University and ERME, n.d.'
  ieee: J. Schumacher and S. Rezat, “A Hypothetical Learning Trajectory for the Learning
    of the Rules for Manipulating Integers,” in <i>Proceedings of the Eleventh Congress
    of the European Society for Research in Mathematics Education (CERME11, February
    6 – 10, 2019)</i>, Utrecht.
  mla: Schumacher, Jan, and Sebastian Rezat. “A Hypothetical Learning Trajectory for
    the Learning of the Rules for Manipulating Integers.” <i>Proceedings of the Eleventh
    Congress of the European Society for Research in Mathematics Education (CERME11,
    February 6 – 10, 2019)</i>, edited by Uffe Thomas Jankvist et al., Freudenthal
    Group &#38; Freudenthal Institute, Utrecht University and ERME.
  short: 'J. Schumacher, S. Rezat, in: U.T. Jankvist, M. Van den Heuvel-Panhuizen,
    M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society
    for Research in Mathematics Education (CERME11, February 6 – 10, 2019), Freudenthal
    Group &#38; Freudenthal Institute, Utrecht University and ERME, Utrecht, the Netherlands,
    n.d.'
conference:
  end_date: 2019-02-10
  location: Utrecht
  name: CERME 11
  start_date: 2019-02-06
date_created: 2019-08-30T12:00:50Z
date_updated: 2022-01-06T06:51:28Z
department:
- _id: '360'
- _id: '98'
editor:
- first_name: Uffe Thomas
  full_name: Jankvist, Uffe Thomas
  last_name: Jankvist
- first_name: Marja
  full_name: Van den Heuvel-Panhuizen, Marja
  last_name: Van den Heuvel-Panhuizen
- first_name: Michiel
  full_name: Veldhuis, Michiel
  last_name: Veldhuis
keyword:
- diagrammatic reasoning
- hypothetical learning trajectory
- induction extrapolatory method
- integers
- negative numbers
- permanence principle
- semiotics
language:
- iso: eng
place: Utrecht, the Netherlands
publication: Proceedings of the Eleventh Congress of the European Society for Research
  in Mathematics Education (CERME11, February 6 – 10, 2019)
publication_status: accepted
publisher: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
quality_controlled: '1'
status: public
title: A Hypothetical Learning Trajectory for the Learning of the Rules for Manipulating
  Integers
type: conference
user_id: '26809'
year: '2019'
...
---
_id: '13139'
citation:
  ama: 'Rezat S, Fan L, Hattermann M, Schumacher J, Wuschke H, eds. <i>Proceedings
    of the Third International Conference on Mathematics Textbook Research and Development:
    16-19 September 2019 Paderborn, Germany</i>. Paderborn: Universitätsbibliothek
    Paderborn; 2019. doi:<a href="https://doi.org/10.17619/UNIPB/1-768">10.17619/UNIPB/1-768</a>'
  apa: 'Rezat, S., Fan, L., Hattermann, M., Schumacher, J., &#38; Wuschke, H. (Eds.).
    (2019). <i>Proceedings of the Third International Conference on Mathematics Textbook
    Research and Development: 16-19 September 2019 Paderborn, Germany</i>. Presented
    at the Third International Conference on Mathematics Textbook Research and Development,
    Paderborn: Universitätsbibliothek Paderborn. <a href="https://doi.org/10.17619/UNIPB/1-768">https://doi.org/10.17619/UNIPB/1-768</a>'
  bibtex: '@book{Rezat_Fan_Hattermann_Schumacher_Wuschke_2019, place={Paderborn},
    title={Proceedings of the Third International Conference on Mathematics Textbook
    Research and Development: 16-19 September 2019 Paderborn, Germany}, DOI={<a href="https://doi.org/10.17619/UNIPB/1-768">10.17619/UNIPB/1-768</a>},
    publisher={Universitätsbibliothek Paderborn}, year={2019} }'
  chicago: 'Rezat, Sebastian, Lianghuo Fan, Mathias Hattermann, Jan Schumacher, and
    Holger Wuschke, eds. <i>Proceedings of the Third International Conference on Mathematics
    Textbook Research and Development: 16-19 September 2019 Paderborn, Germany</i>.
    Paderborn: Universitätsbibliothek Paderborn, 2019. <a href="https://doi.org/10.17619/UNIPB/1-768">https://doi.org/10.17619/UNIPB/1-768</a>.'
  ieee: 'S. Rezat, L. Fan, M. Hattermann, J. Schumacher, and H. Wuschke, Eds., <i>Proceedings
    of the Third International Conference on Mathematics Textbook Research and Development:
    16-19 September 2019 Paderborn, Germany</i>. Paderborn: Universitätsbibliothek
    Paderborn, 2019.'
  mla: 'Rezat, Sebastian, et al., editors. <i>Proceedings of the Third International
    Conference on Mathematics Textbook Research and Development: 16-19 September 2019
    Paderborn, Germany</i>. Universitätsbibliothek Paderborn, 2019, doi:<a href="https://doi.org/10.17619/UNIPB/1-768">10.17619/UNIPB/1-768</a>.'
  short: 'S. Rezat, L. Fan, M. Hattermann, J. Schumacher, H. Wuschke, eds., Proceedings
    of the Third International Conference on Mathematics Textbook Research and Development:
    16-19 September 2019 Paderborn, Germany, Universitätsbibliothek Paderborn, Paderborn,
    2019.'
conference:
  end_date: 2019-09-19
  location: Paderborn
  name: Third International Conference on Mathematics Textbook Research and Development
  start_date: 2019-09-16
date_created: 2019-09-05T12:13:20Z
date_updated: 2022-01-06T06:51:29Z
department:
- _id: '360'
- _id: '98'
doi: 10.17619/UNIPB/1-768
editor:
- first_name: Sebastian
  full_name: Rezat, Sebastian
  last_name: Rezat
- first_name: Lianghuo
  full_name: Fan, Lianghuo
  last_name: Fan
- first_name: Mathias
  full_name: Hattermann, Mathias
  last_name: Hattermann
- first_name: Jan
  full_name: Schumacher, Jan
  id: '26809'
  last_name: Schumacher
  orcid: 0000-0002-6676-9774
- first_name: Holger
  full_name: Wuschke, Holger
  last_name: Wuschke
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://doi.org/10.17619/UNIPB/1-768
oa: '1'
page: '392'
place: Paderborn
publication_status: published
publisher: Universitätsbibliothek Paderborn
status: public
title: 'Proceedings of the Third International Conference on Mathematics Textbook
  Research and Development: 16-19 September 2019 Paderborn, Germany'
type: book_editor
user_id: '26809'
year: '2019'
...
---
_id: '32089'
author:
- first_name: Uta
  full_name: Häsel-Weide, Uta
  id: '60267'
  last_name: Häsel-Weide
- first_name: M.
  full_name: Nührenbörger, M.
  last_name: Nührenbörger
citation:
  ama: 'Häsel-Weide U, Nührenbörger M. Materials für inclusive mathematics education
    - Design principles an practices. In: Rezat S, Fan L, Hattermann M, Schumacher
    J, Wuschke H, Universitätsbibliothek Paderborn, eds. <i>Proceedings of the Third
    International Conference on Mathematics Textbook Research an Development</i>.
    ; 2019:185-190.'
  apa: Häsel-Weide, U., &#38; Nührenbörger, M. (2019). Materials für inclusive mathematics
    education - Design principles an practices. In S. Rezat, L. Fan, M. Hattermann,
    J. Schumacher, H. Wuschke, &#38; Universitätsbibliothek Paderborn (Eds.), <i>Proceedings
    of the Third International Conference on Mathematics Textbook Research an Development</i>
    (pp. 185–190).
  bibtex: '@inproceedings{Häsel-Weide_Nührenbörger_2019, place={Paderborn}, title={Materials
    für inclusive mathematics education - Design principles an practices.}, booktitle={Proceedings
    of the Third International Conference on Mathematics Textbook Research an Development},
    author={Häsel-Weide, Uta and Nührenbörger, M.}, editor={Rezat, Sebastian and Fan,
    L. and Hattermann, M. and Schumacher, J. and Wuschke, H. and Universitätsbibliothek
    Paderborn}, year={2019}, pages={185–190} }'
  chicago: Häsel-Weide, Uta, and M. Nührenbörger. “Materials Für Inclusive Mathematics
    Education - Design Principles an Practices.” In <i>Proceedings of the Third International
    Conference on Mathematics Textbook Research an Development</i>, edited by Sebastian
    Rezat, L. Fan, M. Hattermann, J. Schumacher, H. Wuschke, and Universitätsbibliothek
    Paderborn, 185–90. Paderborn, 2019.
  ieee: U. Häsel-Weide and M. Nührenbörger, “Materials für inclusive mathematics education
    - Design principles an practices.,” in <i>Proceedings of the Third International
    Conference on Mathematics Textbook Research an Development</i>, 2019, pp. 185–190.
  mla: Häsel-Weide, Uta, and M. Nührenbörger. “Materials Für Inclusive Mathematics
    Education - Design Principles an Practices.” <i>Proceedings of the Third International
    Conference on Mathematics Textbook Research an Development</i>, edited by Sebastian
    Rezat et al., 2019, pp. 185–90.
  short: 'U. Häsel-Weide, M. Nührenbörger, in: S. Rezat, L. Fan, M. Hattermann, J.
    Schumacher, H. Wuschke, Universitätsbibliothek Paderborn (Eds.), Proceedings of
    the Third International Conference on Mathematics Textbook Research an Development,
    Paderborn, 2019, pp. 185–190.'
corporate_editor:
- Universitätsbibliothek Paderborn
date_created: 2022-06-21T05:59:51Z
date_updated: 2022-06-21T05:59:59Z
department:
- _id: '98'
- _id: '543'
editor:
- first_name: Sebastian
  full_name: Rezat, Sebastian
  last_name: Rezat
- first_name: L.
  full_name: Fan, L.
  last_name: Fan
- first_name: M.
  full_name: Hattermann, M.
  last_name: Hattermann
- first_name: J.
  full_name: Schumacher, J.
  last_name: Schumacher
- first_name: H.
  full_name: Wuschke, H.
  last_name: Wuschke
language:
- iso: eng
page: 185-190
place: Paderborn
publication: Proceedings of the Third International Conference on Mathematics Textbook
  Research an Development
status: public
title: Materials für inclusive mathematics education - Design principles an practices.
type: conference
user_id: '85821'
year: '2019'
...
---
_id: '32090'
author:
- first_name: T.
  full_name: Breucker, T.
  last_name: Breucker
- first_name: O.
  full_name: Freesemann, O.
  last_name: Freesemann
- first_name: Uta
  full_name: Häsel-Weide, Uta
  id: '60267'
  last_name: Häsel-Weide
- first_name: E. M.
  full_name: Opitz, E. M.
  last_name: Opitz
- first_name: M.
  full_name: Nührenbörger, M.
  last_name: Nührenbörger
- first_name: C.
  full_name: Wittich, C.
  last_name: Wittich
citation:
  ama: Breucker T, Freesemann O, Häsel-Weide U, Opitz EM, Nührenbörger M, Wittich
    C. Fördern im inklusiven Mathematikunterricht im Spannungsfeld zwischen gemeinsamen
    Lernsituationen und gezielter Förderung. <i>Zeitschrift für Heilpädagogik</i>.
    2019;(70):316-326.
  apa: Breucker, T., Freesemann, O., Häsel-Weide, U., Opitz, E. M., Nührenbörger,
    M., &#38; Wittich, C. (2019). Fördern im inklusiven Mathematikunterricht im Spannungsfeld
    zwischen gemeinsamen Lernsituationen und gezielter Förderung. <i>Zeitschrift für
    Heilpädagogik</i>, <i>70</i>, 316–326.
  bibtex: '@article{Breucker_Freesemann_Häsel-Weide_Opitz_Nührenbörger_Wittich_2019,
    title={Fördern im inklusiven Mathematikunterricht im Spannungsfeld zwischen gemeinsamen
    Lernsituationen und gezielter Förderung.}, number={70}, journal={Zeitschrift für
    Heilpädagogik}, author={Breucker, T. and Freesemann, O. and Häsel-Weide, Uta and
    Opitz, E. M. and Nührenbörger, M. and Wittich, C.}, year={2019}, pages={316–326}
    }'
  chicago: 'Breucker, T., O. Freesemann, Uta Häsel-Weide, E. M. Opitz, M. Nührenbörger,
    and C. Wittich. “Fördern im inklusiven Mathematikunterricht im Spannungsfeld zwischen
    gemeinsamen Lernsituationen und gezielter Förderung.” <i>Zeitschrift für Heilpädagogik</i>,
    no. 70 (2019): 316–26.'
  ieee: T. Breucker, O. Freesemann, U. Häsel-Weide, E. M. Opitz, M. Nührenbörger,
    and C. Wittich, “Fördern im inklusiven Mathematikunterricht im Spannungsfeld zwischen
    gemeinsamen Lernsituationen und gezielter Förderung.,” <i>Zeitschrift für Heilpädagogik</i>,
    no. 70, pp. 316–326, 2019.
  mla: Breucker, T., et al. “Fördern im inklusiven Mathematikunterricht im Spannungsfeld
    zwischen gemeinsamen Lernsituationen und gezielter Förderung.” <i>Zeitschrift
    für Heilpädagogik</i>, no. 70, 2019, pp. 316–26.
  short: T. Breucker, O. Freesemann, U. Häsel-Weide, E.M. Opitz, M. Nührenbörger,
    C. Wittich, Zeitschrift für Heilpädagogik (2019) 316–326.
date_created: 2022-06-21T06:05:05Z
date_updated: 2022-06-21T06:05:10Z
department:
- _id: '98'
- _id: '543'
issue: '70'
language:
- iso: ger
page: 316-326
publication: Zeitschrift für Heilpädagogik
publication_status: published
status: public
title: Fördern im inklusiven Mathematikunterricht im Spannungsfeld zwischen gemeinsamen
  Lernsituationen und gezielter Förderung.
type: journal_article
user_id: '85821'
year: '2019'
...
---
_id: '32091'
author:
- first_name: Uta
  full_name: Häsel-Weide, Uta
  id: '60267'
  last_name: Häsel-Weide
- first_name: M.
  full_name: Nührenbörger, M.
  last_name: Nührenbörger
- first_name: M.
  full_name: Reinold, M.
  last_name: Reinold
citation:
  ama: Häsel-Weide U, Nührenbörger M, Reinold M. <i>Das Zahlenbuch 4. Förderheft</i>.
    Klett; 2019.
  apa: Häsel-Weide, U., Nührenbörger, M., &#38; Reinold, M. (2019). <i>Das Zahlenbuch
    4. Förderheft</i>. Klett.
  bibtex: '@book{Häsel-Weide_Nührenbörger_Reinold_2019, place={Stuttgart}, series={Das
    Zahlenbuch}, title={Das Zahlenbuch 4. Förderheft}, publisher={Klett}, author={Häsel-Weide,
    Uta and Nührenbörger, M. and Reinold, M.}, year={2019}, collection={Das Zahlenbuch}
    }'
  chicago: 'Häsel-Weide, Uta, M. Nührenbörger, and M. Reinold. <i>Das Zahlenbuch 4.
    Förderheft</i>. Das Zahlenbuch. Stuttgart: Klett, 2019.'
  ieee: 'U. Häsel-Weide, M. Nührenbörger, and M. Reinold, <i>Das Zahlenbuch 4. Förderheft</i>.
    Stuttgart: Klett, 2019.'
  mla: Häsel-Weide, Uta, et al. <i>Das Zahlenbuch 4. Förderheft</i>. Klett, 2019.
  short: U. Häsel-Weide, M. Nührenbörger, M. Reinold, Das Zahlenbuch 4. Förderheft,
    Klett, Stuttgart, 2019.
date_created: 2022-06-21T06:07:06Z
date_updated: 2022-06-21T06:07:12Z
department:
- _id: '98'
- _id: '543'
language:
- iso: ger
page: '80'
place: Stuttgart
publication_identifier:
  isbn:
  - 978-3122009946
publication_status: published
publisher: Klett
series_title: Das Zahlenbuch
status: public
title: Das Zahlenbuch 4. Förderheft
type: misc
user_id: '85821'
year: '2019'
...
---
_id: '31954'
author:
- first_name: Uta
  full_name: Häsel-Weide, Uta
  id: '60267'
  last_name: Häsel-Weide
- first_name: M.
  full_name: Nührenbörger, M.
  last_name: Nührenbörger
- first_name: M.
  full_name: Reinold, M.
  last_name: Reinold
citation:
  ama: Häsel-Weide U, Nührenbörger M, Reinold M. <i>Das Zahlenbuch. Förderkommentar
    Lernen zum 4. Schuljahr</i>. Klett; 2019.
  apa: Häsel-Weide, U., Nührenbörger, M., &#38; Reinold, M. (2019). <i>Das Zahlenbuch.
    Förderkommentar Lernen zum 4. Schuljahr</i>. Klett.
  bibtex: '@book{Häsel-Weide_Nührenbörger_Reinold_2019, place={Leipzig}, title={Das
    Zahlenbuch. Förderkommentar Lernen zum 4. Schuljahr}, publisher={Klett}, author={Häsel-Weide,
    Uta and Nührenbörger, M. and Reinold, M.}, year={2019} }'
  chicago: 'Häsel-Weide, Uta, M. Nührenbörger, and M. Reinold. <i>Das Zahlenbuch.
    Förderkommentar Lernen zum 4. Schuljahr</i>. Leipzig: Klett, 2019.'
  ieee: 'U. Häsel-Weide, M. Nührenbörger, and M. Reinold, <i>Das Zahlenbuch. Förderkommentar
    Lernen zum 4. Schuljahr</i>. Leipzig: Klett, 2019.'
  mla: Häsel-Weide, Uta, et al. <i>Das Zahlenbuch. Förderkommentar Lernen zum 4. Schuljahr</i>.
    Klett, 2019.
  short: U. Häsel-Weide, M. Nührenbörger, M. Reinold, Das Zahlenbuch. Förderkommentar
    Lernen zum 4. Schuljahr, Klett, Leipzig, 2019.
date_created: 2022-06-21T05:55:32Z
date_updated: 2022-06-21T05:55:37Z
department:
- _id: '98'
- _id: '543'
language:
- iso: ger
page: '144'
place: Leipzig
publication_identifier:
  isbn:
  - ' 978-3-12-200998-4'
publication_status: published
publisher: Klett
status: public
title: Das Zahlenbuch. Förderkommentar Lernen zum 4. Schuljahr
type: misc
user_id: '85821'
year: '2019'
...
---
_id: '32092'
author:
- first_name: Uta
  full_name: Häsel-Weide, Uta
  id: '60267'
  last_name: Häsel-Weide
citation:
  ama: 'Häsel-Weide U. Lernumgebungen für den inklusiven Mathematikunterricht zwischen
    reichhaltiger Offenheit und fokussierter Förderung. In: Baumert B, Willen M, eds.
    <i>Zwischen Persönlichkeitsbildung und Leistungsentwicklung. Fachspezifische Zugänge
    zu inklusivem Unterricht</i>. Klinkhardt; 2019:175-181.'
  apa: Häsel-Weide, U. (2019). Lernumgebungen für den inklusiven Mathematikunterricht
    zwischen reichhaltiger Offenheit und fokussierter Förderung. In B. Baumert &#38;
    M. Willen (Eds.), <i>Zwischen Persönlichkeitsbildung und Leistungsentwicklung.
    Fachspezifische Zugänge zu inklusivem Unterricht</i> (pp. 175–181). Klinkhardt.
  bibtex: '@inbook{Häsel-Weide_2019, place={Bad Heilbrunn}, title={Lernumgebungen
    für den inklusiven Mathematikunterricht zwischen reichhaltiger Offenheit und fokussierter
    Förderung}, booktitle={Zwischen Persönlichkeitsbildung und Leistungsentwicklung.
    Fachspezifische Zugänge zu inklusivem Unterricht}, publisher={Klinkhardt}, author={Häsel-Weide,
    Uta}, editor={Baumert, B. and Willen, M.}, year={2019}, pages={175–181} }'
  chicago: 'Häsel-Weide, Uta. “Lernumgebungen für den inklusiven Mathematikunterricht
    zwischen reichhaltiger Offenheit und fokussierter Förderung.” In <i>Zwischen Persönlichkeitsbildung
    und Leistungsentwicklung. Fachspezifische Zugänge zu inklusivem Unterricht</i>,
    edited by B. Baumert and M. Willen, 175–81. Bad Heilbrunn: Klinkhardt, 2019.'
  ieee: 'U. Häsel-Weide, “Lernumgebungen für den inklusiven Mathematikunterricht zwischen
    reichhaltiger Offenheit und fokussierter Förderung,” in <i>Zwischen Persönlichkeitsbildung
    und Leistungsentwicklung. Fachspezifische Zugänge zu inklusivem Unterricht</i>,
    B. Baumert and M. Willen, Eds. Bad Heilbrunn: Klinkhardt, 2019, pp. 175–181.'
  mla: Häsel-Weide, Uta. “Lernumgebungen für den inklusiven Mathematikunterricht zwischen
    reichhaltiger Offenheit und fokussierter Förderung.” <i>Zwischen Persönlichkeitsbildung
    und Leistungsentwicklung. Fachspezifische Zugänge zu inklusivem Unterricht</i>,
    edited by B. Baumert and M. Willen, Klinkhardt, 2019, pp. 175–81.
  short: 'U. Häsel-Weide, in: B. Baumert, M. Willen (Eds.), Zwischen Persönlichkeitsbildung
    und Leistungsentwicklung. Fachspezifische Zugänge zu inklusivem Unterricht, Klinkhardt,
    Bad Heilbrunn, 2019, pp. 175–181.'
date_created: 2022-06-21T06:10:59Z
date_updated: 2022-07-11T05:31:34Z
department:
- _id: '98'
- _id: '543'
editor:
- first_name: B.
  full_name: Baumert, B.
  last_name: Baumert
- first_name: M.
  full_name: Willen, M.
  last_name: Willen
language:
- iso: ger
page: 175-181
place: Bad Heilbrunn
publication: Zwischen Persönlichkeitsbildung und Leistungsentwicklung. Fachspezifische
  Zugänge zu inklusivem Unterricht
publication_identifier:
  isbn:
  - ' 978-3781523234'
publication_status: published
publisher: Klinkhardt
status: public
title: Lernumgebungen für den inklusiven Mathematikunterricht zwischen reichhaltiger
  Offenheit und fokussierter Förderung
type: book_chapter
user_id: '85821'
year: '2019'
...
---
_id: '45388'
author:
- first_name: Jennifer
  full_name: Dröse, Jennifer
  id: '85820'
  last_name: Dröse
citation:
  ama: 'Dröse J. Comprehending mathematical problem texts – Fostering subject-specific
    reading strategies for creating mental text representation. In: Jankvist UT, van
    den Heuvel-Panhuizen M, Veldhuis M, eds. <i>Proceedings of the Eleventh Congress
    of the European Society for Research in Mathematics Education</i>. Freudenthal
    Group &#38; ERME; 2019.'
  apa: Dröse, J. (2019). Comprehending mathematical problem texts – Fostering subject-specific
    reading strategies for creating mental text representation. In U. T. Jankvist,
    M. van den Heuvel-Panhuizen, &#38; M. Veldhuis (Eds.), <i>Proceedings of the Eleventh
    Congress of the European Society for Research in Mathematics Education</i>. Freudenthal
    Group &#38; ERME.
  bibtex: '@inproceedings{Dröse_2019, place={Utrecht}, title={Comprehending mathematical
    problem texts – Fostering subject-specific reading strategies for creating mental
    text representation}, booktitle={Proceedings of the Eleventh Congress of the European
    Society for Research in Mathematics Education}, publisher={Freudenthal Group &#38;
    ERME}, author={Dröse, Jennifer}, editor={Jankvist, U. T. and van den Heuvel-Panhuizen,
    M. and Veldhuis, M.}, year={2019} }'
  chicago: 'Dröse, Jennifer. “Comprehending Mathematical Problem Texts – Fostering
    Subject-Specific Reading Strategies for Creating Mental Text Representation.”
    In <i>Proceedings of the Eleventh Congress of the European Society for Research
    in Mathematics Education</i>, edited by U. T. Jankvist, M. van den Heuvel-Panhuizen,
    and M. Veldhuis. Utrecht: Freudenthal Group &#38; ERME, 2019.'
  ieee: J. Dröse, “Comprehending mathematical problem texts – Fostering subject-specific
    reading strategies for creating mental text representation,” in <i>Proceedings
    of the Eleventh Congress of the European Society for Research in Mathematics Education</i>,
    2019.
  mla: Dröse, Jennifer. “Comprehending Mathematical Problem Texts – Fostering Subject-Specific
    Reading Strategies for Creating Mental Text Representation.” <i>Proceedings of
    the Eleventh Congress of the European Society for Research in Mathematics Education</i>,
    edited by U. T. Jankvist et al., Freudenthal Group &#38; ERME, 2019.
  short: 'J. Dröse, in: U.T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis (Eds.),
    Proceedings of the Eleventh Congress of the European Society for Research in Mathematics
    Education, Freudenthal Group &#38; ERME, Utrecht, 2019.'
date_created: 2023-05-31T07:49:40Z
date_updated: 2023-11-02T08:06:31Z
department:
- _id: '98'
editor:
- first_name: U. T.
  full_name: Jankvist, U. T.
  last_name: Jankvist
- first_name: M.
  full_name: van den Heuvel-Panhuizen, M.
  last_name: van den Heuvel-Panhuizen
- first_name: M.
  full_name: Veldhuis, M.
  last_name: Veldhuis
extern: '1'
language:
- iso: eng
place: Utrecht
publication: Proceedings of the Eleventh Congress of the European Society for Research
  in Mathematics Education
publisher: Freudenthal Group & ERME
quality_controlled: '1'
status: public
title: Comprehending mathematical problem texts – Fostering subject-specific reading
  strategies for creating mental text representation
type: conference
user_id: '85820'
year: '2019'
...
---
_id: '45389'
author:
- first_name: Jennifer
  full_name: Dröse, Jennifer
  id: '85820'
  last_name: Dröse
citation:
  ama: 'Dröse J. Mathematical and linguistic features of word problems in grade 4
    and 5 German textbooks – A compara-tive corpus linguistic approach. In: Rezat
    S, Hattermann M, Schumacher J, Wuschke H, eds. <i>Proceedings of the Third International
    Conference on Mathematics Textbook Research and Development </i>. ; 2019:161-166.'
  apa: Dröse, J. (2019). Mathematical and linguistic features of word problems in
    grade 4 and 5 German textbooks – A compara-tive corpus linguistic approach. In
    S. Rezat, M. Hattermann, J. Schumacher, &#38; H. Wuschke (Eds.), <i>Proceedings
    of the Third International Conference on Mathematics Textbook Research and Development
    </i> (pp. 161–166).
  bibtex: '@inproceedings{Dröse_2019, place={Paderborn}, title={Mathematical and linguistic
    features of word problems in grade 4 and 5 German textbooks – A compara-tive corpus
    linguistic approach}, booktitle={Proceedings of the Third International Conference
    on Mathematics Textbook Research and Development }, author={Dröse, Jennifer},
    editor={Rezat, S. and Hattermann, M. and Schumacher, J. and Wuschke, H.}, year={2019},
    pages={161–166} }'
  chicago: Dröse, Jennifer. “Mathematical and Linguistic Features of Word Problems
    in Grade 4 and 5 German Textbooks – A Compara-Tive Corpus Linguistic Approach.”
    In <i>Proceedings of the Third International Conference on Mathematics Textbook
    Research and Development </i>, edited by S. Rezat, M. Hattermann, J. Schumacher,
    and H. Wuschke, 161–66. Paderborn, 2019.
  ieee: J. Dröse, “Mathematical and linguistic features of word problems in grade
    4 and 5 German textbooks – A compara-tive corpus linguistic approach,” in <i>Proceedings
    of the Third International Conference on Mathematics Textbook Research and Development
    </i>, 2019, pp. 161–166.
  mla: Dröse, Jennifer. “Mathematical and Linguistic Features of Word Problems in
    Grade 4 and 5 German Textbooks – A Compara-Tive Corpus Linguistic Approach.” <i>Proceedings
    of the Third International Conference on Mathematics Textbook Research and Development
    </i>, edited by S. Rezat et al., 2019, pp. 161–66.
  short: 'J. Dröse, in: S. Rezat, M. Hattermann, J. Schumacher, H. Wuschke (Eds.),
    Proceedings of the Third International Conference on Mathematics Textbook Research
    and Development , Paderborn, 2019, pp. 161–166.'
date_created: 2023-05-31T07:54:00Z
date_updated: 2023-11-02T08:06:16Z
department:
- _id: '98'
editor:
- first_name: S.
  full_name: Rezat, S.
  last_name: Rezat
- first_name: M.
  full_name: Hattermann, M.
  last_name: Hattermann
- first_name: J.
  full_name: Schumacher, J.
  last_name: Schumacher
- first_name: H.
  full_name: Wuschke, H.
  last_name: Wuschke
language:
- iso: eng
page: 161-166
place: Paderborn
publication: 'Proceedings of the Third International Conference on Mathematics Textbook
  Research and Development '
quality_controlled: '1'
status: public
title: Mathematical and linguistic features of word problems in grade 4 and 5 German
  textbooks – A compara-tive corpus linguistic approach
type: conference
user_id: '85820'
year: '2019'
...
---
_id: '45391'
author:
- first_name: R.
  full_name: Delucchi, R.
  last_name: Delucchi
- first_name: P.
  full_name: Neugebauer, P.
  last_name: Neugebauer
- first_name: Jennifer
  full_name: Dröse, Jennifer
  id: '85820'
  last_name: Dröse
- first_name: Susanne
  full_name: Prediger, Susanne
  last_name: Prediger
- first_name: B.
  full_name: Mertins, B.
  last_name: Mertins
citation:
  ama: 'Delucchi R, Neugebauer P, Dröse J, Prediger S, Mertins B. Eye-Tracking-Studie
    zum Erfassen von Referenzstrukturen in Textaufgaben der Klasse 5. In: Frank A,
    Krauss S, Binder K, eds. <i>Beiträge zum Mathematikunterricht 2019 </i>. WTM;
    2019:1239-1242.'
  apa: Delucchi, R., Neugebauer, P., Dröse, J., Prediger, S., &#38; Mertins, B. (2019).
    Eye-Tracking-Studie zum Erfassen von Referenzstrukturen in Textaufgaben der Klasse
    5. In A. Frank, S. Krauss, &#38; K. Binder (Eds.), <i>Beiträge zum Mathematikunterricht
    2019 </i> (pp. 1239–1242). WTM.
  bibtex: '@inproceedings{Delucchi_Neugebauer_Dröse_Prediger_Mertins_2019, place={Münster},
    title={Eye-Tracking-Studie zum Erfassen von Referenzstrukturen in Textaufgaben
    der Klasse 5}, booktitle={Beiträge zum Mathematikunterricht 2019 }, publisher={WTM},
    author={Delucchi, R. and Neugebauer, P. and Dröse, Jennifer and Prediger, Susanne
    and Mertins, B.}, editor={Frank, A. and Krauss, S. and Binder, K.}, year={2019},
    pages={1239–1242} }'
  chicago: 'Delucchi, R., P. Neugebauer, Jennifer Dröse, Susanne Prediger, and B.
    Mertins. “Eye-Tracking-Studie zum Erfassen von Referenzstrukturen in Textaufgaben
    der Klasse 5.” In <i>Beiträge zum Mathematikunterricht 2019 </i>, edited by A.
    Frank, S. Krauss, and K. Binder, 1239–42. Münster: WTM, 2019.'
  ieee: R. Delucchi, P. Neugebauer, J. Dröse, S. Prediger, and B. Mertins, “Eye-Tracking-Studie
    zum Erfassen von Referenzstrukturen in Textaufgaben der Klasse 5,” in <i>Beiträge
    zum Mathematikunterricht 2019 </i>, 2019, pp. 1239–1242.
  mla: Delucchi, R., et al. “Eye-Tracking-Studie zum Erfassen von Referenzstrukturen
    in Textaufgaben der Klasse 5.” <i>Beiträge zum Mathematikunterricht 2019 </i>,
    edited by A. Frank et al., WTM, 2019, pp. 1239–42.
  short: 'R. Delucchi, P. Neugebauer, J. Dröse, S. Prediger, B. Mertins, in: A. Frank,
    S. Krauss, K. Binder (Eds.), Beiträge zum Mathematikunterricht 2019 , WTM, Münster,
    2019, pp. 1239–1242.'
date_created: 2023-05-31T08:10:11Z
date_updated: 2023-11-02T08:10:18Z
department:
- _id: '98'
editor:
- first_name: A.
  full_name: Frank, A.
  last_name: Frank
- first_name: S.
  full_name: Krauss, S.
  last_name: Krauss
- first_name: K.
  full_name: Binder, K.
  last_name: Binder
extern: '1'
language:
- iso: ger
page: 1239-1242
place: Münster
publication: 'Beiträge zum Mathematikunterricht 2019 '
publisher: WTM
status: public
title: Eye-Tracking-Studie zum Erfassen von Referenzstrukturen in Textaufgaben der
  Klasse 5
type: conference
user_id: '85820'
year: '2019'
...
---
_id: '52510'
author:
- first_name: Gerda
  full_name: Werth, Gerda
  id: '578'
  last_name: Werth
citation:
  ama: 'Werth G. Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin. In:
    Frank A, Krauss S, Binder K, eds. <i>Beiträge zum Mathematikunterricht</i>. WTM;
    2019.'
  apa: Werth, G. (2019). Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin.
    In A. Frank, S. Krauss, &#38; K. Binder (Eds.), <i>Beiträge zum Mathematikunterricht</i>.
    WTM.
  bibtex: '@inproceedings{Werth_2019, place={Münster}, title={Mathilde Vaerting. Deutschlands
    erste Mathematikdidaktikderin}, booktitle={Beiträge zum Mathematikunterricht},
    publisher={WTM}, author={Werth, Gerda}, editor={Frank, Andreas and Krauss, Stefan  and
    Binder, Karin}, year={2019} }'
  chicago: 'Werth, Gerda. “Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin.”
    In <i>Beiträge zum Mathematikunterricht</i>, edited by Andreas Frank, Stefan  Krauss,
    and Karin Binder. Münster: WTM, 2019.'
  ieee: G. Werth, “Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin,”
    in <i>Beiträge zum Mathematikunterricht</i>, Regensburg, 2019.
  mla: Werth, Gerda. “Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin.”
    <i>Beiträge zum Mathematikunterricht</i>, edited by Andreas Frank et al., WTM,
    2019.
  short: 'G. Werth, in: A. Frank, S. Krauss, K. Binder (Eds.), Beiträge zum Mathematikunterricht,
    WTM, Münster, 2019.'
conference:
  end_date: 2019-03-08
  location: Regensburg
  name: Jahrestagung der Gesellschaft für Didaktik der Mathematik
  start_date: 2019-03-04
date_created: 2024-03-12T15:22:28Z
date_updated: 2024-04-09T11:06:08Z
department:
- _id: '34'
- _id: '10'
- _id: '98'
- _id: '360'
editor:
- first_name: Andreas
  full_name: Frank, Andreas
  last_name: Frank
- first_name: 'Stefan '
  full_name: 'Krauss, Stefan '
  last_name: Krauss
- first_name: Karin
  full_name: Binder, Karin
  last_name: Binder
language:
- iso: ger
place: Münster
publication: Beiträge zum Mathematikunterricht
publisher: WTM
status: public
title: Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin
type: conference
user_id: '578'
year: '2019'
...
---
_id: '33598'
author:
- first_name: Sara
  full_name: Rezat, Sara
  id: '58338'
  last_name: Rezat
- first_name: Sebastian
  full_name: Rezat, Sebastian
  id: '31132'
  last_name: Rezat
citation:
  ama: 'Rezat S, Rezat S. „...weil man Fermi-Aufgaben so rechnet“. Modelltexte als
    sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben. <i>In:
    Mathematik differenziert 3/2019</i>. Published online 2019:30-37.'
  apa: 'Rezat, S., &#38; Rezat, S. (2019). „...weil man Fermi-Aufgaben so rechnet“.
    Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.
    <i>In: Mathematik differenziert 3/2019</i>, 30–37.'
  bibtex: '@article{Rezat_Rezat_2019, title={„...weil man Fermi-Aufgaben so rechnet“.
    Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben},
    journal={In: Mathematik differenziert 3/2019}, author={Rezat, Sara and Rezat,
    Sebastian}, year={2019}, pages={30–37} }'
  chicago: 'Rezat, Sara, and Sebastian Rezat. “„...weil man Fermi-Aufgaben so rechnet“.
    Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.”
    <i>In: Mathematik differenziert 3/2019</i>, 2019, 30–37.'
  ieee: 'S. Rezat and S. Rezat, “„...weil man Fermi-Aufgaben so rechnet“. Modelltexte
    als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben,”
    <i>In: Mathematik differenziert 3/2019</i>, pp. 30–37, 2019.'
  mla: 'Rezat, Sara, and Sebastian Rezat. “„...weil man Fermi-Aufgaben so rechnet“.
    Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.”
    <i>In: Mathematik differenziert 3/2019</i>, 2019, pp. 30–37.'
  short: 'S. Rezat, S. Rezat, In: Mathematik differenziert 3/2019 (2019) 30–37.'
date_created: 2022-10-09T22:08:36Z
date_updated: 2024-04-18T08:02:47Z
department:
- _id: '463'
- _id: '360'
language:
- iso: ger
page: 30-37
publication: 'In: Mathematik differenziert 3/2019'
status: public
title: „...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource
  für das Erklären von Lösungswegen bei Fermi-Aufgaben
type: journal_article
user_id: '31132'
year: '2019'
...
---
_id: '44684'
author:
- first_name: Maike
  full_name: Vollstedt, Maike
  last_name: Vollstedt
- first_name: Sebastian
  full_name: Rezat, Sebastian
  id: '31132'
  last_name: Rezat
citation:
  ama: 'Vollstedt M, Rezat S. An Introduction to Grounded Theory with a Special Focus
    on Axial Coding and the Coding Paradigm. In: Kaiser G, Presmeg N, eds. <i>Compendium
    for Early Career Researchers in Mathematics Education</i>. Springer International
    Publishing; 2019. doi:<a href="https://doi.org/10.1007/978-3-030-15636-7_4">10.1007/978-3-030-15636-7_4</a>'
  apa: Vollstedt, M., &#38; Rezat, S. (2019). An Introduction to Grounded Theory with
    a Special Focus on Axial Coding and the Coding Paradigm. In G. Kaiser &#38; N.
    Presmeg (Eds.), <i>Compendium for Early Career Researchers in Mathematics Education</i>.
    Springer International Publishing. <a href="https://doi.org/10.1007/978-3-030-15636-7_4">https://doi.org/10.1007/978-3-030-15636-7_4</a>
  bibtex: '@inbook{Vollstedt_Rezat_2019, place={Cham}, title={An Introduction to Grounded
    Theory with a Special Focus on Axial Coding and the Coding Paradigm}, DOI={<a
    href="https://doi.org/10.1007/978-3-030-15636-7_4">10.1007/978-3-030-15636-7_4</a>},
    booktitle={Compendium for Early Career Researchers in Mathematics Education},
    publisher={Springer International Publishing}, author={Vollstedt, Maike and Rezat,
    Sebastian}, editor={Kaiser, Gabriele and Presmeg, Norma}, year={2019} }'
  chicago: 'Vollstedt, Maike, and Sebastian Rezat. “An Introduction to Grounded Theory
    with a Special Focus on Axial Coding and the Coding Paradigm.” In <i>Compendium
    for Early Career Researchers in Mathematics Education</i>, edited by Gabriele
    Kaiser and Norma Presmeg. Cham: Springer International Publishing, 2019. <a href="https://doi.org/10.1007/978-3-030-15636-7_4">https://doi.org/10.1007/978-3-030-15636-7_4</a>.'
  ieee: 'M. Vollstedt and S. Rezat, “An Introduction to Grounded Theory with a Special
    Focus on Axial Coding and the Coding Paradigm,” in <i>Compendium for Early Career
    Researchers in Mathematics Education</i>, G. Kaiser and N. Presmeg, Eds. Cham:
    Springer International Publishing, 2019.'
  mla: Vollstedt, Maike, and Sebastian Rezat. “An Introduction to Grounded Theory
    with a Special Focus on Axial Coding and the Coding Paradigm.” <i>Compendium for
    Early Career Researchers in Mathematics Education</i>, edited by Gabriele Kaiser
    and Norma Presmeg, Springer International Publishing, 2019, doi:<a href="https://doi.org/10.1007/978-3-030-15636-7_4">10.1007/978-3-030-15636-7_4</a>.
  short: 'M. Vollstedt, S. Rezat, in: G. Kaiser, N. Presmeg (Eds.), Compendium for
    Early Career Researchers in Mathematics Education, Springer International Publishing,
    Cham, 2019.'
date_created: 2023-05-09T13:46:15Z
date_updated: 2024-04-18T08:24:46Z
department:
- _id: '360'
doi: 10.1007/978-3-030-15636-7_4
editor:
- first_name: Gabriele
  full_name: Kaiser, Gabriele
  last_name: Kaiser
- first_name: Norma
  full_name: Presmeg, Norma
  last_name: Presmeg
language:
- iso: eng
place: Cham
publication: Compendium for Early Career Researchers in Mathematics Education
publication_identifier:
  isbn:
  - '9783030156350'
  - '9783030156367'
  issn:
  - 2520-8322
  - 2520-8330
publication_status: published
publisher: Springer International Publishing
status: public
title: An Introduction to Grounded Theory with a Special Focus on Axial Coding and
  the Coding Paradigm
type: book_chapter
user_id: '31132'
year: '2019'
...
---
_id: '46156'
abstract:
- lang: eng
  text: <jats:title>Abstract</jats:title><jats:p>Although the teaching of vocabulary
    in mathematics lessons is requested in content- and language-integrated lesson
    designs, the clarification of the specific lexical language demands is still an
    open question for many mathematical topics. In a content- and language-integrated
    lesson design towards understanding the concept of equivalent fractions, the vocabulary
    (words and phrases) used by 17 students has been analyzed with qualitative means
    of data analysis. The qualitative in-depth analyses underline the importance of
    meaning-related vocabulary for making structural relations between the fractions
    in view explicit. Quantitative analyses of inventoried vocabulary for the four
    categories “self-initiated by students,” “triggered by teaching material,” “triggered
    by teacher,” or “triggered by peers” show the relations of collective and autonomous
    vocabularies from which the students retrieve their lexical means in oral and
    written language production.</jats:p>
author:
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
citation:
  ama: Wessel L. Vocabulary in learning processes towards conceptual understanding
    of equivalent fractions—specifying students’ language demands on the basis of
    lexical trace analyses. <i>Mathematics Education Research Journal</i>. 2019;32(4):653-681.
    doi:<a href="https://doi.org/10.1007/s13394-019-00284-z">10.1007/s13394-019-00284-z</a>
  apa: Wessel, L. (2019). Vocabulary in learning processes towards conceptual understanding
    of equivalent fractions—specifying students’ language demands on the basis of
    lexical trace analyses. <i>Mathematics Education Research Journal</i>, <i>32</i>(4),
    653–681. <a href="https://doi.org/10.1007/s13394-019-00284-z">https://doi.org/10.1007/s13394-019-00284-z</a>
  bibtex: '@article{Wessel_2019, title={Vocabulary in learning processes towards conceptual
    understanding of equivalent fractions—specifying students’ language demands on
    the basis of lexical trace analyses}, volume={32}, DOI={<a href="https://doi.org/10.1007/s13394-019-00284-z">10.1007/s13394-019-00284-z</a>},
    number={4}, journal={Mathematics Education Research Journal}, publisher={Springer
    Science and Business Media LLC}, author={Wessel, Lena}, year={2019}, pages={653–681}
    }'
  chicago: 'Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding
    of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of
    Lexical Trace Analyses.” <i>Mathematics Education Research Journal</i> 32, no.
    4 (2019): 653–81. <a href="https://doi.org/10.1007/s13394-019-00284-z">https://doi.org/10.1007/s13394-019-00284-z</a>.'
  ieee: 'L. Wessel, “Vocabulary in learning processes towards conceptual understanding
    of equivalent fractions—specifying students’ language demands on the basis of
    lexical trace analyses,” <i>Mathematics Education Research Journal</i>, vol. 32,
    no. 4, pp. 653–681, 2019, doi: <a href="https://doi.org/10.1007/s13394-019-00284-z">10.1007/s13394-019-00284-z</a>.'
  mla: Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding
    of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of
    Lexical Trace Analyses.” <i>Mathematics Education Research Journal</i>, vol. 32,
    no. 4, Springer Science and Business Media LLC, 2019, pp. 653–81, doi:<a href="https://doi.org/10.1007/s13394-019-00284-z">10.1007/s13394-019-00284-z</a>.
  short: L. Wessel, Mathematics Education Research Journal 32 (2019) 653–681.
date_created: 2023-07-26T10:03:33Z
date_updated: 2024-04-18T09:01:40Z
department:
- _id: '643'
doi: 10.1007/s13394-019-00284-z
intvolume: '        32'
issue: '4'
keyword:
- Education
- General Mathematics
language:
- iso: eng
page: 653-681
publication: Mathematics Education Research Journal
publication_identifier:
  issn:
  - 1033-2170
  - 2211-050X
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Vocabulary in learning processes towards conceptual understanding of equivalent
  fractions—specifying students’ language demands on the basis of lexical trace analyses
type: journal_article
user_id: '37888'
volume: 32
year: '2019'
...
---
_id: '48320'
author:
- first_name: Timo
  full_name: Leuders, Timo
  last_name: Leuders
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
citation:
  ama: 'Leuders T, Wessel L. 3.5 Kompetenzorientierte Didaktik der Analysis durch
    Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell.
    In: Kreutz J, Leuders T, Hellmann T, eds. <i>Professionsorientierung in der Lehrerbildung:
    Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell</i>.
    Springer; 2019:117-134.'
  apa: 'Leuders, T., &#38; Wessel, L. (2019). 3.5 Kompetenzorientierte Didaktik der
    Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign
    nach dem 4C/ID-Modell. In J. Kreutz, T. Leuders, &#38; T. Hellmann (Eds.), <i>Professionsorientierung
    in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell</i>
    (pp. 117–134). Springer.'
  bibtex: '@inbook{Leuders_Wessel_2019, place={Wiesbaden}, title={3.5 Kompetenzorientierte
    Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein
    Lehrdesign nach dem 4C/ID-Modell}, booktitle={Professionsorientierung in der Lehrerbildung:
    Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell},
    publisher={Springer}, author={Leuders, Timo and Wessel, Lena}, editor={Kreutz,
    J. and Leuders, Timo and Hellmann, T.}, year={2019}, pages={117–134} }'
  chicago: 'Leuders, Timo, and Lena Wessel. “3.5 Kompetenzorientierte Didaktik der
    Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign
    nach dem 4C/ID-Modell.” In <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes
    Lehren nach dem 4-Component-Instructional-Design-Modell</i>, edited by J. Kreutz,
    Timo Leuders, and T. Hellmann, 117–34. Wiesbaden: Springer, 2019.'
  ieee: 'T. Leuders and L. Wessel, “3.5 Kompetenzorientierte Didaktik der Analysis
    durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem
    4C/ID-Modell,” in <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes
    Lehren nach dem 4-Component-Instructional-Design-Modell</i>, J. Kreutz, T. Leuders,
    and T. Hellmann, Eds. Wiesbaden: Springer, 2019, pp. 117–134.'
  mla: 'Leuders, Timo, and Lena Wessel. “3.5 Kompetenzorientierte Didaktik der Analysis
    durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem
    4C/ID-Modell.” <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes
    Lehren nach dem 4-Component-Instructional-Design-Modell</i>, edited by J. Kreutz
    et al., Springer, 2019, pp. 117–34.'
  short: 'T. Leuders, L. Wessel, in: J. Kreutz, T. Leuders, T. Hellmann (Eds.), Professionsorientierung
    in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell,
    Springer, Wiesbaden, 2019, pp. 117–134.'
date_created: 2023-10-19T09:24:24Z
date_updated: 2024-04-18T09:04:42Z
department:
- _id: '643'
editor:
- first_name: J.
  full_name: Kreutz, J.
  last_name: Kreutz
- first_name: Timo
  full_name: Leuders, Timo
  last_name: Leuders
- first_name: T.
  full_name: Hellmann, T.
  last_name: Hellmann
language:
- iso: ger
page: 117-134
place: Wiesbaden
publication: 'Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes
  Lehren nach dem 4-Component-Instructional-Design-Modell'
publisher: Springer
status: public
title: 3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life
  tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell
type: book_chapter
user_id: '37888'
year: '2019'
...
---
_id: '48376'
abstract:
- lang: eng
  text: '<jats:p>„Vielfalt, die verbindet“ ist ein Leitmotiv, welches das Hanse-Kolloquium
    zur Hochschuldidaktik der Mathematik 2018 in Essen gut beschreibt. Zu diesem kamen
    Akteure von Fachhochschulen und Universitäten mit fachmathematischer wie fachdidaktischer
    Perspektive vom 9. bis 10. November zusammen, um die Problematik des Übergangs
    von Schule zu Hochschule im Kontext mathematischer Studiengänge zu diskutieren.
    Der vorliegende Band bündelt die vielfältigen Projekte und Forschungsaktivitäten
    rund um den Übergang Schule–Hochschule und zeigt Innovationen innerhalb der mathematischen
    Hochschullehre gleichermaßen praxisorientiert wie theoretisch fundiert auf. Neben
    drei Hauptbeiträgen von Bärbel Barzel, Frode Rønning sowie Nimet Sarikaya und
    Peter Furlan umfasst der Band weitere 13 Sektionsbeiträge, welche u. a. die nebenstehenden
    Schwerpunkte fokussieren. • Heranführen von Studierenden an hochschulmathematische
    Denk- und Arbeitsweisen • Anpassung von Strukturen und Aufgaben für einen konstruktiven
    Übergang von Schule zu Hochschule • Bewährte Unterstützungsmaßnahmen für ein erfolgreiches
    Selbstlernen, z. B. in Form von Peer Instruction. • Etablierte Flipped-Classroom-
    und Blended-Learning-Formate  • Messung vielfältiger Fähigkeitsprofile von Studierenden
    beim Eintritt in die Hochschule • Chancen der Digitalisierung nutzen: Lehren und
    Lernen mit digitalen Medien, z. B. mithilfe von Lernvideo oder durch dynamische
    Visualisierungen • Umgang mit zunehmender Heterogenität und unterschiedlichem
    Vorwissen auf Seite der Studierenden • Konzepte problembasierten Lernens in die
    Hochschullehre integrieren • Steigerung der Motivation von Studierenden • Umgang
    mit der doppelten Diskontinuität mathematischer Lehramtsstudiengänge</jats:p>'
alternative_title:
- Beiträge zum gleichnamigen Symposium am 9. und 10. November 2018 an der Universität
  Duisburg-Essen
citation:
  ama: Klinger M, Schüler-Meyer A, Wessel L, eds. <i>Hanse-Kolloquium zur Hochschuldidaktik
    der Mathematik 2018</i>. Vol 6. WTM-Verlag; 2019. doi:<a href="https://doi.org/10.37626/ga9783959870986.0">10.37626/ga9783959870986.0</a>
  apa: Klinger, M., Schüler-Meyer, A., &#38; Wessel, L. (Eds.). (2019). <i>Hanse-Kolloquium
    zur Hochschuldidaktik der Mathematik 2018</i> (Vol. 6). WTM-Verlag. <a href="https://doi.org/10.37626/ga9783959870986.0">https://doi.org/10.37626/ga9783959870986.0</a>
  bibtex: '@book{Klinger_Schüler-Meyer_Wessel_2019, place={Münster}, series={Reihe
    Schriften zur Hochschuldidaktik Mathematik}, title={Hanse-Kolloquium zur Hochschuldidaktik
    der Mathematik 2018}, volume={6}, DOI={<a href="https://doi.org/10.37626/ga9783959870986.0">10.37626/ga9783959870986.0</a>},
    publisher={WTM-Verlag}, year={2019}, collection={Reihe Schriften zur Hochschuldidaktik
    Mathematik} }'
  chicago: 'Klinger, Marcel, Alexander Schüler-Meyer, and Lena Wessel, eds. <i>Hanse-Kolloquium
    zur Hochschuldidaktik der Mathematik 2018</i>. Vol. 6. Reihe Schriften zur Hochschuldidaktik
    Mathematik. Münster: WTM-Verlag, 2019. <a href="https://doi.org/10.37626/ga9783959870986.0">https://doi.org/10.37626/ga9783959870986.0</a>.'
  ieee: 'M. Klinger, A. Schüler-Meyer, and L. Wessel, Eds., <i>Hanse-Kolloquium zur
    Hochschuldidaktik der Mathematik 2018</i>, vol. 6. Münster: WTM-Verlag, 2019.'
  mla: Klinger, Marcel, et al., editors. <i>Hanse-Kolloquium zur Hochschuldidaktik
    der Mathematik 2018</i>. WTM-Verlag, 2019, doi:<a href="https://doi.org/10.37626/ga9783959870986.0">10.37626/ga9783959870986.0</a>.
  short: M. Klinger, A. Schüler-Meyer, L. Wessel, eds., Hanse-Kolloquium zur Hochschuldidaktik
    der Mathematik 2018, WTM-Verlag, Münster, 2019.
date_created: 2023-10-23T07:50:59Z
date_updated: 2024-04-18T09:08:38Z
department:
- _id: '643'
doi: 10.37626/ga9783959870986.0
editor:
- first_name: Marcel
  full_name: Klinger, Marcel
  last_name: Klinger
- first_name: Alexander
  full_name: Schüler-Meyer, Alexander
  last_name: Schüler-Meyer
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
intvolume: '         6'
language:
- iso: ger
place: Münster
publication_identifier:
  isbn:
  - '9783959870986'
publication_status: published
publisher: WTM-Verlag
series_title: Reihe Schriften zur Hochschuldidaktik Mathematik
status: public
title: Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018
type: book_editor
user_id: '37888'
volume: 6
year: '2019'
...