---
_id: '54078'
author:
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
- first_name: Lara Marie
full_name: Graf, Lara Marie
id: '89837'
last_name: Graf
- first_name: K.
full_name: Höveler, K.
last_name: Höveler
- first_name: M.
full_name: Nührenbörger, M.
last_name: Nührenbörger
citation:
ama: 'Häsel-Weide U, Graf LM, Höveler K, Nührenbörger M. Fachbezogene Professionalisierung
von fachfremd Mathematik unterrichtenden Lehrkräften: Retrospektive Selbsteinschätzungen
zur Expertise im Umgang mit Schwierigkeiten beim Mathematiklernen im Anfangsunterricht
der Grundschule. HLZ – Herausforderung Lehrer*innenbildung. 2024;7(1).
doi:10.11576/hlz-6727'
apa: 'Häsel-Weide, U., Graf, L. M., Höveler, K., & Nührenbörger, M. (2024).
Fachbezogene Professionalisierung von fachfremd Mathematik unterrichtenden Lehrkräften:
Retrospektive Selbsteinschätzungen zur Expertise im Umgang mit Schwierigkeiten
beim Mathematiklernen im Anfangsunterricht der Grundschule. HLZ – Herausforderung
Lehrer*innenbildung, 7(1). https://doi.org/10.11576/hlz-6727'
bibtex: '@article{Häsel-Weide_Graf_Höveler_Nührenbörger_2024, title={Fachbezogene
Professionalisierung von fachfremd Mathematik unterrichtenden Lehrkräften: Retrospektive
Selbsteinschätzungen zur Expertise im Umgang mit Schwierigkeiten beim Mathematiklernen
im Anfangsunterricht der Grundschule}, volume={7}, DOI={10.11576/hlz-6727},
number={1}, journal={HLZ – Herausforderung Lehrer*innenbildung}, author={Häsel-Weide,
Uta and Graf, Lara Marie and Höveler, K. and Nührenbörger, M.}, year={2024} }'
chicago: 'Häsel-Weide, Uta, Lara Marie Graf, K. Höveler, and M. Nührenbörger. “Fachbezogene
Professionalisierung von Fachfremd Mathematik Unterrichtenden Lehrkräften: Retrospektive
Selbsteinschätzungen Zur Expertise Im Umgang Mit Schwierigkeiten Beim Mathematiklernen
Im Anfangsunterricht Der Grundschule.” HLZ – Herausforderung Lehrer*innenbildung
7, no. 1 (2024). https://doi.org/10.11576/hlz-6727.'
ieee: 'U. Häsel-Weide, L. M. Graf, K. Höveler, and M. Nührenbörger, “Fachbezogene
Professionalisierung von fachfremd Mathematik unterrichtenden Lehrkräften: Retrospektive
Selbsteinschätzungen zur Expertise im Umgang mit Schwierigkeiten beim Mathematiklernen
im Anfangsunterricht der Grundschule,” HLZ – Herausforderung Lehrer*innenbildung,
vol. 7, no. 1, 2024, doi: 10.11576/hlz-6727.'
mla: 'Häsel-Weide, Uta, et al. “Fachbezogene Professionalisierung von Fachfremd
Mathematik Unterrichtenden Lehrkräften: Retrospektive Selbsteinschätzungen Zur
Expertise Im Umgang Mit Schwierigkeiten Beim Mathematiklernen Im Anfangsunterricht
Der Grundschule.” HLZ – Herausforderung Lehrer*innenbildung, vol. 7, no.
1, 2024, doi:10.11576/hlz-6727.'
short: U. Häsel-Weide, L.M. Graf, K. Höveler, M. Nührenbörger, HLZ – Herausforderung
Lehrer*innenbildung 7 (2024).
date_created: 2024-05-08T08:40:45Z
date_updated: 2024-05-08T08:42:20Z
department:
- _id: '543'
doi: 10.11576/hlz-6727
intvolume: ' 7'
issue: '1'
language:
- iso: eng
publication: HLZ – Herausforderung Lehrer*innenbildung
status: public
title: 'Fachbezogene Professionalisierung von fachfremd Mathematik unterrichtenden
Lehrkräften: Retrospektive Selbsteinschätzungen zur Expertise im Umgang mit Schwierigkeiten
beim Mathematiklernen im Anfangsunterricht der Grundschule'
type: journal_article
user_id: '44184'
volume: 7
year: '2024'
...
---
_id: '54144'
abstract:
- lang: eng
text: "AbstractIn this paper, we propose a novel
conceptual framework tailored for modeling the meaning of mathematical concepts
in university-level mathematics, addressing their rigorous nature and their relationships
with related concepts as well as interpretations in various contexts. Within this
framework, we present a model of meaning for the concepts of total differentiability
and total derivative that provides a variety of possible interpretations and aspects.
We then use the proposed model of meaning as a tool for analyzing three different
textbooks for mathematics majors on the topic of multidimensional differentiability.
\uFEFFOur paper is an example of a subject matter analysis of a topic in university
mathematics carried out in a structured way. The model of meaning for total differentiability
presented in this paper could inspire course design and analysis including the
design of assignments and assessments for students. Moreover, it could serve as
a valuable research tool for further analyses. For example, it could be used as
a framework for analyzing courses taught or as a basis for developing a test instrument
to assess students’ understanding. With our textbook analysis, we begin to examine
the landscape of textbooks regarding differentiability concepts in the multidimensional
case, shedding light on the diversity of meaning facets that are covered in the
textbooks. These results could be useful for guiding instructors and learners
in selecting and using textbooks for teaching and learning based on their respective
needs."
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. The meaning landscape of the concept of the total derivative
in multivariable real analysis textbooks: an analysis based on a new model of
meaning. ZDM – Mathematics Education. Published online 2024. doi:10.1007/s11858-024-01584-w'
apa: 'Lankeit, E., & Biehler, R. (2024). The meaning landscape of the concept
of the total derivative in multivariable real analysis textbooks: an analysis
based on a new model of meaning. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-024-01584-w'
bibtex: '@article{Lankeit_Biehler_2024, title={The meaning landscape of the concept
of the total derivative in multivariable real analysis textbooks: an analysis
based on a new model of meaning}, DOI={10.1007/s11858-024-01584-w},
journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
Media LLC}, author={Lankeit, Elisa and Biehler, Rolf}, year={2024} }'
chicago: 'Lankeit, Elisa, and Rolf Biehler. “The Meaning Landscape of the Concept
of the Total Derivative in Multivariable Real Analysis Textbooks: An Analysis
Based on a New Model of Meaning.” ZDM – Mathematics Education, 2024. https://doi.org/10.1007/s11858-024-01584-w.'
ieee: 'E. Lankeit and R. Biehler, “The meaning landscape of the concept of the total
derivative in multivariable real analysis textbooks: an analysis based on a new
model of meaning,” ZDM – Mathematics Education, 2024, doi: 10.1007/s11858-024-01584-w.'
mla: 'Lankeit, Elisa, and Rolf Biehler. “The Meaning Landscape of the Concept of
the Total Derivative in Multivariable Real Analysis Textbooks: An Analysis Based
on a New Model of Meaning.” ZDM – Mathematics Education, Springer Science
and Business Media LLC, 2024, doi:10.1007/s11858-024-01584-w.'
short: E. Lankeit, R. Biehler, ZDM – Mathematics Education (2024).
date_created: 2024-05-10T07:48:10Z
date_updated: 2024-05-10T07:49:19Z
department:
- _id: '363'
doi: 10.1007/s11858-024-01584-w
language:
- iso: eng
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'The meaning landscape of the concept of the total derivative in multivariable
real analysis textbooks: an analysis based on a new model of meaning'
type: journal_article
user_id: '37888'
year: '2024'
...
---
_id: '55191'
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Jana
full_name: Visnovska, Jana
last_name: Visnovska
- first_name: Guorui
full_name: Yan, Guorui
last_name: Yan
- first_name: Moneoang
full_name: Leshota, Moneoang
last_name: Leshota
- first_name: Hussein
full_name: Sabra, Hussein
last_name: Sabra
citation:
ama: 'Rezat S, Visnovska J, Yan G, Leshota M, Sabra H. Topic Study Group 41: Research
and development on textbooks and resources for learning and teaching mathematics.
In: Proceedings of the 14th International Congress on Mathematical Education.
Vol 1. World Scientific; 2024:537–545. doi:10.1142/9789811287152_0065'
apa: 'Rezat, S., Visnovska, J., Yan, G., Leshota, M., & Sabra, H. (2024). Topic
Study Group 41: Research and development on textbooks and resources for learning
and teaching mathematics. Proceedings of the 14th International Congress on
Mathematical Education, 1, 537–545. https://doi.org/10.1142/9789811287152_0065'
bibtex: '@inproceedings{Rezat_Visnovska_Yan_Leshota_Sabra_2024, place={Shanghai,
China}, title={Topic Study Group 41: Research and development on textbooks and
resources for learning and teaching mathematics}, volume={1}, DOI={10.1142/9789811287152_0065},
booktitle={Proceedings of the 14th International Congress on Mathematical Education},
publisher={World Scientific}, author={Rezat, Sebastian and Visnovska, Jana and
Yan, Guorui and Leshota, Moneoang and Sabra, Hussein}, year={2024}, pages={537–545}
}'
chicago: 'Rezat, Sebastian, Jana Visnovska, Guorui Yan, Moneoang Leshota, and Hussein
Sabra. “Topic Study Group 41: Research and Development on Textbooks and Resources
for Learning and Teaching Mathematics.” In Proceedings of the 14th International
Congress on Mathematical Education, 1:537–545. Shanghai, China: World Scientific,
2024. https://doi.org/10.1142/9789811287152_0065.'
ieee: 'S. Rezat, J. Visnovska, G. Yan, M. Leshota, and H. Sabra, “Topic Study Group
41: Research and development on textbooks and resources for learning and teaching
mathematics,” in Proceedings of the 14th International Congress on Mathematical
Education, 2024, vol. 1, pp. 537–545, doi: 10.1142/9789811287152_0065.'
mla: 'Rezat, Sebastian, et al. “Topic Study Group 41: Research and Development on
Textbooks and Resources for Learning and Teaching Mathematics.” Proceedings
of the 14th International Congress on Mathematical Education, vol. 1, World
Scientific, 2024, pp. 537–545, doi:10.1142/9789811287152_0065.'
short: 'S. Rezat, J. Visnovska, G. Yan, M. Leshota, H. Sabra, in: Proceedings of
the 14th International Congress on Mathematical Education, World Scientific, Shanghai,
China, 2024, pp. 537–545.'
date_created: 2024-07-12T06:58:06Z
date_updated: 2024-07-12T07:02:20Z
department:
- _id: '360'
doi: 10.1142/9789811287152_0065
intvolume: ' 1'
keyword:
- Mathematics
- Mathematik
- Textbook
- Curriculum Resources
- Schulbuch
language:
- iso: eng
page: 537–545
place: Shanghai, China
publication: Proceedings of the 14th International Congress on Mathematical Education
publication_status: published
publisher: World Scientific
status: public
title: 'Topic Study Group 41: Research and development on textbooks and resources
for learning and teaching mathematics'
type: conference
user_id: '31132'
volume: 1
year: '2024'
...
---
_id: '55193'
author:
- first_name: Max
full_name: Hoffmann, Max
id: '32202'
last_name: Hoffmann
orcid: 0000-0002-6964-7123
- first_name: Joachim
full_name: Hilgert, Joachim
id: '220'
last_name: Hilgert
- first_name: Tobias
full_name: Weich, Tobias
id: '49178'
last_name: Weich
orcid: 0000-0002-9648-6919
citation:
ama: Hoffmann M, Hilgert J, Weich T. Ebene euklidische Geometrie. Algebraisierung,
Axiomatisierung und Schnittstellen zur Schulmathematik. Springer Berlin Heidelberg;
2024. doi:10.1007/978-3-662-67357-7
apa: Hoffmann, M., Hilgert, J., & Weich, T. (2024). Ebene euklidische Geometrie.
Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik. Springer
Berlin Heidelberg. https://doi.org/10.1007/978-3-662-67357-7
bibtex: '@book{Hoffmann_Hilgert_Weich_2024, place={Berlin, Heidelberg}, title={Ebene
euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur
Schulmathematik}, DOI={10.1007/978-3-662-67357-7},
publisher={Springer Berlin Heidelberg}, author={Hoffmann, Max and Hilgert, Joachim
and Weich, Tobias}, year={2024} }'
chicago: 'Hoffmann, Max, Joachim Hilgert, and Tobias Weich. Ebene euklidische
Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen zur Schulmathematik.
Berlin, Heidelberg: Springer Berlin Heidelberg, 2024. https://doi.org/10.1007/978-3-662-67357-7.'
ieee: 'M. Hoffmann, J. Hilgert, and T. Weich, Ebene euklidische Geometrie. Algebraisierung,
Axiomatisierung und Schnittstellen zur Schulmathematik. Berlin, Heidelberg:
Springer Berlin Heidelberg, 2024.'
mla: Hoffmann, Max, et al. Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung
und Schnittstellen zur Schulmathematik. Springer Berlin Heidelberg, 2024,
doi:10.1007/978-3-662-67357-7.
short: M. Hoffmann, J. Hilgert, T. Weich, Ebene euklidische Geometrie. Algebraisierung,
Axiomatisierung und Schnittstellen zur Schulmathematik, Springer Berlin Heidelberg,
Berlin, Heidelberg, 2024.
date_created: 2024-07-12T08:36:42Z
date_updated: 2024-08-08T08:05:30Z
department:
- _id: '97'
- _id: '643'
- _id: '548'
doi: 10.1007/978-3-662-67357-7
language:
- iso: ger
place: Berlin, Heidelberg
publication_identifier:
isbn:
- '9783662673560'
- '9783662673577'
publication_status: published
publisher: Springer Berlin Heidelberg
status: public
title: Ebene euklidische Geometrie. Algebraisierung, Axiomatisierung und Schnittstellen
zur Schulmathematik
type: book
user_id: '220'
year: '2024'
...
---
_id: '55667'
abstract:
- lang: eng
text: This study investigates how 11- to 12-year-old students construct
data-based decision trees using data cards for classification purposes. We examine
the students' heuristics and reasoning during this process. The research is based
on an eight-week teaching unit during which students labeled data, built decision
trees, and assessed them using test data. They learned to manually construct decision
trees to classify food items as recommendable or not. They utilized data cards
with a heuristic that is a simplified form of a machine learning algorithm. We
report on evidence that this topic is teachable to middle school students, along
with insights for refining our teaching approach and broader implications for
teaching machine learning at the school level.
article_number: '3'
author:
- first_name: Franz Yannik
full_name: Fleischer, Franz Yannik
id: '42660'
last_name: Fleischer
orcid: https://orcid.org/0000-0003-0318-0329
- first_name: Susanne
full_name: Podworny, Susanne
id: '30619'
last_name: Podworny
orcid: 0000-0002-6313-5987
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: Fleischer FY, Podworny S, Biehler R. Teaching and Learning to Construct Data-Based
Decision Trees Using Data Cards as the First Introduction to Machine Learning
in Middle School. Statistics Education Research Journal. 2024;23(1). doi:10.52041/serj.v23i1.450
apa: Fleischer, F. Y., Podworny, S., & Biehler, R. (2024). Teaching and Learning
to Construct Data-Based Decision Trees Using Data Cards as the First Introduction
to Machine Learning in Middle School. Statistics Education Research Journal,
23(1), Article 3. https://doi.org/10.52041/serj.v23i1.450
bibtex: '@article{Fleischer_Podworny_Biehler_2024, title={Teaching and Learning
to Construct Data-Based Decision Trees Using Data Cards as the First Introduction
to Machine Learning in Middle School}, volume={23}, DOI={10.52041/serj.v23i1.450},
number={13}, journal={Statistics Education Research Journal}, publisher={International
Association for Statistical Education}, author={Fleischer, Franz Yannik and Podworny,
Susanne and Biehler, Rolf}, year={2024} }'
chicago: Fleischer, Franz Yannik, Susanne Podworny, and Rolf Biehler. “Teaching
and Learning to Construct Data-Based Decision Trees Using Data Cards as the First
Introduction to Machine Learning in Middle School.” Statistics Education Research
Journal 23, no. 1 (2024). https://doi.org/10.52041/serj.v23i1.450.
ieee: 'F. Y. Fleischer, S. Podworny, and R. Biehler, “Teaching and Learning to Construct
Data-Based Decision Trees Using Data Cards as the First Introduction to Machine
Learning in Middle School,” Statistics Education Research Journal, vol.
23, no. 1, Art. no. 3, 2024, doi: 10.52041/serj.v23i1.450.'
mla: Fleischer, Franz Yannik, et al. “Teaching and Learning to Construct Data-Based
Decision Trees Using Data Cards as the First Introduction to Machine Learning
in Middle School.” Statistics Education Research Journal, vol. 23, no.
1, 3, International Association for Statistical Education, 2024, doi:10.52041/serj.v23i1.450.
short: F.Y. Fleischer, S. Podworny, R. Biehler, Statistics Education Research Journal
23 (2024).
date_created: 2024-08-21T09:59:33Z
date_updated: 2024-08-21T10:02:38Z
department:
- _id: '363'
doi: 10.52041/serj.v23i1.450
intvolume: ' 23'
issue: '1'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://doi.org/10.52041/serj.v23i1.450
oa: '1'
publication: Statistics Education Research Journal
publication_identifier:
issn:
- 1570-1824
publication_status: published
publisher: International Association for Statistical Education
status: public
title: Teaching and Learning to Construct Data-Based Decision Trees Using Data Cards
as the First Introduction to Machine Learning in Middle School
type: journal_article
user_id: '37888'
volume: 23
year: '2024'
...
---
_id: '55756'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Daniel
full_name: Frischemeier, Daniel
last_name: Frischemeier
citation:
ama: 'Biehler R, Frischemeier D. Eine inklusive Lehr-Lernumgebung für die Leitidee
„Daten und Zufall“ in der Primarstufe. In: Inklusives Lehren und Lernen von
Mathematik. Springer Fachmedien Wiesbaden; 2024. doi:10.1007/978-3-658-43964-4_13'
apa: Biehler, R., & Frischemeier, D. (2024). Eine inklusive Lehr-Lernumgebung
für die Leitidee „Daten und Zufall“ in der Primarstufe. In Inklusives Lehren
und Lernen von Mathematik. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-43964-4_13
bibtex: '@inbook{Biehler_Frischemeier_2024, place={Wiesbaden}, title={Eine inklusive
Lehr-Lernumgebung für die Leitidee „Daten und Zufall“ in der Primarstufe}, DOI={10.1007/978-3-658-43964-4_13},
booktitle={Inklusives Lehren und Lernen von Mathematik}, publisher={Springer Fachmedien
Wiesbaden}, author={Biehler, Rolf and Frischemeier, Daniel}, year={2024} }'
chicago: 'Biehler, Rolf, and Daniel Frischemeier. “Eine inklusive Lehr-Lernumgebung
für die Leitidee „Daten und Zufall“ in der Primarstufe.” In Inklusives Lehren
und Lernen von Mathematik. Wiesbaden: Springer Fachmedien Wiesbaden, 2024.
https://doi.org/10.1007/978-3-658-43964-4_13.'
ieee: 'R. Biehler and D. Frischemeier, “Eine inklusive Lehr-Lernumgebung für die
Leitidee „Daten und Zufall“ in der Primarstufe,” in Inklusives Lehren und Lernen
von Mathematik, Wiesbaden: Springer Fachmedien Wiesbaden, 2024.'
mla: Biehler, Rolf, and Daniel Frischemeier. “Eine inklusive Lehr-Lernumgebung für
die Leitidee „Daten und Zufall“ in der Primarstufe.” Inklusives Lehren und
Lernen von Mathematik, Springer Fachmedien Wiesbaden, 2024, doi:10.1007/978-3-658-43964-4_13.
short: 'R. Biehler, D. Frischemeier, in: Inklusives Lehren und Lernen von Mathematik,
Springer Fachmedien Wiesbaden, Wiesbaden, 2024.'
date_created: 2024-08-26T09:18:57Z
date_updated: 2024-08-26T09:33:50Z
department:
- _id: '363'
doi: 10.1007/978-3-658-43964-4_13
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://doi.org/10.1007/978-3-658-43964-4_13
oa: '1'
place: Wiesbaden
publication: Inklusives Lehren und Lernen von Mathematik
publication_identifier:
isbn:
- '9783658439637'
- '9783658439644'
publication_status: published
publisher: Springer Fachmedien Wiesbaden
status: public
title: Eine inklusive Lehr-Lernumgebung für die Leitidee „Daten und Zufall“ in der
Primarstufe
type: book_chapter
user_id: '37888'
year: '2024'
...
---
_id: '55758'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Daniel
full_name: Frischemeier, Daniel
last_name: Frischemeier
citation:
ama: 'Biehler R, Frischemeier D. Daten-Spürnasen Auf Spurensuche: Datenanalyse
in Der Grundschule Mit Digitalen Werkzeugen. Klett Kallmeyer; 2024.'
apa: 'Biehler, R., & Frischemeier, D. (2024). Daten-Spürnasen auf Spurensuche:
Datenanalyse in der Grundschule mit digitalen Werkzeugen. Klett Kallmeyer.'
bibtex: '@book{Biehler_Frischemeier_2024, title={Daten-Spürnasen auf Spurensuche:
Datenanalyse in der Grundschule mit digitalen Werkzeugen}, publisher={Klett Kallmeyer},
author={Biehler, Rolf and Frischemeier, Daniel}, year={2024} }'
chicago: 'Biehler, Rolf, and Daniel Frischemeier. Daten-Spürnasen Auf Spurensuche:
Datenanalyse in Der Grundschule Mit Digitalen Werkzeugen. Klett Kallmeyer,
2024.'
ieee: 'R. Biehler and D. Frischemeier, Daten-Spürnasen auf Spurensuche: Datenanalyse
in der Grundschule mit digitalen Werkzeugen. Klett Kallmeyer, 2024.'
mla: 'Biehler, Rolf, and Daniel Frischemeier. Daten-Spürnasen Auf Spurensuche:
Datenanalyse in Der Grundschule Mit Digitalen Werkzeugen. Klett Kallmeyer,
2024.'
short: 'R. Biehler, D. Frischemeier, Daten-Spürnasen Auf Spurensuche: Datenanalyse
in Der Grundschule Mit Digitalen Werkzeugen, Klett Kallmeyer, 2024.'
date_created: 2024-08-26T09:38:05Z
date_updated: 2024-08-26T09:38:17Z
department:
- _id: '363'
language:
- iso: eng
publisher: Klett Kallmeyer
status: public
title: 'Daten-Spürnasen auf Spurensuche: Datenanalyse in der Grundschule mit digitalen
Werkzeugen'
type: book
user_id: '37888'
year: '2024'
...
---
_id: '56016'
abstract:
- lang: eng
text: AbstractSpecial tasks for pre-service teachers
(PSTs) in university mathematics courses (“interface tasks”) are a common innovation
in recent years to overcome the second discontinuity. By this, we mean tasks that
are situated by typical everyday challenges of mathematics teaching and in which
PSTs must use their mathematical knowledge and skills in a professionally relevant
way. In this paper, we analyze answers that PSTs have created to an interface
task on symmetry. The PSTs were asked to clarify a student’s question from a mathematical
perspective and then give a suitable elementarized answer. We situate these two
steps theoretically and reconstruct the mathematical reasoning in PSTs' answers.
Through qualitative content analysis, we examined how PSTs justify figures' symmetries
from a university mathematics perspective and when responding to the fictitious
student. The scenario of a student questioning the existence of 100° rotationally
symmetrical figures elicited rich and varied responses, proving suitable for an
interface task. We compared PSTs' reasoning related to mathematical clarification
with the reasoning related to elementarization. In many cases, this revealed a
productive use of course content. An interesting result is that there is no uniform
picture as to whether the arguments are more detailed in the mathematical clarification
or in the elementarization.
article_type: original
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. Using academic mathematical knowledge when working on
interface tasks–analyses of pre-service teachers’ arguments about rotationally
symmetric figures. ZDM – Mathematics Education. Published online 2024.
doi:10.1007/s11858-024-01633-4
apa: Hoffmann, M., & Biehler, R. (2024). Using academic mathematical knowledge
when working on interface tasks–analyses of pre-service teachers’ arguments about
rotationally symmetric figures. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-024-01633-4
bibtex: '@article{Hoffmann_Biehler_2024, title={Using academic mathematical knowledge
when working on interface tasks–analyses of pre-service teachers’ arguments about
rotationally symmetric figures}, DOI={10.1007/s11858-024-01633-4},
journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
Media LLC}, author={Hoffmann, Max and Biehler, Rolf}, year={2024} }'
chicago: Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge
When Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about
Rotationally Symmetric Figures.” ZDM – Mathematics Education, 2024. https://doi.org/10.1007/s11858-024-01633-4.
ieee: 'M. Hoffmann and R. Biehler, “Using academic mathematical knowledge when working
on interface tasks–analyses of pre-service teachers’ arguments about rotationally
symmetric figures,” ZDM – Mathematics Education, 2024, doi: 10.1007/s11858-024-01633-4.'
mla: Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge When
Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about Rotationally
Symmetric Figures.” ZDM – Mathematics Education, Springer Science and Business
Media LLC, 2024, doi:10.1007/s11858-024-01633-4.
short: M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2024).
date_created: 2024-09-04T09:32:26Z
date_updated: 2024-09-04T09:33:45Z
department:
- _id: '97'
- _id: '643'
doi: 10.1007/s11858-024-01633-4
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/content/pdf/10.1007/s11858-024-01633-4.pdf
oa: '1'
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: Using academic mathematical knowledge when working on interface tasks–analyses
of pre-service teachers’ arguments about rotationally symmetric figures
type: journal_article
user_id: '32202'
year: '2024'
...
---
_id: '56021'
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. Produktives Fördern im inklusiven Mathematikunterricht.
In: Barzel B, Büchter A, Rütten C, Schacht F, Weskamp-Kleine S, eds. Inklusives
Lehren und Lernen von Mathematik: Konzepte und Beispiele mit Fokus auf Grund-
und Förderschule. Springer Fachmedien Wiesbaden; 2024:97-113. doi:https://doi.org/10.1007/978-3-658-43964-4_7 '
apa: 'Häsel-Weide, U., & Nührenbörger, M. (2024). Produktives Fördern im inklusiven
Mathematikunterricht. In B. Barzel, A. Büchter, C. Rütten, F. Schacht, & S.
Weskamp-Kleine (Eds.), Inklusives Lehren und Lernen von Mathematik: Konzepte
und Beispiele mit Fokus auf Grund- und Förderschule (pp. 97–113). Springer
Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-43964-4_7
'
bibtex: '@inbook{Häsel-Weide_Nührenbörger_2024, title={Produktives Fördern im inklusiven
Mathematikunterricht}, DOI={https://doi.org/10.1007/978-3-658-43964-4_7 }, booktitle={Inklusives Lehren
und Lernen von Mathematik: Konzepte und Beispiele mit Fokus auf Grund- und Förderschule},
publisher={Springer Fachmedien Wiesbaden}, author={Häsel-Weide, Uta and Nührenbörger,
M.}, editor={Barzel, B. and Büchter, A. and Rütten, C. and Schacht, F. and Weskamp-Kleine,
S.}, year={2024}, pages={97–113} }'
chicago: 'Häsel-Weide, Uta, and M. Nührenbörger. “Produktives Fördern im inklusiven
Mathematikunterricht.” In Inklusives Lehren und Lernen von Mathematik: Konzepte
und Beispiele mit Fokus auf Grund- und Förderschule, edited by B. Barzel,
A. Büchter, C. Rütten, F. Schacht, and S. Weskamp-Kleine, 97–113. Springer Fachmedien
Wiesbaden, 2024. https://doi.org/10.1007/978-3-658-43964-4_7
.'
ieee: 'U. Häsel-Weide and M. Nührenbörger, “Produktives Fördern im inklusiven Mathematikunterricht,”
in Inklusives Lehren und Lernen von Mathematik: Konzepte und Beispiele mit
Fokus auf Grund- und Förderschule, B. Barzel, A. Büchter, C. Rütten, F. Schacht,
and S. Weskamp-Kleine, Eds. Springer Fachmedien Wiesbaden, 2024, pp. 97–113.'
mla: 'Häsel-Weide, Uta, and M. Nührenbörger. “Produktives Fördern im inklusiven
Mathematikunterricht.” Inklusives Lehren und Lernen von Mathematik: Konzepte
und Beispiele mit Fokus auf Grund- und Förderschule, edited by B. Barzel et
al., Springer Fachmedien Wiesbaden, 2024, pp. 97–113, doi:https://doi.org/10.1007/978-3-658-43964-4_7 .'
short: 'U. Häsel-Weide, M. Nührenbörger, in: B. Barzel, A. Büchter, C. Rütten, F.
Schacht, S. Weskamp-Kleine (Eds.), Inklusives Lehren und Lernen von Mathematik:
Konzepte und Beispiele mit Fokus auf Grund- und Förderschule, Springer Fachmedien
Wiesbaden, 2024, pp. 97–113.'
date_created: 2024-09-05T07:18:03Z
date_updated: 2024-09-05T07:22:02Z
department:
- _id: '543'
doi: 'https://doi.org/10.1007/978-3-658-43964-4_7 '
editor:
- first_name: B.
full_name: Barzel, B.
last_name: Barzel
- first_name: A.
full_name: Büchter, A.
last_name: Büchter
- first_name: C.
full_name: Rütten, C.
last_name: Rütten
- first_name: F.
full_name: Schacht, F.
last_name: Schacht
- first_name: S.
full_name: Weskamp-Kleine, S.
last_name: Weskamp-Kleine
language:
- iso: ger
page: 97-113
publication: 'Inklusives Lehren und Lernen von Mathematik: Konzepte und Beispiele
mit Fokus auf Grund- und Förderschule'
publisher: Springer Fachmedien Wiesbaden
status: public
title: Produktives Fördern im inklusiven Mathematikunterricht
type: book_chapter
user_id: '44184'
year: '2024'
...
---
_id: '56022'
article_number: '18'
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
citation:
ama: Häsel-Weide U, Wallner M. Achsensymmetrisch?! Praktiken, soziale und sozio-mathematische
Normen der Begründung der Achsensymmetrie ebener Figuren in der Grundschule. Journal
für Mathematik-Didaktik. 2024;45(2). doi:https://doi.org/10.1007/s13138-024-00241-9
apa: Häsel-Weide, U., & Wallner, M. (2024). Achsensymmetrisch?! Praktiken, soziale
und sozio-mathematische Normen der Begründung der Achsensymmetrie ebener Figuren
in der Grundschule. Journal Für Mathematik-Didaktik, 45(2), Article
18. https://doi.org/10.1007/s13138-024-00241-9
bibtex: '@article{Häsel-Weide_Wallner_2024, title={Achsensymmetrisch?! Praktiken,
soziale und sozio-mathematische Normen der Begründung der Achsensymmetrie ebener
Figuren in der Grundschule}, volume={45}, DOI={https://doi.org/10.1007/s13138-024-00241-9},
number={218}, journal={Journal für Mathematik-Didaktik}, author={Häsel-Weide,
Uta and Wallner, Melina}, year={2024} }'
chicago: Häsel-Weide, Uta, and Melina Wallner. “Achsensymmetrisch?! Praktiken, Soziale
Und Sozio-Mathematische Normen Der Begründung Der Achsensymmetrie Ebener Figuren
in Der Grundschule.” Journal Für Mathematik-Didaktik 45, no. 2 (2024).
https://doi.org/10.1007/s13138-024-00241-9.
ieee: 'U. Häsel-Weide and M. Wallner, “Achsensymmetrisch?! Praktiken, soziale und
sozio-mathematische Normen der Begründung der Achsensymmetrie ebener Figuren in
der Grundschule,” Journal für Mathematik-Didaktik, vol. 45, no. 2, Art.
no. 18, 2024, doi: https://doi.org/10.1007/s13138-024-00241-9.'
mla: Häsel-Weide, Uta, and Melina Wallner. “Achsensymmetrisch?! Praktiken, Soziale
Und Sozio-Mathematische Normen Der Begründung Der Achsensymmetrie Ebener Figuren
in Der Grundschule.” Journal Für Mathematik-Didaktik, vol. 45, no. 2, 18,
2024, doi:https://doi.org/10.1007/s13138-024-00241-9.
short: U. Häsel-Weide, M. Wallner, Journal Für Mathematik-Didaktik 45 (2024).
date_created: 2024-09-05T07:21:55Z
date_updated: 2024-09-05T07:22:06Z
department:
- _id: '543'
doi: https://doi.org/10.1007/s13138-024-00241-9
intvolume: ' 45'
issue: '2'
language:
- iso: eng
publication: Journal für Mathematik-Didaktik
status: public
title: Achsensymmetrisch?! Praktiken, soziale und sozio-mathematische Normen der Begründung
der Achsensymmetrie ebener Figuren in der Grundschule
type: journal_article
user_id: '44184'
volume: 45
year: '2024'
...
---
_id: '56197'
abstract:
- lang: eng
text: AbstractSpecial tasks for pre-service teachers
(PSTs) in university mathematics courses (“interface tasks”) are a common innovation
in recent years to overcome the second discontinuity. By this, we mean tasks that
are situated by typical everyday challenges of mathematics teaching and in which
PSTs must use their mathematical knowledge and skills in a professionally relevant
way. In this paper, we analyze answers that PSTs have created to an interface
task on symmetry. The PSTs were asked to clarify a student’s question from a mathematical
perspective and then give a suitable elementarized answer. We situate these two
steps theoretically and reconstruct the mathematical reasoning in PSTs' answers.
Through qualitative content analysis, we examined how PSTs justify figures' symmetries
from a university mathematics perspective and when responding to the fictitious
student. The scenario of a student questioning the existence of 100° rotationally
symmetrical figures elicited rich and varied responses, proving suitable for an
interface task. We compared PSTs' reasoning related to mathematical clarification
with the reasoning related to elementarization. In many cases, this revealed a
productive use of course content. An interesting result is that there is no uniform
picture as to whether the arguments are more detailed in the mathematical clarification
or in the elementarization.
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. Using academic mathematical knowledge when working on
interface tasks–analyses of pre-service teachers’ arguments about rotationally
symmetric figures. ZDM – Mathematics Education. Published online 2024.
doi:10.1007/s11858-024-01633-4
apa: Hoffmann, M., & Biehler, R. (2024). Using academic mathematical knowledge
when working on interface tasks–analyses of pre-service teachers’ arguments about
rotationally symmetric figures. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-024-01633-4
bibtex: '@article{Hoffmann_Biehler_2024, title={Using academic mathematical knowledge
when working on interface tasks–analyses of pre-service teachers’ arguments about
rotationally symmetric figures}, DOI={10.1007/s11858-024-01633-4},
journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
Media LLC}, author={Hoffmann, Max and Biehler, Rolf}, year={2024} }'
chicago: Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge
When Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about
Rotationally Symmetric Figures.” ZDM – Mathematics Education, 2024. https://doi.org/10.1007/s11858-024-01633-4.
ieee: 'M. Hoffmann and R. Biehler, “Using academic mathematical knowledge when working
on interface tasks–analyses of pre-service teachers’ arguments about rotationally
symmetric figures,” ZDM – Mathematics Education, 2024, doi: 10.1007/s11858-024-01633-4.'
mla: Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge When
Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about Rotationally
Symmetric Figures.” ZDM – Mathematics Education, Springer Science and Business
Media LLC, 2024, doi:10.1007/s11858-024-01633-4.
short: M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2024).
date_created: 2024-09-23T07:36:35Z
date_updated: 2024-09-23T07:44:49Z
department:
- _id: '363'
doi: 10.1007/s11858-024-01633-4
language:
- iso: eng
main_file_link:
- url: https://doi.org/10.1007/s11858-024-01633-4
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Using academic mathematical knowledge when working on interface tasks–analyses
of pre-service teachers’ arguments about rotationally symmetric figures
type: journal_article
user_id: '37888'
year: '2024'
...
---
_id: '56199'
citation:
ama: Liebendörfer M, Schmitz A, Biehler R, eds. Lernvideos in der Mathematik
– Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität
Paderborn und der TH Köln.; 2024.
apa: Liebendörfer, M., Schmitz, A., & Biehler, R. (Eds.). (2024). Lernvideos
in der Mathematik – Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos
der Universität Paderborn und der TH Köln.
bibtex: '@book{Liebendörfer_Schmitz_Biehler_2024, title={Lernvideos in der Mathematik
– Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität
Paderborn und der TH Köln}, year={2024} }'
chicago: Liebendörfer, Michael, Angelika Schmitz, and Rolf Biehler, eds. Lernvideos
in der Mathematik – Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos
der Universität Paderborn und der TH Köln, 2024.
ieee: M. Liebendörfer, A. Schmitz, and R. Biehler, Eds., Lernvideos in der Mathematik
– Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität
Paderborn und der TH Köln. 2024.
mla: Liebendörfer, Michael, et al., editors. Lernvideos in der Mathematik – Beiträge
zur Abschlusstagung des Projektes studiVEMINTvideos der Universität Paderborn
und der TH Köln. 2024.
short: M. Liebendörfer, A. Schmitz, R. Biehler, eds., Lernvideos in der Mathematik
– Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität
Paderborn und der TH Köln, 2024.
date_created: 2024-09-23T07:42:26Z
date_updated: 2024-09-25T08:26:10Z
department:
- _id: '363'
editor:
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: Angelika
full_name: Schmitz, Angelika
last_name: Schmitz
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
language:
- iso: ger
main_file_link:
- url: https://kobra.uni-kassel.de/handle/123456789/15993
publication_status: published
status: public
title: Lernvideos in der Mathematik – Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos
der Universität Paderborn und der TH Köln
type: book_editor
user_id: '37888'
year: '2024'
...
---
_id: '56780'
abstract:
- lang: eng
text: 'AbstractRecent research in university mathematics
education has moved beyond the traditional focus on the transition from secondary
to tertiary education and students'' understanding of introductory courses such
as pre-calculus and calculus. There is growing interest in the challenges students
face as they move into more advanced mathematics courses that require a shift
toward formal reasoning, proof, modeling, and problem-solving skills. This survey
paper explores emerging trends and innovations in the field, focusing on three
key areas: innovations in teaching and learning advanced mathematical topics,
transitions between different levels and contexts of mathematics education, and
the role of proof and proving in advanced university mathematics. The survey reflects
the evolving landscape of mathematics education research and addresses the theoretical
and practical challenges of teaching and learning advanced mathematics across
various contexts.'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Viviane
full_name: Durand-Guerrier, Viviane
last_name: Durand-Guerrier
- first_name: María
full_name: Trigueros, María
last_name: Trigueros
citation:
ama: Biehler R, Durand-Guerrier V, Trigueros M. New trends in didactic research
in university mathematics education. ZDM – Mathematics Education. Published
online 2024. doi:10.1007/s11858-024-01643-2
apa: Biehler, R., Durand-Guerrier, V., & Trigueros, M. (2024). New trends in
didactic research in university mathematics education. ZDM – Mathematics Education.
https://doi.org/10.1007/s11858-024-01643-2
bibtex: '@article{Biehler_Durand-Guerrier_Trigueros_2024, title={New trends in didactic
research in university mathematics education}, DOI={10.1007/s11858-024-01643-2},
journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
Media LLC}, author={Biehler, Rolf and Durand-Guerrier, Viviane and Trigueros,
María}, year={2024} }'
chicago: Biehler, Rolf, Viviane Durand-Guerrier, and María Trigueros. “New Trends
in Didactic Research in University Mathematics Education.” ZDM – Mathematics
Education, 2024. https://doi.org/10.1007/s11858-024-01643-2.
ieee: 'R. Biehler, V. Durand-Guerrier, and M. Trigueros, “New trends in didactic
research in university mathematics education,” ZDM – Mathematics Education,
2024, doi: 10.1007/s11858-024-01643-2.'
mla: Biehler, Rolf, et al. “New Trends in Didactic Research in University Mathematics
Education.” ZDM – Mathematics Education, Springer Science and Business
Media LLC, 2024, doi:10.1007/s11858-024-01643-2.
short: R. Biehler, V. Durand-Guerrier, M. Trigueros, ZDM – Mathematics Education
(2024).
date_created: 2024-10-29T09:22:06Z
date_updated: 2024-10-29T10:56:14Z
department:
- _id: '363'
doi: 10.1007/s11858-024-01643-2
language:
- iso: eng
main_file_link:
- url: https://link.springer.com/article/10.1007/s11858-024-01643-2
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: New trends in didactic research in university mathematics education
type: journal_article
user_id: '37888'
year: '2024'
...
---
_id: '58269'
author:
- first_name: Andrea
full_name: Dettelbach, Andrea
last_name: Dettelbach
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
citation:
ama: 'Dettelbach A, Häsel-Weide U. Operative Beziehungen erkennen, beschreiben und
nutzen – Initiierung von Lernprozessen unter Einbeziehung der App ‚Rechenfeld‘.
In: Bierbrauer C, Ladel S, Platz M, eds. Förderung prozessbezogener Kompetenzen
mit digitalen Medien. Mit mathematischen Objekten und Werkzeugen arbeiten.
WTM-Verlag; 2024:184-200.'
apa: Dettelbach, A., & Häsel-Weide, U. (2024). Operative Beziehungen erkennen,
beschreiben und nutzen – Initiierung von Lernprozessen unter Einbeziehung der
App ‚Rechenfeld‘. In C. Bierbrauer, S. Ladel, & M. Platz (Eds.), Förderung
prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen Objekten
und Werkzeugen arbeiten (pp. 184–200). WTM-Verlag.
bibtex: '@inbook{Dettelbach_Häsel-Weide_2024, title={Operative Beziehungen erkennen,
beschreiben und nutzen – Initiierung von Lernprozessen unter Einbeziehung der
App ‚Rechenfeld‘}, booktitle={Förderung prozessbezogener Kompetenzen mit digitalen
Medien. Mit mathematischen Objekten und Werkzeugen arbeiten}, publisher={WTM-Verlag},
author={Dettelbach, Andrea and Häsel-Weide, Uta}, editor={Bierbrauer, C. and Ladel,
S. and Platz, M.}, year={2024}, pages={184–200} }'
chicago: Dettelbach, Andrea, and Uta Häsel-Weide. “Operative Beziehungen erkennen,
beschreiben und nutzen – Initiierung von Lernprozessen unter Einbeziehung der
App ‚Rechenfeld‘.” In Förderung prozessbezogener Kompetenzen mit digitalen
Medien. Mit mathematischen Objekten und Werkzeugen arbeiten, edited by C.
Bierbrauer, S. Ladel, and M. Platz, 184–200. WTM-Verlag, 2024.
ieee: A. Dettelbach and U. Häsel-Weide, “Operative Beziehungen erkennen, beschreiben
und nutzen – Initiierung von Lernprozessen unter Einbeziehung der App ‚Rechenfeld‘,”
in Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen
Objekten und Werkzeugen arbeiten, C. Bierbrauer, S. Ladel, and M. Platz, Eds.
WTM-Verlag, 2024, pp. 184–200.
mla: Dettelbach, Andrea, and Uta Häsel-Weide. “Operative Beziehungen erkennen, beschreiben
und nutzen – Initiierung von Lernprozessen unter Einbeziehung der App ‚Rechenfeld‘.”
Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen
Objekten und Werkzeugen arbeiten, edited by C. Bierbrauer et al., WTM-Verlag,
2024, pp. 184–200.
short: 'A. Dettelbach, U. Häsel-Weide, in: C. Bierbrauer, S. Ladel, M. Platz (Eds.),
Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen
Objekten und Werkzeugen arbeiten, WTM-Verlag, 2024, pp. 184–200.'
date_created: 2025-01-20T11:43:51Z
date_updated: 2025-01-20T11:44:37Z
department:
- _id: '543'
editor:
- first_name: C.
full_name: Bierbrauer, C.
last_name: Bierbrauer
- first_name: S.
full_name: Ladel, S.
last_name: Ladel
- first_name: M.
full_name: Platz, M.
last_name: Platz
language:
- iso: ger
page: 184-200
publication: Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen
Objekten und Werkzeugen arbeiten
publisher: WTM-Verlag
related_material:
link:
- relation: confirmation
url: 'https://doi.org/10.37626/GA9783959873246.0 '
status: public
title: Operative Beziehungen erkennen, beschreiben und nutzen – Initiierung von Lernprozessen
unter Einbeziehung der App ‚Rechenfeld‘
type: book_chapter
user_id: '44184'
year: '2024'
...
---
_id: '58391'
author:
- first_name: Gerda
full_name: Werth, Gerda
id: '578'
last_name: Werth
citation:
ama: 'Werth G. Der Einzug der Mathematik in die Bildungspläne der höheren Mädchenschulen
zu Beginn des 20. Jahrhunderts. In: Beiträge Zum Mathematikunterricht 2024.
; 2024:1505-1508. doi:https://doi.org/10.37626/GA9783959872782.0'
apa: Werth, G. (2024). Der Einzug der Mathematik in die Bildungspläne der höheren
Mädchenschulen zu Beginn des 20. Jahrhunderts. Beiträge Zum Mathematikunterricht
2024, 1505–1508. https://doi.org/10.37626/GA9783959872782.0
bibtex: '@inproceedings{Werth_2024, title={Der Einzug der Mathematik in die Bildungspläne
der höheren Mädchenschulen zu Beginn des 20. Jahrhunderts}, DOI={https://doi.org/10.37626/GA9783959872782.0},
booktitle={Beiträge zum Mathematikunterricht 2024}, author={Werth, Gerda}, year={2024},
pages={1505–1508} }'
chicago: Werth, Gerda. “Der Einzug Der Mathematik in Die Bildungspläne Der Höheren
Mädchenschulen Zu Beginn Des 20. Jahrhunderts.” In Beiträge Zum Mathematikunterricht
2024, 1505–8, 2024. https://doi.org/10.37626/GA9783959872782.0.
ieee: 'G. Werth, “Der Einzug der Mathematik in die Bildungspläne der höheren Mädchenschulen
zu Beginn des 20. Jahrhunderts,” in Beiträge zum Mathematikunterricht 2024,
Essen, 2024, pp. 1505–1508, doi: https://doi.org/10.37626/GA9783959872782.0.'
mla: Werth, Gerda. “Der Einzug Der Mathematik in Die Bildungspläne Der Höheren Mädchenschulen
Zu Beginn Des 20. Jahrhunderts.” Beiträge Zum Mathematikunterricht 2024,
2024, pp. 1505–08, doi:https://doi.org/10.37626/GA9783959872782.0.
short: 'G. Werth, in: Beiträge Zum Mathematikunterricht 2024, 2024, pp. 1505–1508.'
conference:
end_date: 2024-03-08
location: Essen
name: 57. Jahretagunt der Gesellschaft für Didaktik der Mathematik
start_date: 2024-03-04
date_created: 2025-01-29T13:01:31Z
date_updated: 2025-01-29T13:02:41Z
department:
- _id: '34'
- _id: '10'
- _id: '98'
- _id: '360'
doi: https://doi.org/10.37626/GA9783959872782.0
language:
- iso: eng
page: 1505-1508
publication: Beiträge zum Mathematikunterricht 2024
publication_status: published
status: public
title: Der Einzug der Mathematik in die Bildungspläne der höheren Mädchenschulen zu
Beginn des 20. Jahrhunderts
type: conference
user_id: '578'
year: '2024'
...
---
_id: '59467'
author:
- first_name: Katherine M
full_name: Miller, Katherine M
last_name: Miller
- first_name: Joseph L
full_name: Polman, Joseph L
last_name: Polman
- first_name: Susan A
full_name: Yoon, Susan A
last_name: Yoon
- first_name: Jooeun
full_name: Shim, Jooeun
last_name: Shim
- first_name: Vivian Y
full_name: Leung, Vivian Y
last_name: Leung
- first_name: Yen
full_name: Nguyen, Yen
last_name: Nguyen
- first_name: Andee
full_name: Rubin, Andee
last_name: Rubin
- first_name: Traci
full_name: Higgins, Traci
last_name: Higgins
- first_name: Jessica M
full_name: Karch, Jessica M
last_name: Karch
- first_name: James KL
full_name: Hammerman, James KL
last_name: Hammerman
- first_name: Camillia
full_name: Matuk, Camillia
last_name: Matuk
- first_name: Kayla
full_name: DesPortes, Kayla
last_name: DesPortes
- first_name: Anna
full_name: Amato, Anna
last_name: Amato
- first_name: Suzanne
full_name: Dikker, Suzanne
last_name: Dikker
- first_name: Xavier
full_name: Ochoa, Xavier
last_name: Ochoa
- first_name: Esteban
full_name: Romero, Esteban
last_name: Romero
- first_name: Susanne
full_name: Podworny, Susanne
id: '30619'
last_name: Podworny
orcid: 0000-0002-6313-5987
- first_name: Yannik
full_name: Fleischer, Yannik
id: '42660'
last_name: Fleischer
orcid: https://orcid.org/0000-0003-0318-0329
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Justice T.
full_name: Walker, Justice T.
last_name: Walker
- first_name: Amanda
full_name: Barany, Amanda
last_name: Barany
- first_name: Alex
full_name: Acquah, Alex
last_name: Acquah
- first_name: Andi
full_name: Scarola, Andi
last_name: Scarola
- first_name: Sayed
full_name: Reza, Sayed
last_name: Reza
- first_name: Trang C.
full_name: Tran, Trang C.
last_name: Tran
- first_name: Ralph
full_name: Vacca, Ralph
last_name: Vacca
- first_name: Megan
full_name: Silander, Megan
last_name: Silander
- first_name: Peter J.
full_name: Woods, Peter J.
last_name: Woods
- first_name: Cassia
full_name: Fernandez, Cassia
last_name: Fernandez
- first_name: Adelmo
full_name: Eloy, Adelmo
last_name: Eloy
- first_name: Paulo
full_name: Blikstein, Paulo
last_name: Blikstein
- first_name: Roseli
full_name: de Deus Lopes, Roseli
last_name: de Deus Lopes
- first_name: Josh
full_name: Radinsky, Josh
last_name: Radinsky
- first_name: Iris
full_name: Tabak, Iris
last_name: Tabak
- first_name: Victor R.
full_name: Lee, Victor R.
last_name: Lee
- first_name: Dorottya
full_name: Demszky, Dorottya
last_name: Demszky
- first_name: Sarah
full_name: Levine, Sarah
last_name: Levine
- first_name: Josephine
full_name: Louie, Josephine
last_name: Louie
citation:
ama: 'Miller KM, Polman JL, Yoon SA, et al. Data and Social Worlds: How Data Science
Education Supports Civic Participation and Social Discourse. In: Lindgren R, Asino
TI, Kyza EA, Looi CK, Keifert DT, Suárez E, eds. Proceedings of the 18th International
Conference of the Learning Sciences-ICLS 2024. International Society of the
Learning Sciences; 2024:1863-1870.'
apa: 'Miller, K. M., Polman, J. L., Yoon, S. A., Shim, J., Leung, V. Y., Nguyen,
Y., Rubin, A., Higgins, T., Karch, J. M., Hammerman, J. K., Matuk, C., DesPortes,
K., Amato, A., Dikker, S., Ochoa, X., Romero, E., Podworny, S., Fleischer, Y.,
Biehler, R., … Louie, J. (2024). Data and Social Worlds: How Data Science Education
Supports Civic Participation and Social Discourse. In R. Lindgren, T. I. Asino,
E. A. Kyza, C. K. Looi, D. T. Keifert, & E. Suárez (Eds.), Proceedings
of the 18th International Conference of the Learning Sciences-ICLS 2024 (pp.
1863–1870). International Society of the Learning Sciences.'
bibtex: '@inproceedings{Miller_Polman_Yoon_Shim_Leung_Nguyen_Rubin_Higgins_Karch_Hammerman_et
al._2024, title={Data and Social Worlds: How Data Science Education Supports Civic
Participation and Social Discourse}, booktitle={Proceedings of the 18th International
Conference of the Learning Sciences-ICLS 2024}, publisher={International Society
of the Learning Sciences}, author={Miller, Katherine M and Polman, Joseph L and
Yoon, Susan A and Shim, Jooeun and Leung, Vivian Y and Nguyen, Yen and Rubin,
Andee and Higgins, Traci and Karch, Jessica M and Hammerman, James KL and et al.},
editor={Lindgren, R. and Asino, T. I. and Kyza, E. A. and Looi, C. K. and Keifert,
D. T. and Suárez, E.}, year={2024}, pages={1863–1870} }'
chicago: 'Miller, Katherine M, Joseph L Polman, Susan A Yoon, Jooeun Shim, Vivian
Y Leung, Yen Nguyen, Andee Rubin, et al. “Data and Social Worlds: How Data Science
Education Supports Civic Participation and Social Discourse.” In Proceedings
of the 18th International Conference of the Learning Sciences-ICLS 2024, edited
by R. Lindgren, T. I. Asino, E. A. Kyza, C. K. Looi, D. T. Keifert, and E. Suárez,
1863–70. International Society of the Learning Sciences, 2024.'
ieee: 'K. M. Miller et al., “Data and Social Worlds: How Data Science Education
Supports Civic Participation and Social Discourse,” in Proceedings of the 18th
International Conference of the Learning Sciences-ICLS 2024, 2024, pp. 1863–1870.'
mla: 'Miller, Katherine M., et al. “Data and Social Worlds: How Data Science Education
Supports Civic Participation and Social Discourse.” Proceedings of the 18th
International Conference of the Learning Sciences-ICLS 2024, edited by R.
Lindgren et al., International Society of the Learning Sciences, 2024, pp. 1863–70.'
short: 'K.M. Miller, J.L. Polman, S.A. Yoon, J. Shim, V.Y. Leung, Y. Nguyen, A.
Rubin, T. Higgins, J.M. Karch, J.K. Hammerman, C. Matuk, K. DesPortes, A. Amato,
S. Dikker, X. Ochoa, E. Romero, S. Podworny, Y. Fleischer, R. Biehler, J.T. Walker,
A. Barany, A. Acquah, A. Scarola, S. Reza, T.C. Tran, R. Vacca, M. Silander, P.J.
Woods, C. Fernandez, A. Eloy, P. Blikstein, R. de Deus Lopes, J. Radinsky, I.
Tabak, V.R. Lee, D. Demszky, S. Levine, J. Louie, in: R. Lindgren, T.I. Asino,
E.A. Kyza, C.K. Looi, D.T. Keifert, E. Suárez (Eds.), Proceedings of the 18th
International Conference of the Learning Sciences-ICLS 2024, International Society
of the Learning Sciences, 2024, pp. 1863–1870.'
date_created: 2025-04-10T07:38:59Z
date_updated: 2025-04-10T09:12:03Z
ddc:
- '510'
department:
- _id: '363'
editor:
- first_name: R.
full_name: Lindgren, R.
last_name: Lindgren
- first_name: T. I.
full_name: Asino, T. I.
last_name: Asino
- first_name: E. A.
full_name: Kyza, E. A.
last_name: Kyza
- first_name: C. K.
full_name: Looi, C. K.
last_name: Looi
- first_name: D. T.
full_name: Keifert, D. T.
last_name: Keifert
- first_name: E.
full_name: Suárez, E.
last_name: Suárez
file:
- access_level: closed
content_type: application/pdf
creator: krueter
date_created: 2025-04-10T07:44:19Z
date_updated: 2025-04-10T07:44:19Z
file_id: '59470'
file_name: ICLS2024_1863-1870.pdf
file_size: 343448
relation: main_file
success: 1
file_date_updated: 2025-04-10T07:44:19Z
has_accepted_license: '1'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://repository.isls.org/handle/1/10830
oa: '1'
page: 1863-1870
publication: Proceedings of the 18th International Conference of the Learning Sciences-ICLS
2024
publisher: International Society of the Learning Sciences
status: public
title: 'Data and Social Worlds: How Data Science Education Supports Civic Participation
and Social Discourse'
type: conference
user_id: '37888'
year: '2024'
...
---
_id: '56236'
abstract:
- lang: eng
text: AbstractBackgroundReal‐world
problems are important in math instruction, but they do not necessarily trigger
students' task motivation. Personalizing real‐world problems by (1) matching problems
to students' shared living environment (context personalization) and (2) asking
students to pose their own problems (active personalization) might be two interventions
to increase students' task motivation.AimIn
the current study, we investigated the effects of context personalization and
active personalization on students' self‐efficacy expectations, intrinsic value,
attainment value, utility value, and cost.SampleThe
participants were 28 fifth‐ and sixth‐grade students who voluntarily took part
in a six‐month afterschool program in which they posed problems with the aim of
creating a math walk in their hometown.MethodUsing
a within‐subjects design, at the end of the afterschool program, the students
rated their self‐efficacy expectations and task values for four self‐developed
problems associated with their hometown, four peer‐developed problems associated
with their hometown, and four instructor‐provided problems associated with unfamiliar
locations.ResultsStudents
reported higher self‐efficacy expectations, intrinsic value, attainment value,
and utility value for active‐personalized than non‐personalized problems. To a
lesser extent, context personalization promoted intrinsic value and attainment
value. No effect was found for cost.ConclusionsActive
personalization (i.e. asking students to pose their own real‐world problems) is
suited to enhance students' task motivation, specifically their self‐efficacy
expectations, intrinsic value, attainment value, and utility value. Context personalization
still boosts students' intrinsic value and attainment value. Implementation in
classroom instruction is discussed.
author:
- first_name: Johanna
full_name: Schönherr, Johanna
id: '99409'
last_name: Schönherr
citation:
ama: 'Schönherr J. Personalizing real‐world problems: Posing own problems increases
self‐efficacy expectations, intrinsic value, attainment value, and utility value.
British Journal of Educational Psychology. 2024;94(2):407-424. doi:10.1111/bjep.12653'
apa: 'Schönherr, J. (2024). Personalizing real‐world problems: Posing own problems
increases self‐efficacy expectations, intrinsic value, attainment value, and utility
value. British Journal of Educational Psychology, 94(2), 407–424.
https://doi.org/10.1111/bjep.12653'
bibtex: '@article{Schönherr_2024, title={Personalizing real‐world problems: Posing
own problems increases self‐efficacy expectations, intrinsic value, attainment
value, and utility value}, volume={94}, DOI={10.1111/bjep.12653},
number={2}, journal={British Journal of Educational Psychology}, publisher={Wiley},
author={Schönherr, Johanna}, year={2024}, pages={407–424} }'
chicago: 'Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems
Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility
Value.” British Journal of Educational Psychology 94, no. 2 (2024): 407–24.
https://doi.org/10.1111/bjep.12653.'
ieee: 'J. Schönherr, “Personalizing real‐world problems: Posing own problems increases
self‐efficacy expectations, intrinsic value, attainment value, and utility value,”
British Journal of Educational Psychology, vol. 94, no. 2, pp. 407–424,
2024, doi: 10.1111/bjep.12653.'
mla: 'Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems
Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility
Value.” British Journal of Educational Psychology, vol. 94, no. 2, Wiley,
2024, pp. 407–24, doi:10.1111/bjep.12653.'
short: J. Schönherr, British Journal of Educational Psychology 94 (2024) 407–424.
date_created: 2024-09-24T18:02:43Z
date_updated: 2025-05-27T12:15:31Z
department:
- _id: '913'
doi: 10.1111/bjep.12653
intvolume: ' 94'
issue: '2'
language:
- iso: eng
page: 407-424
publication: British Journal of Educational Psychology
publication_identifier:
issn:
- 0007-0998
- 2044-8279
publication_status: published
publisher: Wiley
status: public
title: 'Personalizing real‐world problems: Posing own problems increases self‐efficacy
expectations, intrinsic value, attainment value, and utility value'
type: journal_article
user_id: '99409'
volume: 94
year: '2024'
...
---
_id: '54836'
article_number: '104659'
author:
- first_name: Johanna
full_name: Schönherr, Johanna
id: '99409'
last_name: Schönherr
- first_name: Stanislaw
full_name: Schukajlow, Stanislaw
last_name: Schukajlow
citation:
ama: 'Schönherr J, Schukajlow S. Preservice teachers’ judgments of students’ expectations
of success and task values: Close relations with their personal task motivation.
Teaching and Teacher Education. 2024;148. doi:10.1016/j.tate.2024.104659'
apa: 'Schönherr, J., & Schukajlow, S. (2024). Preservice teachers’ judgments
of students’ expectations of success and task values: Close relations with their
personal task motivation. Teaching and Teacher Education, 148, Article
104659. https://doi.org/10.1016/j.tate.2024.104659'
bibtex: '@article{Schönherr_Schukajlow_2024, title={Preservice teachers’ judgments
of students’ expectations of success and task values: Close relations with their
personal task motivation}, volume={148}, DOI={10.1016/j.tate.2024.104659},
number={104659}, journal={Teaching and Teacher Education}, publisher={Elsevier
BV}, author={Schönherr, Johanna and Schukajlow, Stanislaw}, year={2024} }'
chicago: 'Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments
of Students’ Expectations of Success and Task Values: Close Relations with Their
Personal Task Motivation.” Teaching and Teacher Education 148 (2024). https://doi.org/10.1016/j.tate.2024.104659.'
ieee: 'J. Schönherr and S. Schukajlow, “Preservice teachers’ judgments of students’
expectations of success and task values: Close relations with their personal task
motivation,” Teaching and Teacher Education, vol. 148, Art. no. 104659,
2024, doi: 10.1016/j.tate.2024.104659.'
mla: 'Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments
of Students’ Expectations of Success and Task Values: Close Relations with Their
Personal Task Motivation.” Teaching and Teacher Education, vol. 148, 104659,
Elsevier BV, 2024, doi:10.1016/j.tate.2024.104659.'
short: J. Schönherr, S. Schukajlow, Teaching and Teacher Education 148 (2024).
date_created: 2024-06-20T12:30:38Z
date_updated: 2025-05-27T12:16:47Z
department:
- _id: '913'
doi: 10.1016/j.tate.2024.104659
intvolume: ' 148'
language:
- iso: eng
publication: Teaching and Teacher Education
publication_identifier:
issn:
- 0742-051X
publication_status: published
publisher: Elsevier BV
status: public
title: 'Preservice teachers'' judgments of students’ expectations of success and task
values: Close relations with their personal task motivation'
type: journal_article
user_id: '99409'
volume: 148
year: '2024'
...
---
_id: '56235'
article_number: '100639'
author:
- first_name: Johanna
full_name: Schönherr, Johanna
id: '99409'
last_name: Schönherr
- first_name: Anselm R.
full_name: Strohmaier, Anselm R.
last_name: Strohmaier
- first_name: Stanislaw
full_name: Schukajlow, Stanislaw
last_name: Schukajlow
citation:
ama: 'Schönherr J, Strohmaier AR, Schukajlow S. Learning with visualizations helps:
A meta-analysis of visualization interventions in mathematics education. Educational
Research Review. 2024;45. doi:10.1016/j.edurev.2024.100639'
apa: 'Schönherr, J., Strohmaier, A. R., & Schukajlow, S. (2024). Learning with
visualizations helps: A meta-analysis of visualization interventions in mathematics
education. Educational Research Review, 45, Article 100639. https://doi.org/10.1016/j.edurev.2024.100639'
bibtex: '@article{Schönherr_Strohmaier_Schukajlow_2024, title={Learning with visualizations
helps: A meta-analysis of visualization interventions in mathematics education},
volume={45}, DOI={10.1016/j.edurev.2024.100639},
number={100639}, journal={Educational Research Review}, publisher={Elsevier BV},
author={Schönherr, Johanna and Strohmaier, Anselm R. and Schukajlow, Stanislaw},
year={2024} }'
chicago: 'Schönherr, Johanna, Anselm R. Strohmaier, and Stanislaw Schukajlow. “Learning
with Visualizations Helps: A Meta-Analysis of Visualization Interventions in Mathematics
Education.” Educational Research Review 45 (2024). https://doi.org/10.1016/j.edurev.2024.100639.'
ieee: 'J. Schönherr, A. R. Strohmaier, and S. Schukajlow, “Learning with visualizations
helps: A meta-analysis of visualization interventions in mathematics education,”
Educational Research Review, vol. 45, Art. no. 100639, 2024, doi: 10.1016/j.edurev.2024.100639.'
mla: 'Schönherr, Johanna, et al. “Learning with Visualizations Helps: A Meta-Analysis
of Visualization Interventions in Mathematics Education.” Educational Research
Review, vol. 45, 100639, Elsevier BV, 2024, doi:10.1016/j.edurev.2024.100639.'
short: J. Schönherr, A.R. Strohmaier, S. Schukajlow, Educational Research Review
45 (2024).
date_created: 2024-09-24T17:59:41Z
date_updated: 2025-05-27T12:16:09Z
department:
- _id: '913'
doi: 10.1016/j.edurev.2024.100639
intvolume: ' 45'
language:
- iso: eng
publication: Educational Research Review
publication_identifier:
issn:
- 1747-938X
publication_status: published
publisher: Elsevier BV
status: public
title: 'Learning with visualizations helps: A meta-analysis of visualization interventions
in mathematics education'
type: journal_article
user_id: '99409'
volume: 45
year: '2024'
...
---
_id: '56237'
author:
- first_name: Johanna
full_name: Schönherr, Johanna
id: '99409'
last_name: Schönherr
- first_name: Richard E.
full_name: Mayer, Richard E.
last_name: Mayer
citation:
ama: 'Schönherr J, Mayer RE. Anxiety Moderates the Effects of Drawing Support on
Drawing Accuracy in Mathematical Modeling. In: Lecture Notes in Computer Science.
Springer Nature Switzerland; 2024. doi:10.1007/978-3-031-71291-3_26'
apa: Schönherr, J., & Mayer, R. E. (2024). Anxiety Moderates the Effects of
Drawing Support on Drawing Accuracy in Mathematical Modeling. In Lecture Notes
in Computer Science. Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-71291-3_26
bibtex: '@inbook{Schönherr_Mayer_2024, place={Cham}, title={Anxiety Moderates the
Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling}, DOI={10.1007/978-3-031-71291-3_26},
booktitle={Lecture Notes in Computer Science}, publisher={Springer Nature Switzerland},
author={Schönherr, Johanna and Mayer, Richard E.}, year={2024} }'
chicago: 'Schönherr, Johanna, and Richard E. Mayer. “Anxiety Moderates the Effects
of Drawing Support on Drawing Accuracy in Mathematical Modeling.” In Lecture
Notes in Computer Science. Cham: Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-71291-3_26.'
ieee: 'J. Schönherr and R. E. Mayer, “Anxiety Moderates the Effects of Drawing Support
on Drawing Accuracy in Mathematical Modeling,” in Lecture Notes in Computer
Science, Cham: Springer Nature Switzerland, 2024.'
mla: Schönherr, Johanna, and Richard E. Mayer. “Anxiety Moderates the Effects of
Drawing Support on Drawing Accuracy in Mathematical Modeling.” Lecture Notes
in Computer Science, Springer Nature Switzerland, 2024, doi:10.1007/978-3-031-71291-3_26.
short: 'J. Schönherr, R.E. Mayer, in: Lecture Notes in Computer Science, Springer
Nature Switzerland, Cham, 2024.'
date_created: 2024-09-24T18:03:42Z
date_updated: 2025-05-27T12:15:57Z
department:
- _id: '913'
doi: 10.1007/978-3-031-71291-3_26
language:
- iso: eng
place: Cham
publication: Lecture Notes in Computer Science
publication_identifier:
isbn:
- '9783031712906'
- '9783031712913'
issn:
- 0302-9743
- 1611-3349
publication_status: published
publisher: Springer Nature Switzerland
status: public
title: Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical
Modeling
type: book_chapter
user_id: '99409'
year: '2024'
...