--- _id: '64174' author: - first_name: Uta full_name: Häsel-Weide, Uta id: '60267' last_name: Häsel-Weide orcid: 0000-0001-6278-4240 - first_name: Marcus full_name: Nührenbörger, Marcus last_name: Nührenbörger citation: ama: Häsel-Weide U, Nührenbörger M. Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule. Grundschule aktuell. 2026;(173):3-6. apa: Häsel-Weide, U., & Nührenbörger, M. (2026). Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule. Grundschule aktuell, 173, 3–6. bibtex: '@article{Häsel-Weide_Nührenbörger_2026, title={Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule.}, number={173}, journal={Grundschule aktuell}, author={Häsel-Weide, Uta and Nührenbörger, Marcus}, year={2026}, pages={3–6} }' chicago: 'Häsel-Weide, Uta, and Marcus Nührenbörger. “Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule.” Grundschule aktuell, no. 173 (2026): 3–6.' ieee: U. Häsel-Weide and M. Nührenbörger, “Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule.,” Grundschule aktuell, no. 173, pp. 3–6, 2026. mla: Häsel-Weide, Uta, and Marcus Nührenbörger. “Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule.” Grundschule aktuell, no. 173, 2026, pp. 3–6. short: U. Häsel-Weide, M. Nührenbörger, Grundschule aktuell (2026) 3–6. date_created: 2026-02-16T12:13:02Z date_updated: 2026-02-16T12:16:39Z department: - _id: '543' issue: '173' language: - iso: ger page: 3-6 publication: Grundschule aktuell status: public title: Mathematische Basiskompetenzen. Diagnose und Förderung in der Grundschule. type: journal_article user_id: '44184' year: '2026' ... --- _id: '64176' author: - first_name: Katrin full_name: Deutschen, Katrin id: '64894' last_name: Deutschen - first_name: Inga full_name: Neufeld, Inga id: '61635' last_name: Neufeld - first_name: Uta full_name: Häsel-Weide, Uta id: '60267' last_name: Häsel-Weide orcid: 0000-0001-6278-4240 citation: ama: Deutschen K, Neufeld I, Häsel-Weide U. Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen. Grundschule aktuell. 2026;(173):10-11. apa: Deutschen, K., Neufeld, I., & Häsel-Weide, U. (2026). Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen. Grundschule aktuell, 173, 10–11. bibtex: '@article{Deutschen_Neufeld_Häsel-Weide_2026, title={Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen.}, number={173}, journal={Grundschule aktuell}, author={Deutschen, Katrin and Neufeld, Inga and Häsel-Weide, Uta}, year={2026}, pages={10–11} }' chicago: 'Deutschen, Katrin, Inga Neufeld, and Uta Häsel-Weide. “Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen.” Grundschule aktuell, no. 173 (2026): 10–11.' ieee: K. Deutschen, I. Neufeld, and U. Häsel-Weide, “Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen.,” Grundschule aktuell, no. 173, pp. 10–11, 2026. mla: Deutschen, Katrin, et al. “Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen.” Grundschule aktuell, no. 173, 2026, pp. 10–11. short: K. Deutschen, I. Neufeld, U. Häsel-Weide, Grundschule aktuell (2026) 10–11. date_created: 2026-02-16T12:16:29Z date_updated: 2026-03-17T10:48:56Z department: - _id: '543' issue: '173' language: - iso: ger page: 10-11 publication: Grundschule aktuell status: public title: Lernbegleitung produktiv gestalten. Mathematische Verstehensprozesse von Kindern anregen. type: journal_article user_id: '44184' year: '2026' ... --- _id: '65026' author: - first_name: Inga full_name: Neufeld, Inga id: '61635' last_name: Neufeld - first_name: Uta full_name: Häsel-Weide, Uta id: '60267' last_name: Häsel-Weide orcid: 0000-0001-6278-4240 citation: ama: 'Neufeld I, Häsel-Weide U. Lernbegleitung in der mathematischen Förderung. Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer Basiskompetenzen. In: Vogelsang C, Grotegurt L, Bruns J, Riese J, Fechner S, eds. Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven. ; 2026:119-134. doi:10.31244/9783818851057 ' apa: Neufeld, I., & Häsel-Weide, U. (2026). Lernbegleitung in der mathematischen Förderung. Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer Basiskompetenzen. In C. Vogelsang, L. Grotegurt, J. Bruns, J. Riese, & S. Fechner (Eds.), Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven (pp. 119–134). https://doi.org/10.31244/9783818851057 bibtex: '@inbook{Neufeld_Häsel-Weide_2026, title={ Lernbegleitung in der mathematischen Förderung. Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer Basiskompetenzen}, DOI={10.31244/9783818851057 }, booktitle={Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven}, author={Neufeld, Inga and Häsel-Weide, Uta}, editor={Vogelsang, C. and Grotegurt, L. and Bruns, J. and Riese, J. and Fechner, S.}, year={2026}, pages={119–134} }' chicago: Neufeld, Inga, and Uta Häsel-Weide. “ Lernbegleitung in Der Mathematischen Förderung. Praktiken von (Angehenden) Lehrkräften Bei Der Förderung Arithmetischer Basiskompetenzen.” In Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven, edited by C. Vogelsang, L. Grotegurt, J. Bruns, J. Riese, and S. Fechner, 119–34, 2026. https://doi.org/10.31244/9783818851057 . ieee: I. Neufeld and U. Häsel-Weide, “ Lernbegleitung in der mathematischen Förderung. Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer Basiskompetenzen,” in Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven, C. Vogelsang, L. Grotegurt, J. Bruns, J. Riese, and S. Fechner, Eds. 2026, pp. 119–134. mla: Neufeld, Inga, and Uta Häsel-Weide. “ Lernbegleitung in Der Mathematischen Förderung. Praktiken von (Angehenden) Lehrkräften Bei Der Förderung Arithmetischer Basiskompetenzen.” Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven, edited by C. Vogelsang et al., 2026, pp. 119–34, doi:10.31244/9783818851057 . short: 'I. Neufeld, U. Häsel-Weide, in: C. Vogelsang, L. Grotegurt, J. Bruns, J. Riese, S. Fechner (Eds.), Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven, 2026, pp. 119–134.' date_created: 2026-03-17T10:57:17Z date_updated: 2026-03-17T11:03:11Z department: - _id: '543' doi: '10.31244/9783818851057 ' editor: - first_name: C. full_name: Vogelsang, C. last_name: Vogelsang - first_name: L. full_name: Grotegurt, L. last_name: Grotegurt - first_name: J. full_name: Bruns, J. last_name: Bruns - first_name: J. full_name: Riese, J. last_name: Riese - first_name: S. full_name: Fechner, S. last_name: Fechner language: - iso: eng page: 119-134 publication: Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven status: public title: ' Lernbegleitung in der mathematischen Förderung. Praktiken von (angehenden) Lehrkräften bei der Förderung arithmetischer Basiskompetenzen' type: book_chapter user_id: '44184' year: '2026' ... --- _id: '64797' alternative_title: - Editorial citation: ama: Birk L, Loth G, Jotzo L, Binder K, Frischemeier D, eds. 14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.” International Association for Statistics Education; 2026. doi:10.52041/iase25.158 apa: Birk, L., Loth, G., Jotzo, L., Binder, K., & Frischemeier, D. (Eds.). (2026). 14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.” International Association for Statistics Education. https://doi.org/10.52041/iase25.158 bibtex: '@book{Birk_Loth_Jotzo_Binder_Frischemeier_2026, title={14th IASE Satellite Conference “Statistics and Data Science Education in STEAM”}, DOI={10.52041/iase25.158}, publisher={International Association for Statistics Education}, year={2026} }' chicago: Birk, Lisa, Gerrit Loth, Luca Jotzo, Karin Binder, and Daniel Frischemeier, eds. 14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.” International Association for Statistics Education, 2026. https://doi.org/10.52041/iase25.158. ieee: L. Birk, G. Loth, L. Jotzo, K. Binder, and D. Frischemeier, Eds., 14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.” International Association for Statistics Education, 2026. mla: Birk, Lisa, et al., editors. 14th IASE Satellite Conference “Statistics and Data Science Education in STEAM.” International Association for Statistics Education, 2026, doi:10.52041/iase25.158. short: L. Birk, G. Loth, L. Jotzo, K. Binder, D. Frischemeier, eds., 14th IASE Satellite Conference “Statistics and Data Science Education in STEAM,” International Association for Statistics Education, 2026. conference: end_date: 2025-10-02 location: Münster name: 14th IASE Satellite Conference "Statistics and Data Science Education in STEAM" start_date: 2025-09-30 date_created: 2026-03-01T13:18:24Z date_updated: 2026-04-20T16:19:18Z ddc: - '370' department: - _id: '979' doi: 10.52041/iase25.158 editor: - first_name: Lisa full_name: Birk, Lisa last_name: Birk - first_name: Gerrit full_name: Loth, Gerrit last_name: Loth - first_name: Luca full_name: Jotzo, Luca id: '88811' last_name: Jotzo orcid: 0009-0003-1440-6466 - first_name: Karin full_name: Binder, Karin id: '83381' last_name: Binder - first_name: Daniel full_name: Frischemeier, Daniel last_name: Frischemeier file: - access_level: closed content_type: application/pdf creator: binder date_created: 2026-04-20T16:18:30Z date_updated: 2026-04-20T16:18:30Z file_id: '65467' file_name: Birk, Loth, Jotzo, Binder, Frischemeier 2025 IASE Satellite Editorial.pdf file_size: 1447145 relation: main_file success: 1 file_date_updated: 2026-04-20T16:18:30Z has_accepted_license: '1' language: - iso: eng publication_status: published publisher: International Association for Statistics Education status: public title: 14th IASE Satellite Conference "Statistics and Data Science Education in STEAM" type: conference_editor user_id: '83381' year: '2026' ... --- _id: '65512' abstract: - lang: eng text: "Zusammenfassung\r\n Risikokompetenz beinhaltet auch die Fähigkeit, stochastische Informationen, wie beispielsweise Anteile und Wahrscheinlichkeiten, richtig zu versprachlichen. Aus der Forschung zu bedingten Wahrscheinlichkeiten und Bayesianischen Aufgaben ist bekannt, dass die Nutzung von Visualisierungen und sogenannten „natürlichen Häufigkeiten“ (z. B. „80 von 100 Personen“) statt Wahrscheinlichkeiten in Prozent Verwechslungen beim Bestimmen von Wahrscheinlichkeiten eindämmen kann. Über den umgekehrten Prozess – das Versprachlichen von in Visualisierungen dargestellten Informationen – ist bisher jedoch wenig bekannt, obwohl diese Versprachlichungen auch für den Aufbau konzeptuellen Wissen als essentiell angesehen werden. In der vorliegenden Studie wurde daher untersucht, wie gut Schüler:innen die Versprachlichung von in Visualisierungen dargestellten Anteilen und natürlichen Häufigkeiten gelingt. Dazu wurde mit 138 Realschüler:innen aus der 9. Jahrgangsstufe ein Papier-und-Bleistift-Test durchgeführt, bei dem den Teilnehmenden nacheinander je ein (vollständig ausgefülltes) Baumdiagramm und ein Netzdiagramm präsentiert wurde. Die Schüler:innen sollten die inhaltliche Bedeutung der in der Visualisierung dargestellten stochastischen Informationen möglichst genau versprachlichen. Fokus der Studie ist der Einfluss der Visualisierung (Baumdiagramm vs. Netzdiagramm) und des Informationsformats der Visualisierung (Anteile in Prozent vs. natürliche Häufigkeiten) auf die richtige Versprachlichung von verschiedenen Relationstypen (Schnittinformationen vs. bedingte Informationen). Die Ergebnisse zeigen unter anderem, dass Informationen in natürlichen Häufigkeiten deutlich besser versprachlicht werden als in Prozenten und dass Schnittinformationen in Prozent besser anhand von Netzdiagrammen als von Baumdiagrammen versprachlicht werden. Die gewonnenen Erkenntnisse geben überdies Einblicke in typische (fehlerhafte) Versprachlichungen von Schüler:innen und könnten als Basis für die Entwicklung eines sprachsensiblen Unterrichts zu Anteilen und Wahrscheinlichkeiten im schulischen Stochastikunterricht dienen." article_number: '5' author: - first_name: Michael full_name: Rößner, Michael id: '87801' last_name: Rößner - first_name: Karin full_name: Binder, Karin id: '83381' last_name: Binder - first_name: Julian full_name: Albrecht, Julian last_name: Albrecht citation: ama: Rößner M, Binder K, Albrecht J. Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams. Journal für Mathematik-Didaktik. 2026;47(1). doi:10.1007/s13138-026-00267-1 apa: Rößner, M., Binder, K., & Albrecht, J. (2026). Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams. Journal für Mathematik-Didaktik, 47(1), Article 5. https://doi.org/10.1007/s13138-026-00267-1 bibtex: '@article{Rößner_Binder_Albrecht_2026, title={Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams}, volume={47}, DOI={10.1007/s13138-026-00267-1}, number={15}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Rößner, Michael and Binder, Karin and Albrecht, Julian}, year={2026} }' chicago: Rößner, Michael, Karin Binder, and Julian Albrecht. “Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams.” Journal für Mathematik-Didaktik 47, no. 1 (2026). https://doi.org/10.1007/s13138-026-00267-1. ieee: 'M. Rößner, K. Binder, and J. Albrecht, “Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams,” Journal für Mathematik-Didaktik, vol. 47, no. 1, Art. no. 5, 2026, doi: 10.1007/s13138-026-00267-1.' mla: Rößner, Michael, et al. “Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams.” Journal für Mathematik-Didaktik, vol. 47, no. 1, 5, Springer Science and Business Media LLC, 2026, doi:10.1007/s13138-026-00267-1. short: M. Rößner, K. Binder, J. Albrecht, Journal für Mathematik-Didaktik 47 (2026). date_created: 2026-04-29T08:25:18Z date_updated: 2026-04-29T08:29:01Z ddc: - '370' department: - _id: '983' doi: 10.1007/s13138-026-00267-1 file: - access_level: closed content_type: application/pdf creator: binder date_created: 2026-04-29T08:28:25Z date_updated: 2026-04-29T08:28:25Z file_id: '65514' file_name: Rößner Binder Albrecht 2026 Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen.pdf file_size: 2993685 relation: main_file success: 1 file_date_updated: 2026-04-29T08:28:25Z has_accepted_license: '1' intvolume: ' 47' issue: '1' language: - iso: ger publication: Journal für Mathematik-Didaktik publication_identifier: issn: - 0173-5322 - 1869-2699 publication_status: published publisher: Springer Science and Business Media LLC status: public title: Versprachlichung von Anteilen und natürlichen Häufigkeiten anhand von Baum- und Netzdiagrammen Verbalization of proportions and natural frequencies based on tree diagrams and net diagrams type: journal_article user_id: '83381' volume: 47 year: '2026' ... --- _id: '65631' abstract: - lang: eng text: "Abstract\r\n \r\n Mathematics textbooks used to be the key resource for students’ self-regulated learning of mathematics. Primarily due to the digitalization of society, students have potentially greater access to a wider range of resources such as internet search engines, learning platforms, educational videos, and Generative AI. This study investigates the role of the mathematics textbook in comparison to other resources within students’ self-regulated learning practices. Data were collected via a survey of 1101 German secondary students, representing three school types (\r\n Gymnasium\r\n \ ,\r\n Gesamtschule\r\n \ ,\r\n Realschule\r\n \ ) and three grade levels (6, 9, and upper secondary). The questionnaire assessed the frequency of resource use in and outside class, reasons and purposes of use, and resource-based strategies when facing learning challenges outside class. Results show that the printed mathematics textbook is the most frequently used resource both in class and outside class. The textbook remains the most relevant resource for key purposes, such as an aid for doing homework and preparing for tests and exams. However, its dominance diminishes with age: in upper secondary school, students increasingly rely on self-created notes, and online resources. Correlation analyses reveal moderate to strong links between in-class and out-of-class use, suggesting an association between resource use and classroom culture. The findings underscore the textbook’s enduring centrality as a foundational, trusted resource within a dynamic and increasingly diverse learning environment. This study calls for pedagogical approaches that integrate textbooks more intentionally within broader resource systems, supporting students’ agency and strategic resource selection in an era of digital abundance.\r\n " article_type: original author: - first_name: Lea full_name: Stallmeister, Lea id: '63369' last_name: Stallmeister - first_name: Sebastian full_name: Rezat, Sebastian id: '31132' last_name: Rezat citation: ama: Stallmeister L, Rezat S. The role of the mathematics textbook in times of resource diversity. Educational Studies in Mathematics. Published online 2026. doi:10.1007/s10649-026-10511-7 apa: Stallmeister, L., & Rezat, S. (2026). The role of the mathematics textbook in times of resource diversity. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-026-10511-7 bibtex: '@article{Stallmeister_Rezat_2026, title={The role of the mathematics textbook in times of resource diversity}, DOI={10.1007/s10649-026-10511-7}, journal={Educational Studies in Mathematics}, publisher={Springer Science and Business Media LLC}, author={Stallmeister, Lea and Rezat, Sebastian}, year={2026} }' chicago: Stallmeister, Lea, and Sebastian Rezat. “The Role of the Mathematics Textbook in Times of Resource Diversity.” Educational Studies in Mathematics, 2026. https://doi.org/10.1007/s10649-026-10511-7. ieee: 'L. Stallmeister and S. Rezat, “The role of the mathematics textbook in times of resource diversity,” Educational Studies in Mathematics, 2026, doi: 10.1007/s10649-026-10511-7.' mla: Stallmeister, Lea, and Sebastian Rezat. “The Role of the Mathematics Textbook in Times of Resource Diversity.” Educational Studies in Mathematics, Springer Science and Business Media LLC, 2026, doi:10.1007/s10649-026-10511-7. short: L. Stallmeister, S. Rezat, Educational Studies in Mathematics (2026). date_created: 2026-05-17T14:32:31Z date_updated: 2026-05-17T14:40:54Z ddc: - '370' department: - _id: '360' doi: 10.1007/s10649-026-10511-7 keyword: - mathematics - textbooks - userstudy - resources - digital resources - students - secondary eduction language: - iso: eng main_file_link: - open_access: '1' url: https://doi.org/10.1007/s10649-026-10511-7 oa: '1' publication: Educational Studies in Mathematics publication_identifier: issn: - 0013-1954 - 1573-0816 publication_status: published publisher: Springer Science and Business Media LLC quality_controlled: '1' status: public title: The role of the mathematics textbook in times of resource diversity type: journal_article user_id: '31132' year: '2026' ... --- _id: '65630' abstract: - lang: eng text: 'Mathematics textbooks used to be the key resource for students’ self-regulated learning of mathematics. Primarily due to the digitalization of society, students have potentially greater access to a wider range of resources such as internet search engines, learning platforms, educational videos, and Generative AI. This study investigates the role of the mathematics textbook in comparison to other resources within students’ self-regulated learning practices. Data were collected via a survey of 1101 German secondary students, representing three school types (Gymnasium, Gesamtschule, Realschule) and three grade levels (6, 9, and upper secondary). The questionnaire assessed the frequency of resource use in and outside class, reasons and purposes of use, and resource-based strategies when facing learning challenges outside class. Results show that the printed mathematics textbook is the most frequently used resource both in class and outside class. The textbook remains the most relevant resource for key purposes, such as an aid for doing homework and preparing for tests and exams. However, its dominance diminishes with age: in upper secondary school, students increasingly rely on self-created notes, and online resources. Correlation analyses reveal moderate to strong links between in-class and out-of-class use, suggesting an association between resource use and classroom culture. The findings underscore the textbook’s enduring centrality as a foundational, trusted resource within a dynamic and increasingly diverse learning environment. This study calls for pedagogical approaches that integrate textbooks more intentionally within broader resource systems, supporting students’ agency and strategic resource selection in an era of digital abundance.' author: - first_name: Lea full_name: Stallmeister, Lea last_name: Stallmeister - first_name: Sebastian full_name: Rezat, Sebastian last_name: Rezat citation: ama: Stallmeister L, Rezat S. The role of the mathematics textbook in times of resource diversity. Educational Studies in Mathematics. Published online 2026. doi:10.1007/s10649-026-10511-7 apa: Stallmeister, L., & Rezat, S. (2026). The role of the mathematics textbook in times of resource diversity. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-026-10511-7 bibtex: '@article{Stallmeister_Rezat_2026, title={The role of the mathematics textbook in times of resource diversity}, DOI={10.1007/s10649-026-10511-7}, journal={Educational Studies in Mathematics}, publisher={Springer}, author={Stallmeister, Lea and Rezat, Sebastian}, year={2026} }' chicago: Stallmeister, Lea, and Sebastian Rezat. “The Role of the Mathematics Textbook in Times of Resource Diversity.” Educational Studies in Mathematics, 2026. https://doi.org/10.1007/s10649-026-10511-7. ieee: 'L. Stallmeister and S. Rezat, “The role of the mathematics textbook in times of resource diversity,” Educational Studies in Mathematics, 2026, doi: 10.1007/s10649-026-10511-7.' mla: Stallmeister, Lea, and Sebastian Rezat. “The Role of the Mathematics Textbook in Times of Resource Diversity.” Educational Studies in Mathematics, Springer, 2026, doi:10.1007/s10649-026-10511-7. short: L. Stallmeister, S. Rezat, Educational Studies in Mathematics (2026). date_created: 2026-05-16T14:27:57Z date_updated: 2026-05-16T14:33:38Z department: - _id: '98' doi: 10.1007/s10649-026-10511-7 language: - iso: eng main_file_link: - open_access: '1' url: https://doi.org/10.1007/s10649-026-10511-7 oa: '1' publication: Educational Studies in Mathematics publication_status: published publisher: Springer status: public title: The role of the mathematics textbook in times of resource diversity type: journal_article user_id: '63369' year: '2026' ... --- _id: '65645' abstract: - lang: eng text: Curriculum material is often designed to address content-specific intended learning goals. However, research indicates that teachers’ personal goals may cause misalignments between their implementation of curriculum material and its intended learning goals. This study aims to investigate misalignments between teachers’ implementation of curriculum material and its intended learning goals and to which extent they are caused by teachers’ personal goals. To reach this aim, a qualitative study was conducted to examine how eight vocational school teachers implemented the learning activity “How many?” suggested for the initial training of early childhood educators on the topic of set perception and determination of cardinality. Each participant provided a lesson plan and self-recorded lesson video on the topic of set perception and determination of cardinality. In addition, participants were interviewed on how they used the provided curriculum material for designing their lessons and their potential reasons to adapt or omit “How many?”. To evaluate their lesson design’s alignment with the activity’s intended learning goals, the participants' lesson plans were analyzed using qualitative content analysis. Triangulation of the findings with the interview data revealed that only one participant fully adopted the intended learning goals as her own and implemented the activity completely in line with its intended learning goals. Meanwhile, the remaining participants’ personal goals, such as reducing math anxiety, seemed to cause misalignments regarding the intended learning goals. The study's results detail further constraints and affordances to the alignment between teachers’ lesson designs and learning goals intended by curriculum material. It is followed that it is central to support teachers in adopting intended learning goals as their personal goals. Otherwise, teachers’ classroom implementation of curriculum material may not suffice to reach desired outcomes. article_number: em0883 author: - first_name: Alix full_name: Richter, Alix id: '93186' last_name: Richter - first_name: Julia full_name: Bruns, Julia id: '72183' last_name: Bruns orcid: https://orcid.org/0000-0002-6604-5864 citation: ama: Richter A, Bruns J. All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany. International Electronic Journal of Mathematics Education. 2026;21(2). doi:10.29333/iejme/18564 apa: Richter, A., & Bruns, J. (2026). All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany. International Electronic Journal of Mathematics Education, 21(2), Article em0883. https://doi.org/10.29333/iejme/18564 bibtex: '@article{Richter_Bruns_2026, title={All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany}, volume={21}, DOI={10.29333/iejme/18564}, number={2em0883}, journal={International Electronic Journal of Mathematics Education}, publisher={Modestum Ltd}, author={Richter, Alix and Bruns, Julia}, year={2026} }' chicago: Richter, Alix, and Julia Bruns. “All a Question of the Goal? Re-Tracing (Mis)Alignments between Teachers’ Implementations of Curriculum Material and Intended Learning Goals in the Context of Early Childhood Educator Training in Germany.” International Electronic Journal of Mathematics Education 21, no. 2 (2026). https://doi.org/10.29333/iejme/18564. ieee: 'A. Richter and J. Bruns, “All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany,” International Electronic Journal of Mathematics Education, vol. 21, no. 2, Art. no. em0883, 2026, doi: 10.29333/iejme/18564.' mla: Richter, Alix, and Julia Bruns. “All a Question of the Goal? Re-Tracing (Mis)Alignments between Teachers’ Implementations of Curriculum Material and Intended Learning Goals in the Context of Early Childhood Educator Training in Germany.” International Electronic Journal of Mathematics Education, vol. 21, no. 2, em0883, Modestum Ltd, 2026, doi:10.29333/iejme/18564. short: A. Richter, J. Bruns, International Electronic Journal of Mathematics Education 21 (2026). date_created: 2026-05-19T13:52:04Z date_updated: 2026-05-19T14:00:34Z department: - _id: '611' doi: 10.29333/iejme/18564 intvolume: ' 21' issue: '2' language: - iso: eng publication: International Electronic Journal of Mathematics Education publication_identifier: issn: - 1306-3030 publication_status: published publisher: Modestum Ltd status: public title: All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany type: journal_article user_id: '72183' volume: 21 year: '2026' ... --- _id: '65644' abstract: - lang: eng text: "Eine zentrale Herausforderung in der Professionalisierung pädagogischer Fach- und Lehrkräfte besteht in der Relation von eher theoretischen und praktischen Ausbildungsbestandteilen. Beispielsweise fühlen sich angehende Lehrkräfte durch ihr Studium häufig nicht ausreichend auf die beruflichen Anforderungen vorbereitet. Daher wird verstärkt versucht, Curricula von Ausbildungs- und Studiengängen deutlicher an den tatsächlichen professionellen Handlungsanforderungen zu orientieren und auch in frühen Ausbildungsphasen verstärkt Elemente beruflicher Praxis zu integrieren. \r\nDieser Band nimmt die Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften theoretisch-konzeptionell sowie empirisch in den Blick. Zudem werden innovative Lehransätze aufgezeigt, die den Fokus auf eine Stärkung einer solchen Handlungsorientierung legen, z.B. durch simulationsbasierte Lern- und Prüfungsformate.\r\nEs handelt sich um den zweiten Band der Reihe Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung, die von der PLAZ – Professional School of Education herausgegeben wird." citation: ama: Vogelsang C, Grotegut L, Bruns J, Riese J, Fechner S, eds. Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven. Waxmann Verlag GmbH; 2026. doi:10.31244/9783818851057 apa: Vogelsang, C., Grotegut, L., Bruns, J., Riese, J., & Fechner, S. (Eds.). (2026). Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven. Waxmann Verlag GmbH. https://doi.org/10.31244/9783818851057 bibtex: '@book{Vogelsang_Grotegut_Bruns_Riese_Fechner_2026, title={Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven}, DOI={10.31244/9783818851057}, publisher={Waxmann Verlag GmbH}, year={2026} }' chicago: Vogelsang, Christoph, Lea Grotegut, Julia Bruns, Josef Riese, and Sabine Fechner, eds. Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven. Waxmann Verlag GmbH, 2026. https://doi.org/10.31244/9783818851057. ieee: C. Vogelsang, L. Grotegut, J. Bruns, J. Riese, and S. Fechner, Eds., Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven. Waxmann Verlag GmbH, 2026. mla: Vogelsang, Christoph, et al., editors. Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven. Waxmann Verlag GmbH, 2026, doi:10.31244/9783818851057. short: C. Vogelsang, L. Grotegut, J. Bruns, J. Riese, S. Fechner, eds., Handlungsorientierung in Der Ausbildung von Lehrkräften Und Pädagogischen Fachkräften. Konzeptionen Und Forschungsperspektiven, Waxmann Verlag GmbH, 2026. date_created: 2026-05-19T13:51:12Z date_updated: 2026-05-19T14:00:37Z department: - _id: '611' doi: 10.31244/9783818851057 editor: - first_name: Christoph full_name: Vogelsang, Christoph id: '4245' last_name: Vogelsang orcid: 0000-0002-5804-1855 - first_name: Lea full_name: Grotegut, Lea last_name: Grotegut - first_name: Julia full_name: Bruns, Julia id: '72183' last_name: Bruns orcid: https://orcid.org/0000-0002-6604-5864 - first_name: Josef full_name: Riese, Josef id: '429' last_name: Riese orcid: 0000-0003-2927-2619 - first_name: Sabine full_name: Fechner, Sabine id: '54823' last_name: Fechner orcid: 0000-0001-5645-5870 language: - iso: eng publication_identifier: isbn: - '9783818801052' publication_status: published publisher: Waxmann Verlag GmbH status: public title: Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven type: book_editor user_id: '72183' year: '2026' ... --- _id: '64211' author: - first_name: Vivien full_name: Wiebe, Vivien id: '77748' last_name: Wiebe - first_name: Uta full_name: Häsel-Weide, Uta id: '60267' last_name: Häsel-Weide orcid: 0000-0001-6278-4240 citation: ama: 'Wiebe V, Häsel-Weide U. Initiating and establishing mathematical practices of determining and transforming numbers as a foundational skill in fostering mathematics teaching. In: Mosvold R, Fauskanger J, Ferretti F, Vondrová N, Charles University, Faculty of Education and ERME, eds. Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice. ; 2026:122-129.' apa: 'Wiebe, V., & Häsel-Weide, U. (2026). Initiating and establishing mathematical practices of determining and transforming numbers as a foundational skill in fostering mathematics teaching. In R. Mosvold, J. Fauskanger, F. Ferretti, N. Vondrová, & Charles University, Faculty of Education and ERME (Eds.), Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice (pp. 122–129).' bibtex: '@inproceedings{Wiebe_Häsel-Weide_2026, place={Prag}, title={ Initiating and establishing mathematical practices of determining and transforming numbers as a foundational skill in fostering mathematics teaching}, booktitle={Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice}, author={Wiebe, Vivien and Häsel-Weide, Uta}, editor={Mosvold, R. and Fauskanger, J. and Ferretti, F. and Vondrová, N. and Charles University, Faculty of Education and ERME}, year={2026}, pages={122–129} }' chicago: 'Wiebe, Vivien, and Uta Häsel-Weide. “ Initiating and Establishing Mathematical Practices of Determining and Transforming Numbers as a Foundational Skill in Fostering Mathematics Teaching.” In Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice, edited by R. Mosvold, J. Fauskanger, F. Ferretti, N. Vondrová, and Charles University, Faculty of Education and ERME, 122–29. Prag, 2026.' ieee: 'V. Wiebe and U. Häsel-Weide, “ Initiating and establishing mathematical practices of determining and transforming numbers as a foundational skill in fostering mathematics teaching,” in Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice, Prag, 2026, pp. 122–129.' mla: 'Wiebe, Vivien, and Uta Häsel-Weide. “ Initiating and Establishing Mathematical Practices of Determining and Transforming Numbers as a Foundational Skill in Fostering Mathematics Teaching.” Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice, edited by R. Mosvold et al., 2026, pp. 122–29.' short: 'V. Wiebe, U. Häsel-Weide, in: R. Mosvold, J. Fauskanger, F. Ferretti, N. Vondrová, Charles University, Faculty of Education and ERME (Eds.), Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice, Prag, 2026, pp. 122–129.' conference: location: Prag name: Nineteenth ERME Topic Conference corporate_editor: - Charles University, Faculty of Education and ERME date_created: 2026-02-18T10:41:23Z date_updated: 2026-05-26T07:56:19Z department: - _id: '543' editor: - first_name: R. full_name: Mosvold, R. last_name: Mosvold - first_name: J. full_name: Fauskanger, J. last_name: Fauskanger - first_name: F. full_name: Ferretti, F. last_name: Ferretti - first_name: N. full_name: Vondrová, N. last_name: Vondrová language: - iso: eng page: 122-129 place: Prag publication: 'Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice' related_material: link: - relation: confirmation url: https://hal.science/hal-05463964v1 status: public title: ' Initiating and establishing mathematical practices of determining and transforming numbers as a foundational skill in fostering mathematics teaching' type: conference user_id: '44184' year: '2026' ... --- _id: '66074' abstract: - lang: eng text: "Abstract\r\n This study investigates how secondary students construct and evaluate decision trees in an open exploratory task using CODAP. By analyzing students’ tree products and oral self-reports, we identified different data-based and context-based approaches to predictor selection and stopping criteria. Students engaged with key ideas of predictive modeling, including classification, model construction, accuracy, generalization, and interpretability. Informal exploration offered rich opportunities for subsequent teaching by enabling students to begin reconstructing central technical ideas and critical tensions of predictive modeling through diverse but meaningful reasoning approaches." 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: Rolf full_name: Biehler, Rolf id: '16274' last_name: Biehler citation: ama: 'Fleischer FY, Biehler R. Informal approaches to predictive modeling: fostering data literacy and critical engagement through decision tree construction. ZDM – Mathematics Education. Published online 2026. doi:10.1007/s11858-026-01806-3' apa: 'Fleischer, F. Y., & Biehler, R. (2026). Informal approaches to predictive modeling: fostering data literacy and critical engagement through decision tree construction. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-026-01806-3' bibtex: '@article{Fleischer_Biehler_2026, title={Informal approaches to predictive modeling: fostering data literacy and critical engagement through decision tree construction}, DOI={10.1007/s11858-026-01806-3}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Fleischer, Franz Yannik and Biehler, Rolf}, year={2026} }' chicago: 'Fleischer, Franz Yannik, and Rolf Biehler. “Informal Approaches to Predictive Modeling: Fostering Data Literacy and Critical Engagement through Decision Tree Construction.” ZDM – Mathematics Education, 2026. https://doi.org/10.1007/s11858-026-01806-3.' ieee: 'F. Y. Fleischer and R. Biehler, “Informal approaches to predictive modeling: fostering data literacy and critical engagement through decision tree construction,” ZDM – Mathematics Education, 2026, doi: 10.1007/s11858-026-01806-3.' mla: 'Fleischer, Franz Yannik, and Rolf Biehler. “Informal Approaches to Predictive Modeling: Fostering Data Literacy and Critical Engagement through Decision Tree Construction.” ZDM – Mathematics Education, Springer Science and Business Media LLC, 2026, doi:10.1007/s11858-026-01806-3.' short: F.Y. Fleischer, R. Biehler, ZDM – Mathematics Education (2026). date_created: 2026-06-29T07:43:33Z date_updated: 2026-06-29T07:47:44Z department: - _id: '363' doi: 10.1007/s11858-026-01806-3 language: - iso: eng main_file_link: - open_access: '1' url: https://link.springer.com/article/10.1007/s11858-026-01806-3 oa: '1' publication: ZDM – Mathematics Education publication_identifier: issn: - 1863-9690 - 1863-9704 publication_status: published publisher: Springer Science and Business Media LLC status: public title: 'Informal approaches to predictive modeling: fostering data literacy and critical engagement through decision tree construction' type: journal_article user_id: '37888' year: '2026' ... --- _id: '66121' author: - first_name: Julia full_name: Bruns, Julia id: '72183' last_name: Bruns orcid: https://orcid.org/0000-0002-6604-5864 - first_name: Hedwig full_name: Gasteiger, Hedwig last_name: Gasteiger - first_name: Svea full_name: Hallemann, Svea last_name: Hallemann - first_name: Theresa full_name: Schopferer, Theresa last_name: Schopferer citation: ama: Bruns J, Gasteiger H, Hallemann S, Schopferer T. Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education. Research in Mathematics Education. Published online 2026:1-21. doi:10.1080/14794802.2026.2689902 apa: Bruns, J., Gasteiger, H., Hallemann, S., & Schopferer, T. (2026). Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education. Research in Mathematics Education, 1–21. https://doi.org/10.1080/14794802.2026.2689902 bibtex: '@article{Bruns_Gasteiger_Hallemann_Schopferer_2026, title={Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education}, DOI={10.1080/14794802.2026.2689902}, journal={Research in Mathematics Education}, publisher={Informa UK Limited}, author={Bruns, Julia and Gasteiger, Hedwig and Hallemann, Svea and Schopferer, Theresa}, year={2026}, pages={1–21} }' chicago: Bruns, Julia, Hedwig Gasteiger, Svea Hallemann, and Theresa Schopferer. “Leadership Practices in Implementing Early Mathematics Education as a Curriculum Innovation into Vocational Training of Early Childhood Education.” Research in Mathematics Education, 2026, 1–21. https://doi.org/10.1080/14794802.2026.2689902. ieee: 'J. Bruns, H. Gasteiger, S. Hallemann, and T. Schopferer, “Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education,” Research in Mathematics Education, pp. 1–21, 2026, doi: 10.1080/14794802.2026.2689902.' mla: Bruns, Julia, et al. “Leadership Practices in Implementing Early Mathematics Education as a Curriculum Innovation into Vocational Training of Early Childhood Education.” Research in Mathematics Education, Informa UK Limited, 2026, pp. 1–21, doi:10.1080/14794802.2026.2689902. short: J. Bruns, H. Gasteiger, S. Hallemann, T. Schopferer, Research in Mathematics Education (2026) 1–21. date_created: 2026-07-03T10:18:03Z date_updated: 2026-07-03T10:18:36Z department: - _id: '611' doi: 10.1080/14794802.2026.2689902 language: - iso: eng page: 1-21 publication: Research in Mathematics Education publication_identifier: issn: - 1479-4802 - 1754-0178 publication_status: published publisher: Informa UK Limited status: public title: Leadership practices in implementing early mathematics education as a curriculum innovation into vocational training of early childhood education type: journal_article user_id: '72183' year: '2026' ... --- _id: '57020' abstract: - lang: eng text: 'AbstractIn this symposium we investigate students’ agency of selecting and using (digital) resources for developing their own learning paths. For that, we first review the literature related to students’ selection and use of resources in mathematics education in different pedagogical settings (presentation 1). Second, we develop insights from the different studies that participate in this symposium (presentation 2–6), at school as well as at university level. Results show that attempts have been made to provide students opportunities to develop agency of their mathematics learning, in particular with the development and provision of numerous digital tools and learning resources at university level and related to innovative pedagogical approaches. At the same time, it is not obvious how these tools and resources help students to develop deeper conceptual understandings. Certainly, students often ‘demand’ more student-centered and autonomous education approaches (e.g., at university level), also in mathematics education. Further, it seems that authentic problem-based education approaches are more motivating for students. These ‘innovative’ approaches necessitate particular types of structure and support for students. Moreover, they require different ways of providing resources that students can and want to interact with, and that help students to navigate through the curriculum to develop their own learning paths. At the same time, teachers also need support on how to orchestrate student learning with the available resources in such environments, so to be able to attend to students’ individual needs. The symposium comprised altogether six presentations:Birgit Pepin & Sebastian Rezat: Students’ agency of selecting and using (digital) resources for developing their own learning paths: An overviewAnnalisa Cusi & Agnese I. Telloni: Learning through digital curriculum resource design: students’ reflections on their role as designersVilma Mesa, Lelia Burley-Sanford, Xinyi Hao, & Carlos Quiroz: Interactive features in university textbooks and their use by teachers and studentsSebastian Rezat: Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking toolBirgit Pepin & Ulises Salinas: Challenge/problem-based mathematics learning at university level: The case of the modeling weekFarzad Radmehr: Problem-posing: An inclusive activity for improving teaching and learning of mathematics at university level' author: - first_name: Birgit full_name: Pepin, Birgit last_name: Pepin - first_name: Sebastian full_name: Rezat, Sebastian last_name: Rezat citation: ama: 'Pepin B, Rezat S. Symposium—Towards innovative practices in mathematics education: Teachers’ and students’ choice and use of digital resources. In: Qi C, Fan L, Liu J, Liu Q, Dong L, eds. Recent Advances in Mathematics Textbook Research and Development. Springer Nature; 2025:123–126. doi:10.1007/978-981-97-8426-4_17' apa: 'Pepin, B., & Rezat, S. (2025). Symposium—Towards innovative practices in mathematics education: Teachers’ and students’ choice and use of digital resources. In C. Qi, L. Fan, J. Liu, Q. Liu, & L. Dong (Eds.), Recent Advances in Mathematics Textbook Research and Development (pp. 123–126). Springer Nature. https://doi.org/10.1007/978-981-97-8426-4_17' bibtex: '@inbook{Pepin_Rezat_2025, place={Singapore}, title={Symposium—Towards innovative practices in mathematics education: Teachers’ and students’ choice and use of digital resources}, DOI={10.1007/978-981-97-8426-4_17}, booktitle={Recent Advances in Mathematics Textbook Research and Development}, publisher={Springer Nature}, author={Pepin, Birgit and Rezat, Sebastian}, editor={Qi, Chunxia and Fan, Lianghuo and Liu, Jian and Liu, Qimeng and Dong, Lianchun}, year={2025}, pages={123–126} }' chicago: 'Pepin, Birgit, and Sebastian Rezat. “Symposium—Towards Innovative Practices in Mathematics Education: Teachers’ and Students’ Choice and Use of Digital Resources.” In Recent Advances in Mathematics Textbook Research and Development, edited by Chunxia Qi, Lianghuo Fan, Jian Liu, Qimeng Liu, and Lianchun Dong, 123–126. Singapore: Springer Nature, 2025. https://doi.org/10.1007/978-981-97-8426-4_17.' ieee: 'B. Pepin and S. Rezat, “Symposium—Towards innovative practices in mathematics education: Teachers’ and students’ choice and use of digital resources,” in Recent Advances in Mathematics Textbook Research and Development, C. Qi, L. Fan, J. Liu, Q. Liu, and L. Dong, Eds. Singapore: Springer Nature, 2025, pp. 123–126.' mla: 'Pepin, Birgit, and Sebastian Rezat. “Symposium—Towards Innovative Practices in Mathematics Education: Teachers’ and Students’ Choice and Use of Digital Resources.” Recent Advances in Mathematics Textbook Research and Development, edited by Chunxia Qi et al., Springer Nature, 2025, pp. 123–126, doi:10.1007/978-981-97-8426-4_17.' short: 'B. Pepin, S. Rezat, in: C. Qi, L. Fan, J. Liu, Q. Liu, L. Dong (Eds.), Recent Advances in Mathematics Textbook Research and Development, Springer Nature, Singapore, 2025, pp. 123–126.' date_created: 2024-11-12T16:15:48Z date_updated: 2024-11-12T16:37:29Z ddc: - '510' - '370' department: - _id: '360' doi: 10.1007/978-981-97-8426-4_17 editor: - first_name: Chunxia full_name: Qi, Chunxia last_name: Qi - first_name: Lianghuo full_name: Fan, Lianghuo last_name: Fan - first_name: Jian full_name: Liu, Jian last_name: Liu - first_name: Qimeng full_name: Liu, Qimeng last_name: Liu - first_name: Lianchun full_name: Dong, Lianchun last_name: Dong file: - access_level: closed content_type: application/pdf creator: srezat date_created: 2024-11-12T16:18:30Z date_updated: 2024-11-12T16:18:30Z file_id: '57021' file_name: 978-981-97-8426-4_17.pdf file_size: 148089 relation: main_file success: 1 file_date_updated: 2024-11-12T16:18:30Z has_accepted_license: '1' language: - iso: eng page: 123–126 place: Singapore publication: Recent Advances in Mathematics Textbook Research and Development publication_identifier: isbn: - '9789819784257' - '9789819784264' publication_status: published publisher: Springer Nature status: public title: 'Symposium—Towards innovative practices in mathematics education: Teachers’ and students’ choice and use of digital resources' type: book_chapter user_id: '31132' year: '2025' ... --- _id: '57022' abstract: - lang: eng text: AbstractEven in the digital age, learning mathematics at an academic level still requires much interaction with mathematical texts. Understanding and developing disciplinary literacy skills at all levels is an increasing matter of interest. author: - first_name: Sebastian full_name: Rezat, Sebastian last_name: Rezat citation: ama: 'Rezat S. Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool. In: Qi C, Fan L, Liu J, Liu Q, Dong L, eds. Recent Advances in Mathematics Textbook Research and Development. Springer Nature; 2025:133–136. doi:10.1007/978-981-97-8426-4_20' apa: Rezat, S. (2025). Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool. In C. Qi, L. Fan, J. Liu, Q. Liu, & L. Dong (Eds.), Recent Advances in Mathematics Textbook Research and Development (pp. 133–136). Springer Nature. https://doi.org/10.1007/978-981-97-8426-4_20 bibtex: '@inbook{Rezat_2025, place={Singapore}, title={Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool}, DOI={10.1007/978-981-97-8426-4_20}, booktitle={Recent Advances in Mathematics Textbook Research and Development}, publisher={Springer Nature}, author={Rezat, Sebastian}, editor={Qi, Chunxia and Fan, Lianghuo and Liu, Jian and Liu, Qimeng and Dong, Lianchun}, year={2025}, pages={133–136} }' chicago: 'Rezat, Sebastian. “Fostering University Students’ Reading and Understanding of Mathematical Text in a Flipped Classroom Approach with a Digital Marking Tool.” In Recent Advances in Mathematics Textbook Research and Development, edited by Chunxia Qi, Lianghuo Fan, Jian Liu, Qimeng Liu, and Lianchun Dong, 133–136. Singapore: Springer Nature, 2025. https://doi.org/10.1007/978-981-97-8426-4_20.' ieee: 'S. Rezat, “Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool,” in Recent Advances in Mathematics Textbook Research and Development, C. Qi, L. Fan, J. Liu, Q. Liu, and L. Dong, Eds. Singapore: Springer Nature, 2025, pp. 133–136.' mla: Rezat, Sebastian. “Fostering University Students’ Reading and Understanding of Mathematical Text in a Flipped Classroom Approach with a Digital Marking Tool.” Recent Advances in Mathematics Textbook Research and Development, edited by Chunxia Qi et al., Springer Nature, 2025, pp. 133–136, doi:10.1007/978-981-97-8426-4_20. short: 'S. Rezat, in: C. Qi, L. Fan, J. Liu, Q. Liu, L. Dong (Eds.), Recent Advances in Mathematics Textbook Research and Development, Springer Nature, Singapore, 2025, pp. 133–136.' date_created: 2024-11-12T16:24:39Z date_updated: 2024-11-12T16:37:16Z ddc: - '370' - '510' department: - _id: '360' doi: 10.1007/978-981-97-8426-4_20 editor: - first_name: Chunxia full_name: Qi, Chunxia last_name: Qi - first_name: Lianghuo full_name: Fan, Lianghuo last_name: Fan - first_name: Jian full_name: Liu, Jian last_name: Liu - first_name: Qimeng full_name: Liu, Qimeng last_name: Liu - first_name: Lianchun full_name: Dong, Lianchun last_name: Dong file: - access_level: closed content_type: application/pdf creator: srezat date_created: 2024-11-12T16:27:26Z date_updated: 2024-11-12T16:27:26Z file_id: '57023' file_name: 978-981-97-8426-4_20.pdf file_size: 161830 relation: main_file success: 1 file_date_updated: 2024-11-12T16:27:26Z has_accepted_license: '1' language: - iso: eng page: 133–136 place: Singapore publication: Recent Advances in Mathematics Textbook Research and Development publication_identifier: isbn: - '9789819784257' - '9789819784264' publication_status: published publisher: Springer Nature status: public title: Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool type: book_chapter user_id: '31132' year: '2025' ... --- _id: '58353' abstract: - lang: eng text: "Abstract\r\n Statistics and machine learning are critical because they play an essential role in our everyday lives and the careers we may pursue in the future. It may be beneficial to introduce machine learning, such as decision trees (DTs), at an early stage of education. The data-based construction of DTs is an example of a machine learning process, which can be addressed in mathematics or statistics teaching because of relatively low prior knowledge requirements. This paper focuses on investigating how sixth-grade students create and evaluate data-based DTs. The basis is a teaching unit that aims to lay the foundation for machine learning and enhance students’ understanding of the process. We investigate students’ processes in detail while they build DTs with data cards about food items to predict whether a new item is recommendable. After the teaching unit, an interview study examines students’ strategies for creating decision trees. The findings contribute to understanding students’ learning processes and the challenges when working with decision trees." author: - first_name: Susanne full_name: Podworny, Susanne id: '30619' last_name: Podworny orcid: 0000-0002-6313-5987 - first_name: Rolf full_name: Biehler, Rolf id: '16274' last_name: Biehler - first_name: Yannik full_name: Fleischer, Yannik id: '42660' last_name: Fleischer orcid: https://orcid.org/0000-0003-0318-0329 citation: ama: Podworny S, Biehler R, Fleischer Y. Young students’ engagement with data to create decision trees. ZDM – Mathematics Education. Published online 2025. doi:10.1007/s11858-024-01649-w apa: Podworny, S., Biehler, R., & Fleischer, Y. (2025). Young students’ engagement with data to create decision trees. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-024-01649-w bibtex: '@article{Podworny_Biehler_Fleischer_2025, title={Young students’ engagement with data to create decision trees}, DOI={10.1007/s11858-024-01649-w}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Podworny, Susanne and Biehler, Rolf and Fleischer, Yannik}, year={2025} }' chicago: Podworny, Susanne, Rolf Biehler, and Yannik Fleischer. “Young Students’ Engagement with Data to Create Decision Trees.” ZDM – Mathematics Education, 2025. https://doi.org/10.1007/s11858-024-01649-w. ieee: 'S. Podworny, R. Biehler, and Y. Fleischer, “Young students’ engagement with data to create decision trees,” ZDM – Mathematics Education, 2025, doi: 10.1007/s11858-024-01649-w.' mla: Podworny, Susanne, et al. “Young Students’ Engagement with Data to Create Decision Trees.” ZDM – Mathematics Education, Springer Science and Business Media LLC, 2025, doi:10.1007/s11858-024-01649-w. short: S. Podworny, R. Biehler, Y. Fleischer, ZDM – Mathematics Education (2025). date_created: 2025-01-24T07:55:53Z date_updated: 2025-01-24T07:57:00Z department: - _id: '363' doi: 10.1007/s11858-024-01649-w language: - iso: eng main_file_link: - open_access: '1' url: https://link.springer.com/article/10.1007/s11858-024-01649-w oa: '1' publication: ZDM – Mathematics Education publication_identifier: issn: - 1863-9690 - 1863-9704 publication_status: published publisher: Springer Science and Business Media LLC status: public title: Young students’ engagement with data to create decision trees type: journal_article user_id: '37888' year: '2025' ... --- _id: '59414' author: - first_name: Uta full_name: Häsel-Weide, Uta id: '60267' last_name: Häsel-Weide orcid: 0000-0001-6278-4240 - first_name: M. full_name: Nührenbörger, M. last_name: Nührenbörger citation: ama: Häsel-Weide U, Nührenbörger M. Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule. Zeitschrift für Grundschulforschung. Published online 2025. doi: https://doi.org/10.1007/s42278-025-00223-x apa: Häsel-Weide, U., & Nührenbörger, M. (2025). Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule. Zeitschrift für Grundschulforschung. https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x bibtex: '@article{Häsel-Weide_Nührenbörger_2025, title={Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule}, DOI={ https://doi.org/10.1007/s42278-025-00223-x }, journal={Zeitschrift für Grundschulforschung}, author={Häsel-Weide, Uta and Nührenbörger, M.}, year={2025} }' chicago: Häsel-Weide, Uta, and M. Nührenbörger. “Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule.” Zeitschrift für Grundschulforschung, 2025. https://doi.org/ https://doi.org/10.1007/s42278-025-00223-x . ieee: 'U. Häsel-Weide and M. Nührenbörger, “Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule,” Zeitschrift für Grundschulforschung, 2025, doi: https://doi.org/10.1007/s42278-025-00223-x .' mla: Häsel-Weide, Uta, and M. Nührenbörger. “Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule.” Zeitschrift für Grundschulforschung, 2025, doi: https://doi.org/10.1007/s42278-025-00223-x . short: U. Häsel-Weide, M. Nührenbörger, Zeitschrift für Grundschulforschung (2025). date_created: 2025-04-07T10:48:48Z date_updated: 2025-04-07T10:49:18Z department: - _id: '543' doi: ' https://doi.org/10.1007/s42278-025-00223-x ' language: - iso: ger publication: Zeitschrift für Grundschulforschung status: public title: Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule type: journal_article user_id: '44184' year: '2025' ... --- _id: '59622' abstract: - lang: eng text: "Abstract\r\n This study explores how high school students construct decision trees using data cards and the software CODAP (codap.concord.org) in interviews after attending a teaching unit. We conceptualized data-based decision tree construction using nine key aspects that we intended to teach, tested variations of two design elements in teaching, and analyzed the interviews qualitatively to compare student behavior to intended outcomes. We found high alignment to intentions but also deviations in data activities and informal or context-based rather than data-based reasoning. The design element of context-free (blinded) data seems to enhance data-based reasoning, while the design element of data card use showed diagnostic potential." author: - first_name: Yannik full_name: Fleischer, Yannik id: '42660' last_name: Fleischer orcid: https://orcid.org/0000-0003-0318-0329 - first_name: Rolf full_name: Biehler, Rolf id: '16274' last_name: Biehler citation: ama: Fleischer Y, Biehler R. Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning. ZDM – Mathematics Education. 2025;57(1). doi:10.1007/s11858-025-01663-6 apa: Fleischer, Y., & Biehler, R. (2025). Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning. ZDM – Mathematics Education, 57(1). https://doi.org/10.1007/s11858-025-01663-6 bibtex: '@article{Fleischer_Biehler_2025, title={Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning}, volume={57}, DOI={10.1007/s11858-025-01663-6}, number={1}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Fleischer, Yannik and Biehler, Rolf}, year={2025} }' chicago: Fleischer, Yannik, and Rolf Biehler. “Exploring Students’ Constructions of Data-Based Decision Trees after an Introductory Teaching Unit on Machine Learning.” ZDM – Mathematics Education 57, no. 1 (2025). https://doi.org/10.1007/s11858-025-01663-6. ieee: 'Y. Fleischer and R. Biehler, “Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning,” ZDM – Mathematics Education, vol. 57, no. 1, 2025, doi: 10.1007/s11858-025-01663-6.' mla: Fleischer, Yannik, and Rolf Biehler. “Exploring Students’ Constructions of Data-Based Decision Trees after an Introductory Teaching Unit on Machine Learning.” ZDM – Mathematics Education, vol. 57, no. 1, Springer Science and Business Media LLC, 2025, doi:10.1007/s11858-025-01663-6. short: Y. Fleischer, R. Biehler, ZDM – Mathematics Education 57 (2025). date_created: 2025-04-22T07:59:07Z date_updated: 2025-04-22T08:00:59Z department: - _id: '363' doi: 10.1007/s11858-025-01663-6 intvolume: ' 57' issue: '1' language: - iso: eng main_file_link: - url: https://link.springer.com/article/10.1007/s11858-025-01663-6 publication: ZDM – Mathematics Education publication_identifier: issn: - 1863-9690 - 1863-9704 publication_status: published publisher: Springer Science and Business Media LLC status: public title: Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning type: journal_article user_id: '37888' volume: 57 year: '2025' ... --- _id: '58516' abstract: - lang: eng text: "Abstract\r\n Academic emotions play a crucial role in mathematics learning, significantly influencing motivation, academic achievement, and career aspirations in mathematics. With the notable increase in research on emotions in recent years, our review uses Pekrun’s control-value theory with two primary objectives: to systematically describe the characteristics of emotions in recent research through a systematic review, and to synthesize evidence on the relationships between specific emotions, control-value antecedents, and mathematics achievement via a meta-analysis. The systematic review of 112 studies revealed that more than 100 specific emotions have been addressed in recent research, which we analyzed based on key emotion characteristics: valence and activation, type of object, temporal stability, and social context. The findings from the systematic review provide an overview of mathematics-specific objects that emotions have referred to in the most recent research. The subsequent meta-analysis demonstrated that mathematics achievement (e.g., test scores and grades) was positively related to enjoyment, hope, and pride (\r\n \r\n \ $$\\overline{r}$$\r\n \r\n \r\n \ r\r\n ¯\r\n \ \r\n \r\n \r\n \  = .247, .224, and .344, respectively) but negatively related to anger, boredom, frustration, hopelessness, and shame (\r\n \ \r\n $$\\overline{r}$$\r\n \ \r\n \ \r\n r\r\n ¯\r\n \ \r\n \r\n \r\n \ = − .322, − .187, − .207, − .378, and − .291, respectively). Theoretical and practical implications of these results are discussed." author: - first_name: Johanna full_name: Schönherr, Johanna id: '99409' last_name: Schönherr - first_name: Stanislaw full_name: Schukajlow, Stanislaw last_name: Schukajlow - first_name: Reinhard full_name: Pekrun, Reinhard last_name: Pekrun citation: ama: 'Schönherr J, Schukajlow S, Pekrun R. Emotions in mathematics learning: a systematic review and meta-analysis. ZDM – Mathematics Education. Published online 2025. doi:10.1007/s11858-025-01651-w' apa: 'Schönherr, J., Schukajlow, S., & Pekrun, R. (2025). Emotions in mathematics learning: a systematic review and meta-analysis. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-025-01651-w' bibtex: '@article{Schönherr_Schukajlow_Pekrun_2025, title={Emotions in mathematics learning: a systematic review and meta-analysis}, DOI={10.1007/s11858-025-01651-w}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Schönherr, Johanna and Schukajlow, Stanislaw and Pekrun, Reinhard}, year={2025} }' chicago: 'Schönherr, Johanna, Stanislaw Schukajlow, and Reinhard Pekrun. “Emotions in Mathematics Learning: A Systematic Review and Meta-Analysis.” ZDM – Mathematics Education, 2025. https://doi.org/10.1007/s11858-025-01651-w.' ieee: 'J. Schönherr, S. Schukajlow, and R. Pekrun, “Emotions in mathematics learning: a systematic review and meta-analysis,” ZDM – Mathematics Education, 2025, doi: 10.1007/s11858-025-01651-w.' mla: 'Schönherr, Johanna, et al. “Emotions in Mathematics Learning: A Systematic Review and Meta-Analysis.” ZDM – Mathematics Education, Springer Science and Business Media LLC, 2025, doi:10.1007/s11858-025-01651-w.' short: J. Schönherr, S. Schukajlow, R. Pekrun, ZDM – Mathematics Education (2025). date_created: 2025-02-05T08:19:34Z date_updated: 2025-05-27T12:16:26Z department: - _id: '913' doi: 10.1007/s11858-025-01651-w language: - iso: eng publication: ZDM – Mathematics Education publication_identifier: issn: - 1863-9690 - 1863-9704 publication_status: published publisher: Springer Science and Business Media LLC status: public title: 'Emotions in mathematics learning: a systematic review and meta-analysis' type: journal_article user_id: '99409' year: '2025' ... --- _id: '59703' article_number: '102369' author: - first_name: Johanna full_name: Schönherr, Johanna id: '99409' last_name: Schönherr - first_name: Richard E. full_name: Mayer, Richard E. last_name: Mayer citation: ama: Schönherr J, Mayer RE. Maximizing the benefits of student-generated drawing for real-world problem solving. Contemporary Educational Psychology. 2025;81. doi:10.1016/j.cedpsych.2025.102369 apa: Schönherr, J., & Mayer, R. E. (2025). Maximizing the benefits of student-generated drawing for real-world problem solving. Contemporary Educational Psychology, 81, Article 102369. https://doi.org/10.1016/j.cedpsych.2025.102369 bibtex: '@article{Schönherr_Mayer_2025, title={Maximizing the benefits of student-generated drawing for real-world problem solving}, volume={81}, DOI={10.1016/j.cedpsych.2025.102369}, number={102369}, journal={Contemporary Educational Psychology}, publisher={Elsevier BV}, author={Schönherr, Johanna and Mayer, Richard E.}, year={2025} }' chicago: Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated Drawing for Real-World Problem Solving.” Contemporary Educational Psychology 81 (2025). https://doi.org/10.1016/j.cedpsych.2025.102369. ieee: 'J. Schönherr and R. E. Mayer, “Maximizing the benefits of student-generated drawing for real-world problem solving,” Contemporary Educational Psychology, vol. 81, Art. no. 102369, 2025, doi: 10.1016/j.cedpsych.2025.102369.' mla: Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated Drawing for Real-World Problem Solving.” Contemporary Educational Psychology, vol. 81, 102369, Elsevier BV, 2025, doi:10.1016/j.cedpsych.2025.102369. short: J. Schönherr, R.E. Mayer, Contemporary Educational Psychology 81 (2025). date_created: 2025-04-28T14:44:15Z date_updated: 2025-05-27T12:15:42Z department: - _id: '913' doi: 10.1016/j.cedpsych.2025.102369 intvolume: ' 81' language: - iso: eng publication: Contemporary Educational Psychology publication_identifier: issn: - 0361-476X publication_status: published publisher: Elsevier BV status: public title: Maximizing the benefits of student-generated drawing for real-world problem solving type: journal_article user_id: '99409' volume: 81 year: '2025' ... --- _id: '60102' abstract: - lang: eng text: ' Zusammenfassung: Studien haben gezeigt, dass frühe numerische Kompetenzen einen Einfluss auf die spätere mathematische Entwicklung haben. Vor diesem Hintergrund ist es wichtig, die numerischen Kompetenzen bereits im Kindergartenalter zu erfassen, um Kinder, denen wichtige Kompetenzen für die mathematische Entwicklung fehlen, und für die das Risiko der Entwicklung von Rechenschwierigkeiten besteht, frühzeitig und praxistauglich zu identifizieren. In der Studie wird ein Screening zur Erfassung der numerischen Kompetenzen im Kindergartenalter präsentiert, bei dem ausgewählte Aufgaben in einem Gruppensetting durchgeführt werden können. An der Validierung nahmen Kinder im Alter von vier bis sechs Jahren aus der Schweiz ( n = 431) und aus Deutschland ( n = 325) teil. Die Ergebnisse zeigen, dass mit dem Screening in verschiedenen Gruppen (Schweiz, Deutschland) mit wenigen Ausnahmen dieselben Eigenschaften gemessen werden. Die prognostische Validität für den Zeitpunkt kurz vor Schuleintritt ist zufriedenstellend. Der Testwert auf Basis des Gruppensettings lässt sich valide interpretieren, da sich keine Unterschiede zwischen Kindern, die die Aufgaben einzeln gelöst haben und Kindern, die die Aufgaben in Gruppen bearbeitet haben, gezeigt haben. Zusammenfassend lässt sich sagen, dass das Screening durch die Kombination von Einzel- und Kleingruppentests die Erfassung numerischer Fähigkeiten im Kindergarten in kurzer Zeit zuverlässig und valide ermöglicht. ' alternative_title: - Validierung eines Screenings in der Schweiz und in Deutschland author: - first_name: Noemi full_name: Gloor, Noemi last_name: Gloor - first_name: Karin full_name: Kucian, Karin last_name: Kucian - first_name: Julia full_name: Bruns, Julia id: '72183' last_name: Bruns orcid: https://orcid.org/0000-0002-6604-5864 - first_name: Hedwig full_name: Gasteiger, Hedwig last_name: Gasteiger - first_name: Elisabeth full_name: Moser Opitz, Elisabeth last_name: Moser Opitz citation: ama: Gloor N, Kucian K, Bruns J, Gasteiger H, Moser Opitz E. Erfassung der numerischen Kompetenzen im                    Kindergartenalter. Frühe Bildung. Published online 2025. doi:10.1026/2191-9186/a000699 apa: Gloor, N., Kucian, K., Bruns, J., Gasteiger, H., & Moser Opitz, E. (2025). Erfassung der numerischen Kompetenzen im                    Kindergartenalter. Frühe Bildung. https://doi.org/10.1026/2191-9186/a000699 bibtex: '@article{Gloor_Kucian_Bruns_Gasteiger_Moser Opitz_2025, title={Erfassung der numerischen Kompetenzen im                    Kindergartenalter}, DOI={10.1026/2191-9186/a000699}, journal={Frühe Bildung}, publisher={Hogrefe Publishing Group}, author={Gloor, Noemi and Kucian, Karin and Bruns, Julia and Gasteiger, Hedwig and Moser Opitz, Elisabeth}, year={2025} }' chicago: Gloor, Noemi, Karin Kucian, Julia Bruns, Hedwig Gasteiger, and Elisabeth Moser Opitz. “Erfassung der numerischen Kompetenzen im                    Kindergartenalter.” Frühe Bildung, 2025. https://doi.org/10.1026/2191-9186/a000699. ieee: 'N. Gloor, K. Kucian, J. Bruns, H. Gasteiger, and E. Moser Opitz, “Erfassung der numerischen Kompetenzen im                    Kindergartenalter,” Frühe Bildung, 2025, doi: 10.1026/2191-9186/a000699.' mla: Gloor, Noemi, et al. “Erfassung der numerischen Kompetenzen im                    Kindergartenalter.” Frühe Bildung, Hogrefe Publishing Group, 2025, doi:10.1026/2191-9186/a000699. short: N. Gloor, K. Kucian, J. Bruns, H. Gasteiger, E. Moser Opitz, Frühe Bildung (2025). date_created: 2025-06-02T14:11:40Z date_updated: 2025-06-02T14:12:03Z department: - _id: '611' doi: 10.1026/2191-9186/a000699 language: - iso: ger publication: Frühe Bildung publication_identifier: issn: - 2191-9186 - 2191-9194 publication_status: published publisher: Hogrefe Publishing Group status: public title: Erfassung der numerischen Kompetenzen im Kindergartenalter type: journal_article user_id: '72183' year: '2025' ...