[{"citation":{"apa":"Wessel, L. (2019). Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses. <i>Mathematics Education Research Journal</i>, <i>32</i>(4), 653–681. <a href=\"https://doi.org/10.1007/s13394-019-00284-z\">https://doi.org/10.1007/s13394-019-00284-z</a>","bibtex":"@article{Wessel_2019, title={Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses}, volume={32}, DOI={<a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>}, number={4}, journal={Mathematics Education Research Journal}, publisher={Springer Science and Business Media LLC}, author={Wessel, Lena}, year={2019}, pages={653–681} }","mla":"Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of Lexical Trace Analyses.” <i>Mathematics Education Research Journal</i>, vol. 32, no. 4, Springer Science and Business Media LLC, 2019, pp. 653–81, doi:<a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>.","short":"L. Wessel, Mathematics Education Research Journal 32 (2019) 653–681.","ama":"Wessel L. Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses. <i>Mathematics Education Research Journal</i>. 2019;32(4):653-681. doi:<a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>","chicago":"Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of Lexical Trace Analyses.” <i>Mathematics Education Research Journal</i> 32, no. 4 (2019): 653–81. <a href=\"https://doi.org/10.1007/s13394-019-00284-z\">https://doi.org/10.1007/s13394-019-00284-z</a>.","ieee":"L. Wessel, “Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses,” <i>Mathematics Education Research Journal</i>, vol. 32, no. 4, pp. 653–681, 2019, doi: <a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>."},"intvolume":"        32","page":"653-681","publication_status":"published","publication_identifier":{"issn":["1033-2170","2211-050X"]},"doi":"10.1007/s13394-019-00284-z","date_updated":"2024-04-18T09:01:40Z","author":[{"last_name":"Wessel","id":"85190","full_name":"Wessel, Lena","first_name":"Lena"}],"volume":32,"status":"public","type":"journal_article","_id":"46156","user_id":"37888","department":[{"_id":"643"}],"year":"2019","issue":"4","title":"Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses","publisher":"Springer Science and Business Media LLC","date_created":"2023-07-26T10:03:33Z","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>Although the teaching of vocabulary in mathematics lessons is requested in content- and language-integrated lesson designs, the clarification of the specific lexical language demands is still an open question for many mathematical topics. In a content- and language-integrated lesson design towards understanding the concept of equivalent fractions, the vocabulary (words and phrases) used by 17 students has been analyzed with qualitative means of data analysis. The qualitative in-depth analyses underline the importance of meaning-related vocabulary for making structural relations between the fractions in view explicit. Quantitative analyses of inventoried vocabulary for the four categories “self-initiated by students,” “triggered by teaching material,” “triggered by teacher,” or “triggered by peers” show the relations of collective and autonomous vocabularies from which the students retrieve their lexical means in oral and written language production.</jats:p>","lang":"eng"}],"publication":"Mathematics Education Research Journal","keyword":["Education","General Mathematics"],"language":[{"iso":"eng"}]},{"user_id":"37888","department":[{"_id":"643"}],"_id":"48332","language":[{"iso":"eng"}],"keyword":["Education","General Mathematics"],"type":"journal_article","publication":"Mathematics Education Research Journal","status":"public","date_created":"2023-10-19T10:00:32Z","author":[{"first_name":"Susanne","last_name":"Prediger","full_name":"Prediger, Susanne"},{"first_name":"Lena","full_name":"Wessel, Lena","id":"85190","last_name":"Wessel"}],"volume":25,"date_updated":"2024-04-18T09:05:03Z","publisher":"Springer Science and Business Media LLC","doi":"10.1007/s13394-013-0079-2","title":"Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention","issue":"3","publication_status":"published","publication_identifier":{"issn":["1033-2170","2211-050X"]},"citation":{"apa":"Prediger, S., &#38; Wessel, L. (2013). Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention. <i>Mathematics Education Research Journal</i>, <i>25</i>(3), 435–456. <a href=\"https://doi.org/10.1007/s13394-013-0079-2\">https://doi.org/10.1007/s13394-013-0079-2</a>","short":"S. Prediger, L. Wessel, Mathematics Education Research Journal 25 (2013) 435–456.","mla":"Prediger, Susanne, and Lena Wessel. “Fostering German-Language Learners’ Constructions of Meanings for Fractions—Design and Effects of a Language- and Mathematics-Integrated Intervention.” <i>Mathematics Education Research Journal</i>, vol. 25, no. 3, Springer Science and Business Media LLC, 2013, pp. 435–56, doi:<a href=\"https://doi.org/10.1007/s13394-013-0079-2\">10.1007/s13394-013-0079-2</a>.","bibtex":"@article{Prediger_Wessel_2013, title={Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s13394-013-0079-2\">10.1007/s13394-013-0079-2</a>}, number={3}, journal={Mathematics Education Research Journal}, publisher={Springer Science and Business Media LLC}, author={Prediger, Susanne and Wessel, Lena}, year={2013}, pages={435–456} }","ama":"Prediger S, Wessel L. Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention. <i>Mathematics Education Research Journal</i>. 2013;25(3):435-456. doi:<a href=\"https://doi.org/10.1007/s13394-013-0079-2\">10.1007/s13394-013-0079-2</a>","chicago":"Prediger, Susanne, and Lena Wessel. “Fostering German-Language Learners’ Constructions of Meanings for Fractions—Design and Effects of a Language- and Mathematics-Integrated Intervention.” <i>Mathematics Education Research Journal</i> 25, no. 3 (2013): 435–56. <a href=\"https://doi.org/10.1007/s13394-013-0079-2\">https://doi.org/10.1007/s13394-013-0079-2</a>.","ieee":"S. Prediger and L. Wessel, “Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention,” <i>Mathematics Education Research Journal</i>, vol. 25, no. 3, pp. 435–456, 2013, doi: <a href=\"https://doi.org/10.1007/s13394-013-0079-2\">10.1007/s13394-013-0079-2</a>."},"intvolume":"        25","page":"435-456","year":"2013"}]