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