[{"oa":"1","publisher":"Springer Science and Business Media LLC","date_updated":"2025-01-24T07:57:00Z","author":[{"first_name":"Susanne","orcid":"0000-0002-6313-5987","last_name":"Podworny","id":"30619","full_name":"Podworny, Susanne"},{"first_name":"Rolf","id":"16274","full_name":"Biehler, Rolf","last_name":"Biehler"},{"first_name":"Yannik","full_name":"Fleischer, Yannik","id":"42660","orcid":"https://orcid.org/0000-0003-0318-0329","last_name":"Fleischer"}],"date_created":"2025-01-24T07:55:53Z","title":"Young students’ engagement with data to create decision trees","main_file_link":[{"open_access":"1","url":"https://link.springer.com/article/10.1007/s11858-024-01649-w"}],"doi":"10.1007/s11858-024-01649-w","publication_status":"published","publication_identifier":{"issn":["1863-9690","1863-9704"]},"year":"2025","citation":{"apa":"Podworny, S., Biehler, R., &#38; Fleischer, Y. (2025). Young students’ engagement with data to create decision trees. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-024-01649-w\">https://doi.org/10.1007/s11858-024-01649-w</a>","short":"S. Podworny, R. Biehler, Y. Fleischer, ZDM – Mathematics Education (2025).","bibtex":"@article{Podworny_Biehler_Fleischer_2025, title={Young students’ engagement with data to create decision trees}, DOI={<a href=\"https://doi.org/10.1007/s11858-024-01649-w\">10.1007/s11858-024-01649-w</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Podworny, Susanne and Biehler, Rolf and Fleischer, Yannik}, year={2025} }","mla":"Podworny, Susanne, et al. “Young Students’ Engagement with Data to Create Decision Trees.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2025, doi:<a href=\"https://doi.org/10.1007/s11858-024-01649-w\">10.1007/s11858-024-01649-w</a>.","chicago":"Podworny, Susanne, Rolf Biehler, and Yannik Fleischer. “Young Students’ Engagement with Data to Create Decision Trees.” <i>ZDM – Mathematics Education</i>, 2025. <a href=\"https://doi.org/10.1007/s11858-024-01649-w\">https://doi.org/10.1007/s11858-024-01649-w</a>.","ieee":"S. Podworny, R. Biehler, and Y. Fleischer, “Young students’ engagement with data to create decision trees,” <i>ZDM – Mathematics Education</i>, 2025, doi: <a href=\"https://doi.org/10.1007/s11858-024-01649-w\">10.1007/s11858-024-01649-w</a>.","ama":"Podworny S, Biehler R, Fleischer Y. Young students’ engagement with data to create decision trees. <i>ZDM – Mathematics Education</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1007/s11858-024-01649-w\">10.1007/s11858-024-01649-w</a>"},"_id":"58353","user_id":"37888","department":[{"_id":"363"}],"language":[{"iso":"eng"}],"type":"journal_article","publication":"ZDM – Mathematics Education","abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n          <jats:p>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.</jats:p>","lang":"eng"}],"status":"public"},{"title":"Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning","main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11858-025-01663-6"}],"doi":"10.1007/s11858-025-01663-6","publisher":"Springer Science and Business Media LLC","date_updated":"2025-04-22T08:00:59Z","author":[{"first_name":"Yannik","orcid":"https://orcid.org/0000-0003-0318-0329","last_name":"Fleischer","full_name":"Fleischer, Yannik","id":"42660"},{"full_name":"Biehler, Rolf","id":"16274","last_name":"Biehler","first_name":"Rolf"}],"date_created":"2025-04-22T07:59:07Z","volume":57,"year":"2025","citation":{"mla":"Fleischer, Yannik, and Rolf Biehler. “Exploring Students’ Constructions of Data-Based Decision Trees after an Introductory Teaching Unit on Machine Learning.” <i>ZDM – Mathematics Education</i>, vol. 57, no. 1, Springer Science and Business Media LLC, 2025, doi:<a href=\"https://doi.org/10.1007/s11858-025-01663-6\">10.1007/s11858-025-01663-6</a>.","short":"Y. Fleischer, R. Biehler, ZDM – Mathematics Education 57 (2025).","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={<a href=\"https://doi.org/10.1007/s11858-025-01663-6\">10.1007/s11858-025-01663-6</a>}, number={1}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Fleischer, Yannik and Biehler, Rolf}, year={2025} }","apa":"Fleischer, Y., &#38; Biehler, R. (2025). Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning. <i>ZDM – Mathematics Education</i>, <i>57</i>(1). <a href=\"https://doi.org/10.1007/s11858-025-01663-6\">https://doi.org/10.1007/s11858-025-01663-6</a>","ama":"Fleischer Y, Biehler R. Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning. <i>ZDM – Mathematics Education</i>. 2025;57(1). doi:<a href=\"https://doi.org/10.1007/s11858-025-01663-6\">10.1007/s11858-025-01663-6</a>","ieee":"Y. Fleischer and R. Biehler, “Exploring students’ constructions of data-based decision trees after an introductory teaching unit on machine learning,” <i>ZDM – Mathematics Education</i>, vol. 57, no. 1, 2025, doi: <a href=\"https://doi.org/10.1007/s11858-025-01663-6\">10.1007/s11858-025-01663-6</a>.","chicago":"Fleischer, Yannik, and Rolf Biehler. “Exploring Students’ Constructions of Data-Based Decision Trees after an Introductory Teaching Unit on Machine Learning.” <i>ZDM – Mathematics Education</i> 57, no. 1 (2025). <a href=\"https://doi.org/10.1007/s11858-025-01663-6\">https://doi.org/10.1007/s11858-025-01663-6</a>."},"intvolume":"        57","publication_status":"published","publication_identifier":{"issn":["1863-9690","1863-9704"]},"issue":"1","language":[{"iso":"eng"}],"_id":"59622","user_id":"37888","department":[{"_id":"363"}],"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n          <jats:p>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.</jats:p>"}],"status":"public","type":"journal_article","publication":"ZDM – Mathematics Education"},{"year":"2025","citation":{"bibtex":"@article{Schönherr_Schukajlow_Pekrun_2025, title={Emotions in mathematics learning: a systematic review and meta-analysis}, DOI={<a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Schönherr, Johanna and Schukajlow, Stanislaw and Pekrun, Reinhard}, year={2025} }","mla":"Schönherr, Johanna, et al. “Emotions in Mathematics Learning: A Systematic Review and Meta-Analysis.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2025, doi:<a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>.","short":"J. Schönherr, S. Schukajlow, R. Pekrun, ZDM – Mathematics Education (2025).","apa":"Schönherr, J., Schukajlow, S., &#38; Pekrun, R. (2025). Emotions in mathematics learning: a systematic review and meta-analysis. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-025-01651-w\">https://doi.org/10.1007/s11858-025-01651-w</a>","chicago":"Schönherr, Johanna, Stanislaw Schukajlow, and Reinhard Pekrun. “Emotions in Mathematics Learning: A Systematic Review and Meta-Analysis.” <i>ZDM – Mathematics Education</i>, 2025. <a href=\"https://doi.org/10.1007/s11858-025-01651-w\">https://doi.org/10.1007/s11858-025-01651-w</a>.","ieee":"J. Schönherr, S. Schukajlow, and R. Pekrun, “Emotions in mathematics learning: a systematic review and meta-analysis,” <i>ZDM – Mathematics Education</i>, 2025, doi: <a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>.","ama":"Schönherr J, Schukajlow S, Pekrun R. Emotions in mathematics learning: a systematic review and meta-analysis. <i>ZDM – Mathematics Education</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1007/s11858-025-01651-w\">10.1007/s11858-025-01651-w</a>"},"publication_status":"published","publication_identifier":{"issn":["1863-9690","1863-9704"]},"title":"Emotions in mathematics learning: a systematic review and meta-analysis","doi":"10.1007/s11858-025-01651-w","publisher":"Springer Science and Business Media LLC","date_updated":"2025-05-27T12:16:26Z","date_created":"2025-02-05T08:19:34Z","author":[{"first_name":"Johanna","last_name":"Schönherr","id":"99409","full_name":"Schönherr, Johanna"},{"full_name":"Schukajlow, Stanislaw","last_name":"Schukajlow","first_name":"Stanislaw"},{"first_name":"Reinhard","full_name":"Pekrun, Reinhard","last_name":"Pekrun"}],"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n          <jats:p>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 (<jats:inline-formula>\r\n              <jats:alternatives>\r\n                <jats:tex-math>$$\\overline{r}$$</jats:tex-math>\r\n                <mml:math xmlns:mml=\"http://www.w3.org/1998/Math/MathML\">\r\n                  <mml:mover>\r\n                    <mml:mi>r</mml:mi>\r\n                    <mml:mo>¯</mml:mo>\r\n                  </mml:mover>\r\n                </mml:math>\r\n              </jats:alternatives>\r\n            </jats:inline-formula> = .247, .224, and .344, respectively) but negatively related to anger, boredom, frustration, hopelessness, and shame (<jats:inline-formula>\r\n              <jats:alternatives>\r\n                <jats:tex-math>$$\\overline{r}$$</jats:tex-math>\r\n                <mml:math xmlns:mml=\"http://www.w3.org/1998/Math/MathML\">\r\n                  <mml:mover>\r\n                    <mml:mi>r</mml:mi>\r\n                    <mml:mo>¯</mml:mo>\r\n                  </mml:mover>\r\n                </mml:math>\r\n              </jats:alternatives>\r\n            </jats:inline-formula>= − .322, − .187, − .207, − .378, and − .291, respectively). Theoretical and practical implications of these results are discussed.</jats:p>"}],"status":"public","type":"journal_article","publication":"ZDM – Mathematics Education","language":[{"iso":"eng"}],"_id":"58516","user_id":"99409","department":[{"_id":"913"}]},{"quality_controlled":"1","year":"2025","date_created":"2025-06-12T14:21:07Z","publisher":"Springer Science and Business Media LLC","title":"The quality of digital curriculum resources for mathematics in German educational policy","publication":"ZDM – Mathematics Education","file":[{"date_updated":"2025-06-12T14:23:07Z","creator":"srezat","date_created":"2025-06-12T14:23:07Z","file_size":1296774,"file_name":"s11858-025-01708-w.pdf","file_id":"60197","access_level":"closed","content_type":"application/pdf","success":1,"relation":"main_file"}],"abstract":[{"lang":"eng","text":"This paper examines the governance and quality control of digital curriculum resources (DCR) for K-12 mathematics education in Germany. It focuses on approval processes and criteria set by the 16 federal states, arguing that these have the potential to influence the development of DCR. Using qualitative content analysis, the study explores three research questions: which DCR require official approval, the criteria applied for approval, and the extent to which these criteria are mathematics-specific. Findings indicate that 10 federal states maintain official approval systems, covering digital equivalents of printed textbooks and selected supplemental materials. However, most DCR fall outside these regulated processes, leaving their evaluation largely to individual schools and teachers. The study identifies 17 categories of quality criteria, but reveals a lack of detailed, mathematics-specific requirements. Instead, many criteria are broad references to didactical principles and educational goals, leaving the interpretation and application of these quality standards open-ended. Subject-specific criteria are included but remain limited in specificity. The study underscores the need for research-informed, mathematics-specific quality standards to guide DCR development and approval, emphasizing their importance amidst challenges like artificial intelligence. Policymakers are urged to adopt clearer criteria to ensure high-quality DCR to be used in schools."}],"language":[{"iso":"eng"}],"keyword":["governance","digital curriculum resources","digital textbooks","digital curriculum materials","quality"],"ddc":["370"],"has_accepted_license":"1","publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","intvolume":"        57","page":" 891–904","citation":{"apa":"Rezat, S. (2025). The quality of digital curriculum resources for mathematics in German educational policy. <i>ZDM – Mathematics Education</i>, <i>57</i>, 891–904. <a href=\"https://doi.org/10.1007/s11858-025-01708-w\">https://doi.org/10.1007/s11858-025-01708-w</a>","mla":"Rezat, Sebastian. “The Quality of Digital Curriculum Resources for Mathematics in German Educational Policy.” <i>ZDM – Mathematics Education</i>, vol. 57, Springer Science and Business Media LLC, 2025, pp. 891–904, doi:<a href=\"https://doi.org/10.1007/s11858-025-01708-w\">10.1007/s11858-025-01708-w</a>.","short":"S. Rezat, ZDM – Mathematics Education 57 (2025) 891–904.","bibtex":"@article{Rezat_2025, title={The quality of digital curriculum resources for mathematics in German educational policy}, volume={57}, DOI={<a href=\"https://doi.org/10.1007/s11858-025-01708-w\">10.1007/s11858-025-01708-w</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Rezat, Sebastian}, year={2025}, pages={891–904} }","ieee":"S. Rezat, “The quality of digital curriculum resources for mathematics in German educational policy,” <i>ZDM – Mathematics Education</i>, vol. 57, pp. 891–904, 2025, doi: <a href=\"https://doi.org/10.1007/s11858-025-01708-w\">10.1007/s11858-025-01708-w</a>.","chicago":"Rezat, Sebastian. “The Quality of Digital Curriculum Resources for Mathematics in German Educational Policy.” <i>ZDM – Mathematics Education</i> 57 (2025): 891–904. <a href=\"https://doi.org/10.1007/s11858-025-01708-w\">https://doi.org/10.1007/s11858-025-01708-w</a>.","ama":"Rezat S. The quality of digital curriculum resources for mathematics in German educational policy. <i>ZDM – Mathematics Education</i>. 2025;57:891–904. doi:<a href=\"https://doi.org/10.1007/s11858-025-01708-w\">10.1007/s11858-025-01708-w</a>"},"volume":57,"author":[{"id":"31132","full_name":"Rezat, Sebastian","last_name":"Rezat","first_name":"Sebastian"}],"date_updated":"2025-12-16T14:32:27Z","doi":"10.1007/s11858-025-01708-w","type":"journal_article","status":"public","department":[{"_id":"360"}],"user_id":"31132","_id":"60196","file_date_updated":"2025-06-12T14:23:07Z","article_type":"original"},{"publisher":"Springer Science and Business Media LLC","date_updated":"2024-05-10T07:49:19Z","date_created":"2024-05-10T07:48:10Z","author":[{"first_name":"Elisa","full_name":"Lankeit, Elisa","last_name":"Lankeit"},{"id":"16274","full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf"}],"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","publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","year":"2024","citation":{"apa":"Lankeit, E., &#38; 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. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-024-01584-w\">https://doi.org/10.1007/s11858-024-01584-w</a>","short":"E. Lankeit, R. Biehler, ZDM – Mathematics Education (2024).","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={<a href=\"https://doi.org/10.1007/s11858-024-01584-w\">10.1007/s11858-024-01584-w</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Lankeit, Elisa and Biehler, Rolf}, year={2024} }","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.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2024, doi:<a href=\"https://doi.org/10.1007/s11858-024-01584-w\">10.1007/s11858-024-01584-w</a>.","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.” <i>ZDM – Mathematics Education</i>, 2024. <a href=\"https://doi.org/10.1007/s11858-024-01584-w\">https://doi.org/10.1007/s11858-024-01584-w</a>.","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,” <i>ZDM – Mathematics Education</i>, 2024, doi: <a href=\"https://doi.org/10.1007/s11858-024-01584-w\">10.1007/s11858-024-01584-w</a>.","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. <i>ZDM – Mathematics Education</i>. Published online 2024. doi:<a href=\"https://doi.org/10.1007/s11858-024-01584-w\">10.1007/s11858-024-01584-w</a>"},"_id":"54144","department":[{"_id":"363"}],"user_id":"37888","language":[{"iso":"eng"}],"publication":"ZDM – Mathematics Education","type":"journal_article","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>In 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. Our 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.</jats:p>","lang":"eng"}],"status":"public"},{"status":"public","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Special 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.</jats:p>"}],"publication":"ZDM – Mathematics Education","type":"journal_article","language":[{"iso":"eng"}],"article_type":"original","department":[{"_id":"97"},{"_id":"643"}],"user_id":"32202","_id":"56016","citation":{"short":"M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2024).","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.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2024, doi:<a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>.","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={<a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Hoffmann, Max and Biehler, Rolf}, year={2024} }","apa":"Hoffmann, M., &#38; Biehler, R. (2024). Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">https://doi.org/10.1007/s11858-024-01633-4</a>","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,” <i>ZDM – Mathematics Education</i>, 2024, doi: <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>.","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.” <i>ZDM – Mathematics Education</i>, 2024. <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">https://doi.org/10.1007/s11858-024-01633-4</a>.","ama":"Hoffmann M, Biehler R. Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures. <i>ZDM – Mathematics Education</i>. Published online 2024. doi:<a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>"},"year":"2024","quality_controlled":"1","publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","doi":"10.1007/s11858-024-01633-4","main_file_link":[{"open_access":"1","url":"https://link.springer.com/content/pdf/10.1007/s11858-024-01633-4.pdf"}],"title":"Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures","date_created":"2024-09-04T09:32:26Z","author":[{"id":"32202","full_name":"Hoffmann, Max","orcid":"0000-0002-6964-7123","last_name":"Hoffmann","first_name":"Max"},{"first_name":"Rolf","id":"16274","full_name":"Biehler, Rolf","last_name":"Biehler"}],"date_updated":"2024-09-04T09:33:45Z","oa":"1","publisher":"Springer Science and Business Media LLC"},{"_id":"56197","department":[{"_id":"363"}],"user_id":"37888","language":[{"iso":"eng"}],"publication":"ZDM – Mathematics Education","type":"journal_article","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>Special 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.</jats:p>","lang":"eng"}],"status":"public","publisher":"Springer Science and Business Media LLC","date_updated":"2024-09-23T07:44:49Z","author":[{"first_name":"Max","id":"32202","full_name":"Hoffmann, Max","orcid":"0000-0002-6964-7123","last_name":"Hoffmann"},{"last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274","first_name":"Rolf"}],"date_created":"2024-09-23T07:36:35Z","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","main_file_link":[{"url":"https://doi.org/10.1007/s11858-024-01633-4"}],"publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","year":"2024","citation":{"apa":"Hoffmann, M., &#38; Biehler, R. (2024). Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">https://doi.org/10.1007/s11858-024-01633-4</a>","short":"M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2024).","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.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2024, doi:<a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>.","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={<a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Hoffmann, Max and Biehler, Rolf}, year={2024} }","ama":"Hoffmann M, Biehler R. Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures. <i>ZDM – Mathematics Education</i>. Published online 2024. doi:<a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>","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.” <i>ZDM – Mathematics Education</i>, 2024. <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">https://doi.org/10.1007/s11858-024-01633-4</a>.","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,” <i>ZDM – Mathematics Education</i>, 2024, doi: <a href=\"https://doi.org/10.1007/s11858-024-01633-4\">10.1007/s11858-024-01633-4</a>."}},{"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Recent 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.</jats:p>"}],"status":"public","type":"journal_article","publication":"ZDM – Mathematics Education","language":[{"iso":"eng"}],"_id":"56780","user_id":"37888","department":[{"_id":"363"}],"year":"2024","citation":{"ama":"Biehler R, Durand-Guerrier V, Trigueros M. New trends in didactic research in university mathematics education. <i>ZDM – Mathematics Education</i>. Published online 2024. doi:<a href=\"https://doi.org/10.1007/s11858-024-01643-2\">10.1007/s11858-024-01643-2</a>","ieee":"R. Biehler, V. Durand-Guerrier, and M. Trigueros, “New trends in didactic research in university mathematics education,” <i>ZDM – Mathematics Education</i>, 2024, doi: <a href=\"https://doi.org/10.1007/s11858-024-01643-2\">10.1007/s11858-024-01643-2</a>.","chicago":"Biehler, Rolf, Viviane Durand-Guerrier, and María Trigueros. “New Trends in Didactic Research in University Mathematics Education.” <i>ZDM – Mathematics Education</i>, 2024. <a href=\"https://doi.org/10.1007/s11858-024-01643-2\">https://doi.org/10.1007/s11858-024-01643-2</a>.","apa":"Biehler, R., Durand-Guerrier, V., &#38; Trigueros, M. (2024). New trends in didactic research in university mathematics education. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-024-01643-2\">https://doi.org/10.1007/s11858-024-01643-2</a>","bibtex":"@article{Biehler_Durand-Guerrier_Trigueros_2024, title={New trends in didactic research in university mathematics education}, DOI={<a href=\"https://doi.org/10.1007/s11858-024-01643-2\">10.1007/s11858-024-01643-2</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Biehler, Rolf and Durand-Guerrier, Viviane and Trigueros, María}, year={2024} }","mla":"Biehler, Rolf, et al. “New Trends in Didactic Research in University Mathematics Education.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2024, doi:<a href=\"https://doi.org/10.1007/s11858-024-01643-2\">10.1007/s11858-024-01643-2</a>.","short":"R. Biehler, V. Durand-Guerrier, M. Trigueros, ZDM – Mathematics Education (2024)."},"publication_status":"published","publication_identifier":{"issn":["1863-9690","1863-9704"]},"title":"New trends in didactic research in university mathematics education","main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11858-024-01643-2"}],"doi":"10.1007/s11858-024-01643-2","date_updated":"2024-10-29T10:56:14Z","publisher":"Springer Science and Business Media LLC","author":[{"first_name":"Rolf","id":"16274","full_name":"Biehler, Rolf","last_name":"Biehler"},{"full_name":"Durand-Guerrier, Viviane","last_name":"Durand-Guerrier","first_name":"Viviane"},{"full_name":"Trigueros, María","last_name":"Trigueros","first_name":"María"}],"date_created":"2024-10-29T09:22:06Z"},{"abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>This survey describes the structure of the field of research on curriculum resources in mathematics education in the period from 2018 till 2023. Based on the procedures of a systematic review relevant literature was identified using Web of Science as a database. The included literature was analyzed and categorized according to the type of curriculum resource and the area of study. Seven areas of studies were identified: studies on the role of curriculum resources, content analysis, user studies, studies on the effects of curriculum resources, studies on curriculum resource design, curriculum resources as data, and reviews. The areas were further subdivided into different subcategories based on the research questions of the included papers. The findings show that research on mathematics textbooks is still predominant in the field. The most popular areas of research are content analysis, user studies, studies on design, and studies on effects. Emerging areas are research on students’ use of curriculum resources and the employment of user data from digital curriculum resources as data basis in mathematics education research.</jats:p>","lang":"eng"}],"publication":"ZDM – Mathematics Education","language":[{"iso":"eng"}],"year":"2024","issue":"2","title":"Research on curriculum resources in mathematics education: a survey of the field","date_created":"2025-06-12T14:20:27Z","publisher":"Springer Science and Business Media LLC","status":"public","type":"journal_article","user_id":"31132","department":[{"_id":"360"}],"_id":"60195","citation":{"chicago":"Rezat, Sebastian. “Research on Curriculum Resources in Mathematics Education: A Survey of the Field.” <i>ZDM – Mathematics Education</i> 56, no. 2 (2024): 223–37. <a href=\"https://doi.org/10.1007/s11858-024-01559-x\">https://doi.org/10.1007/s11858-024-01559-x</a>.","ieee":"S. Rezat, “Research on curriculum resources in mathematics education: a survey of the field,” <i>ZDM – Mathematics Education</i>, vol. 56, no. 2, pp. 223–237, 2024, doi: <a href=\"https://doi.org/10.1007/s11858-024-01559-x\">10.1007/s11858-024-01559-x</a>.","ama":"Rezat S. Research on curriculum resources in mathematics education: a survey of the field. <i>ZDM – Mathematics Education</i>. 2024;56(2):223-237. doi:<a href=\"https://doi.org/10.1007/s11858-024-01559-x\">10.1007/s11858-024-01559-x</a>","mla":"Rezat, Sebastian. “Research on Curriculum Resources in Mathematics Education: A Survey of the Field.” <i>ZDM – Mathematics Education</i>, vol. 56, no. 2, Springer Science and Business Media LLC, 2024, pp. 223–37, doi:<a href=\"https://doi.org/10.1007/s11858-024-01559-x\">10.1007/s11858-024-01559-x</a>.","short":"S. Rezat, ZDM – Mathematics Education 56 (2024) 223–237.","bibtex":"@article{Rezat_2024, title={Research on curriculum resources in mathematics education: a survey of the field}, volume={56}, DOI={<a href=\"https://doi.org/10.1007/s11858-024-01559-x\">10.1007/s11858-024-01559-x</a>}, number={2}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Rezat, Sebastian}, year={2024}, pages={223–237} }","apa":"Rezat, S. (2024). Research on curriculum resources in mathematics education: a survey of the field. <i>ZDM – Mathematics Education</i>, <i>56</i>(2), 223–237. <a href=\"https://doi.org/10.1007/s11858-024-01559-x\">https://doi.org/10.1007/s11858-024-01559-x</a>"},"intvolume":"        56","page":"223-237","publication_status":"published","publication_identifier":{"issn":["1863-9690","1863-9704"]},"doi":"10.1007/s11858-024-01559-x","author":[{"first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian"}],"volume":56,"date_updated":"2025-12-16T13:09:16Z"},{"date_created":"2023-06-27T11:45:25Z","publisher":"Springer","title":"Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course","quality_controlled":"1","year":"2023","language":[{"iso":"eng"}],"ddc":["510","370"],"keyword":["General Mathematics","Education"],"publication":"ZDM – Mathematics Education","file":[{"creator":"maxh","date_created":"2023-07-13T09:40:02Z","date_updated":"2023-07-13T09:40:02Z","file_id":"46041","file_name":"s11858-023-01505-3.pdf","access_level":"closed","file_size":1460246,"content_type":"application/pdf","relation":"main_file","success":1}],"abstract":[{"lang":"eng","text":"Intending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “interface ePortfolio” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of profession orientation. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers."}],"author":[{"first_name":"Max","full_name":"Hoffmann, Max","id":"32202","last_name":"Hoffmann","orcid":"0000-0002-6964-7123"},{"first_name":"Rolf","last_name":"Biehler","id":"16274","full_name":"Biehler, Rolf"}],"oa":"1","date_updated":"2024-04-18T09:01:29Z","main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11858-023-01505-3","open_access":"1"}],"doi":"10.1007/s11858-023-01505-3","publication_status":"published","has_accepted_license":"1","publication_identifier":{"issn":["1863-9690","1863-9704"]},"citation":{"apa":"Hoffmann, M., &#38; Biehler, R. (2023). Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>","short":"M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2023).","mla":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” <i>ZDM – Mathematics Education</i>, Springer, 2023, doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>.","bibtex":"@article{Hoffmann_Biehler_2023, title={Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course}, DOI={<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>}, journal={ZDM – Mathematics Education}, publisher={Springer}, author={Hoffmann, Max and Biehler, Rolf}, year={2023} }","ama":"Hoffmann M, Biehler R. Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. <i>ZDM – Mathematics Education</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>","ieee":"M. Hoffmann and R. Biehler, “Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course,” <i>ZDM – Mathematics Education</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>.","chicago":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” <i>ZDM – Mathematics Education</i>, 2023. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>."},"user_id":"37888","department":[{"_id":"643"}],"_id":"45786","file_date_updated":"2023-07-13T09:40:02Z","article_type":"original","type":"journal_article","status":"public"},{"title":"Characterizing external visualization in mathematics education research: a scoping review","doi":"10.1007/s11858-023-01494-3","date_updated":"2024-04-30T13:43:22Z","publisher":"Springer Science and Business Media LLC","date_created":"2023-08-17T10:11:45Z","author":[{"first_name":"Johanna","last_name":"Schoenherr","full_name":"Schoenherr, Johanna"},{"first_name":"Stanislaw","last_name":"Schukajlow","full_name":"Schukajlow, Stanislaw"}],"year":"2023","citation":{"chicago":"Schoenherr, Johanna, and Stanislaw Schukajlow. “Characterizing External Visualization in Mathematics Education Research: A Scoping Review.” <i>ZDM – Mathematics Education</i>, 2023. <a href=\"https://doi.org/10.1007/s11858-023-01494-3\">https://doi.org/10.1007/s11858-023-01494-3</a>.","ieee":"J. Schoenherr and S. Schukajlow, “Characterizing external visualization in mathematics education research: a scoping review,” <i>ZDM – Mathematics Education</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s11858-023-01494-3\">10.1007/s11858-023-01494-3</a>.","ama":"Schoenherr J, Schukajlow S. Characterizing external visualization in mathematics education research: a scoping review. <i>ZDM – Mathematics Education</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s11858-023-01494-3\">10.1007/s11858-023-01494-3</a>","apa":"Schoenherr, J., &#38; Schukajlow, S. (2023). Characterizing external visualization in mathematics education research: a scoping review. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-023-01494-3\">https://doi.org/10.1007/s11858-023-01494-3</a>","mla":"Schoenherr, Johanna, and Stanislaw Schukajlow. “Characterizing External Visualization in Mathematics Education Research: A Scoping Review.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2023, doi:<a href=\"https://doi.org/10.1007/s11858-023-01494-3\">10.1007/s11858-023-01494-3</a>.","bibtex":"@article{Schoenherr_Schukajlow_2023, title={Characterizing external visualization in mathematics education research: a scoping review}, DOI={<a href=\"https://doi.org/10.1007/s11858-023-01494-3\">10.1007/s11858-023-01494-3</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Schoenherr, Johanna and Schukajlow, Stanislaw}, year={2023} }","short":"J. Schoenherr, S. Schukajlow, ZDM – Mathematics Education (2023)."},"publication_status":"published","publication_identifier":{"issn":["1863-9690","1863-9704"]},"keyword":["General Mathematics","Education"],"language":[{"iso":"eng"}],"_id":"46569","user_id":"99409","department":[{"_id":"913"}],"abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>External visualization (i.e., physically embodied visualization) is central to the teaching and learning of mathematics. As external visualization is an important part of mathematics at all levels of education, it is diverse, and research on external visualization has become a wide and complex field. The aim of this scoping review is to characterize external visualizations in recent mathematics education research in order to develop a common ground and guide future research. A qualitative content analysis of the full texts of 130 studies published between 2018 and 2022 applied a deductive-inductive coding procedure to assess four dimensions: visualization product or process, type of visualization, media, and purpose. The analysis revealed different types of external visualizations including visualizations with physical resemblance ranging from pictorial to abstract visualizations as well as three types of visualizations with structural resemblance: length, area, and relational visualizations. Future research should include measures of visualization products or processes to help explain the demands and affordances that different types of visualizations present to learners and teachers.</jats:p>","lang":"eng"}],"status":"public","type":"journal_article","publication":"ZDM – Mathematics Education"},{"_id":"56200","user_id":"37888","department":[{"_id":"363"}],"status":"public","type":"journal_article","main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11858-023-01505-3"}],"doi":"10.1007/s11858-023-01505-3","date_updated":"2024-09-25T08:26:34Z","author":[{"first_name":"Max","last_name":"Hoffmann","orcid":"0000-0002-6964-7123","full_name":"Hoffmann, Max","id":"32202"},{"last_name":"Biehler","id":"16274","full_name":"Biehler, Rolf","first_name":"Rolf"}],"volume":55,"citation":{"short":"M. Hoffmann, R. Biehler, ZDM – Mathematics Education 55 (2023) 737–751.","bibtex":"@article{Hoffmann_Biehler_2023, title={Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course}, volume={55}, DOI={<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>}, number={4}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Hoffmann, Max and Biehler, Rolf}, year={2023}, pages={737–751} }","mla":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” <i>ZDM – Mathematics Education</i>, vol. 55, no. 4, Springer Science and Business Media LLC, 2023, pp. 737–51, doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>.","apa":"Hoffmann, M., &#38; Biehler, R. (2023). Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. <i>ZDM – Mathematics Education</i>, <i>55</i>(4), 737–751. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>","ieee":"M. Hoffmann and R. Biehler, “Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course,” <i>ZDM – Mathematics Education</i>, vol. 55, no. 4, pp. 737–751, 2023, doi: <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>.","chicago":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” <i>ZDM – Mathematics Education</i> 55, no. 4 (2023): 737–51. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>.","ama":"Hoffmann M, Biehler R. Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. <i>ZDM – Mathematics Education</i>. 2023;55(4):737-751. doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>"},"intvolume":"        55","page":"737-751","publication_status":"published","publication_identifier":{"issn":["1863-9690","1863-9704"]},"language":[{"iso":"eng"}],"abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>Intending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “<jats:italic>interface ePortfolio</jats:italic>” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of <jats:italic>profession orientation</jats:italic>. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers.</jats:p>","lang":"eng"}],"publication":"ZDM – Mathematics Education","title":"Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course","publisher":"Springer Science and Business Media LLC","date_created":"2024-09-23T07:51:34Z","year":"2023","issue":"4"},{"title":"First-year university students' self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study","doi":"10.1007/s11858-022-01444-5","date_updated":"2023-01-18T22:44:06Z","publisher":"Springer Science and Business Media LLC","date_created":"2023-01-18T22:22:25Z","author":[{"last_name":"Liebendörfer","full_name":"Liebendörfer, Michael","first_name":"Michael"},{"first_name":"Leander","last_name":"Kempen","full_name":"Kempen, Leander"},{"last_name":"Schukajlow","full_name":"Schukajlow, Stanislaw","first_name":"Stanislaw"}],"year":"2022","citation":{"chicago":"Liebendörfer, Michael, Leander Kempen, and Stanislaw Schukajlow. “First-Year University Students’ Self-Regulated Learning during the COVID-19 Pandemic: A Qualitative Longitudinal Study.” <i>ZDM – Mathematics Education</i>, 2022. <a href=\"https://doi.org/10.1007/s11858-022-01444-5\">https://doi.org/10.1007/s11858-022-01444-5</a>.","ieee":"M. Liebendörfer, L. Kempen, and S. Schukajlow, “First-year university students’ self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study,” <i>ZDM – Mathematics Education</i>, 2022, doi: <a href=\"https://doi.org/10.1007/s11858-022-01444-5\">10.1007/s11858-022-01444-5</a>.","ama":"Liebendörfer M, Kempen L, Schukajlow S. First-year university students’ self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study. <i>ZDM – Mathematics Education</i>. Published online 2022. doi:<a href=\"https://doi.org/10.1007/s11858-022-01444-5\">10.1007/s11858-022-01444-5</a>","mla":"Liebendörfer, Michael, et al. “First-Year University Students’ Self-Regulated Learning during the COVID-19 Pandemic: A Qualitative Longitudinal Study.” <i>ZDM – Mathematics Education</i>, Springer Science and Business Media LLC, 2022, doi:<a href=\"https://doi.org/10.1007/s11858-022-01444-5\">10.1007/s11858-022-01444-5</a>.","bibtex":"@article{Liebendörfer_Kempen_Schukajlow_2022, title={First-year university students’ self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study}, DOI={<a href=\"https://doi.org/10.1007/s11858-022-01444-5\">10.1007/s11858-022-01444-5</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Liebendörfer, Michael and Kempen, Leander and Schukajlow, Stanislaw}, year={2022} }","short":"M. Liebendörfer, L. Kempen, S. Schukajlow, ZDM – Mathematics Education (2022).","apa":"Liebendörfer, M., Kempen, L., &#38; Schukajlow, S. (2022). First-year university students’ self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-022-01444-5\">https://doi.org/10.1007/s11858-022-01444-5</a>"},"publication_status":"published","publication_identifier":{"issn":["1863-9690","1863-9704"]},"keyword":["General Mathematics","Education"],"language":[{"iso":"eng"}],"_id":"37470","user_id":"30933","department":[{"_id":"10"}],"abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>When the COVID-19 pandemic began, many universities switched to fully online teaching. This unexpected switching to online teaching was challenging for both teachers and students, and restrictions that were put in place because of pandemic made this challenge even greater. However, new ways of teaching might also open new opportunities for students’ learning. The research question driving our study was as follows: how do students regulate their learning and specifically their choice of resources and peer learning in university mathematics classes that are fully taught online as offered during the COVID-19 pandemic? We report on a longitudinal, qualitative study in which students recorded a brief audio diary twice a week over one whole semester (14 weeks). We focused on three students who completed 70 interviews in total and finished the semester with varying degrees of success. The results show how the students structured their studying (e.g., the roles that deadlines or synchronous teaching events played). They illustrate the strengths and limitations of digital materials provided by the lecturer and the use of complementary media. Further, the pandemic uncovered the double-edged role of simple, often anonymous exchanges (e.g., via Discord servers), with few binding forces for either side, and the significance of stable learning partnerships for students’ success. Our research highlights aspects that should be focal points when comparing traditional instruction and online instruction during the pandemic from a self-regulatory perspective. Practical implications refer to how these aspects can be combined sensibly in fully online courses, but also in blended learning contexts.</jats:p>","lang":"eng"}],"status":"public","type":"journal_article","publication":"ZDM – Mathematics Education"},{"publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","page":"1189-1206","intvolume":"        53","citation":{"ieee":"S. Rezat, L. Fan, and B. Pepin, “Mathematics textbooks and curriculum resources as instruments for change,” <i>ZDM – Mathematics Education</i>, vol. 53, no. 6, pp. 1189–1206, 2021, doi: <a href=\"https://doi.org/10.1007/s11858-021-01309-3\">10.1007/s11858-021-01309-3</a>.","chicago":"Rezat, Sebastian, Lianghuo Fan, and Birgit Pepin. “Mathematics Textbooks and Curriculum Resources as Instruments for Change.” <i>ZDM – Mathematics Education</i> 53, no. 6 (2021): 1189–1206. <a href=\"https://doi.org/10.1007/s11858-021-01309-3\">https://doi.org/10.1007/s11858-021-01309-3</a>.","ama":"Rezat S, Fan L, Pepin B. Mathematics textbooks and curriculum resources as instruments for change. <i>ZDM – Mathematics Education</i>. 2021;53(6):1189-1206. doi:<a href=\"https://doi.org/10.1007/s11858-021-01309-3\">10.1007/s11858-021-01309-3</a>","apa":"Rezat, S., Fan, L., &#38; Pepin, B. (2021). Mathematics textbooks and curriculum resources as instruments for change. <i>ZDM – Mathematics Education</i>, <i>53</i>(6), 1189–1206. <a href=\"https://doi.org/10.1007/s11858-021-01309-3\">https://doi.org/10.1007/s11858-021-01309-3</a>","bibtex":"@article{Rezat_Fan_Pepin_2021, title={Mathematics textbooks and curriculum resources as instruments for change}, volume={53}, DOI={<a href=\"https://doi.org/10.1007/s11858-021-01309-3\">10.1007/s11858-021-01309-3</a>}, number={6}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Rezat, Sebastian and Fan, Lianghuo and Pepin, Birgit}, year={2021}, pages={1189–1206} }","mla":"Rezat, Sebastian, et al. “Mathematics Textbooks and Curriculum Resources as Instruments for Change.” <i>ZDM – Mathematics Education</i>, vol. 53, no. 6, Springer Science and Business Media LLC, 2021, pp. 1189–206, doi:<a href=\"https://doi.org/10.1007/s11858-021-01309-3\">10.1007/s11858-021-01309-3</a>.","short":"S. Rezat, L. Fan, B. Pepin, ZDM – Mathematics Education 53 (2021) 1189–1206."},"date_updated":"2024-04-18T07:51:53Z","volume":53,"author":[{"last_name":"Rezat","full_name":"Rezat, Sebastian","id":"31132","first_name":"Sebastian"},{"last_name":"Fan","full_name":"Fan, Lianghuo","first_name":"Lianghuo"},{"full_name":"Pepin, Birgit","last_name":"Pepin","first_name":"Birgit"}],"doi":"10.1007/s11858-021-01309-3","type":"journal_article","status":"public","_id":"53363","department":[{"_id":"360"}],"user_id":"31132","issue":"6","year":"2021","publisher":"Springer Science and Business Media LLC","date_created":"2024-04-09T06:50:36Z","title":"Mathematics textbooks and curriculum resources as instruments for change","publication":"ZDM – Mathematics Education","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>In this survey paper we aim to provide an overview of research on mathematics textbooks and, more broadly, curriculum resources as instruments for change related to mathematical content, instructional goals and practices, and student learning of mathematics. In particular, we elaborate on the following themes: (1) The role of curriculum resources as instruments for change from a theoretical perspective; (2) The design of curriculum resources to mediate the implementation of reform ideas and innovative practice; (3) Teachers’ influence on the implementation of change through curriculum resources; (4) Students’ influence on the implementation of change through curriculum resources; and (5) Evidence of curriculum resources yielding changes in student-related factors or variables. We claim that, whilst textbooks and curriculum resources are influential, they alone cannot change teachers’ teaching nor students’ learning practices in times of curricular change. Moreover, more knowledge is needed about features of curriculum resources that support the implementation of change. We contend that curriculum innovations are likely to be successful, if teachers and students are supported to co- and re-design the relevant curriculum trajectories and materials in line with the reform efforts and their own individual needs.</jats:p>"}],"keyword":["General Mathematics","Education"],"language":[{"iso":"eng"}]},{"keyword":["General Mathematics","Education"],"language":[{"iso":"eng"}],"abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>One of the most prevalent features of digital mathematics textbooks, compared to traditional ones, is the provision of automated feedback on students’ solutions. Since feedback is regarded as an important factor that influences learning, this is often seen as an affordance of digital mathematics textbooks. While there is a large body of mainly quantitative research on the effectiveness of feedback in general, very little is known about how feedback actually affects students’ individual content specific learning processes and conceptual development. A theoretical framework based on Rabardel’s theory of the instrument and Vergnaud’s theory of conceptual fields is developed to study qualitatively how feedback actually functions in the learning process. This framework was applied in a case study of two elementary school students’ learning processes when working on a probability task from a German 3rd grade digital textbook. The analysis allowed detailed reconstruction of how students made sense of the information provided by the feedback and adjusted their behavior accordingly. This in-depth analysis unveiled that feedback does not necessarily foster conceptual development in the desired way, and a correct solution does not always coincide with conceptual understanding. The results point to some obstacles that students face when working individually on tasks from digital mathematics textbooks with automated feedback, and indicate that feedback needs to be developed in design-based research cycles in order to yield the desired effects.</jats:p>","lang":"eng"}],"publication":"ZDM Mathematics Education","title":"How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies","publisher":"Springer","date_created":"2023-05-09T13:01:30Z","year":"2021","quality_controlled":"1","issue":"6","_id":"44683","user_id":"31132","department":[{"_id":"360"}],"status":"public","type":"journal_article","doi":"10.1007/s11858-021-01263-0","date_updated":"2024-04-18T08:23:20Z","author":[{"first_name":"Sebastian","last_name":"Rezat","id":"31132","full_name":"Rezat, Sebastian"}],"volume":53,"citation":{"apa":"Rezat, S. (2021). How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies. <i>ZDM Mathematics Education</i>, <i>53</i>(6), 1433–1445. <a href=\"https://doi.org/10.1007/s11858-021-01263-0\">https://doi.org/10.1007/s11858-021-01263-0</a>","bibtex":"@article{Rezat_2021, title={How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies}, volume={53}, DOI={<a href=\"https://doi.org/10.1007/s11858-021-01263-0\">10.1007/s11858-021-01263-0</a>}, number={6}, journal={ZDM Mathematics Education}, publisher={Springer}, author={Rezat, Sebastian}, year={2021}, pages={1433–1445} }","short":"S. Rezat, ZDM Mathematics Education 53 (2021) 1433–1445.","mla":"Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook Affects Primary Students’ Conceptual Development: Two Case Studies.” <i>ZDM Mathematics Education</i>, vol. 53, no. 6, Springer, 2021, pp. 1433–45, doi:<a href=\"https://doi.org/10.1007/s11858-021-01263-0\">10.1007/s11858-021-01263-0</a>.","ieee":"S. Rezat, “How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies,” <i>ZDM Mathematics Education</i>, vol. 53, no. 6, pp. 1433–1445, 2021, doi: <a href=\"https://doi.org/10.1007/s11858-021-01263-0\">10.1007/s11858-021-01263-0</a>.","chicago":"Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook Affects Primary Students’ Conceptual Development: Two Case Studies.” <i>ZDM Mathematics Education</i> 53, no. 6 (2021): 1433–45. <a href=\"https://doi.org/10.1007/s11858-021-01263-0\">https://doi.org/10.1007/s11858-021-01263-0</a>.","ama":"Rezat S. How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies. <i>ZDM Mathematics Education</i>. 2021;53(6):1433-1445. doi:<a href=\"https://doi.org/10.1007/s11858-021-01263-0\">10.1007/s11858-021-01263-0</a>"},"intvolume":"        53","page":"1433-1445","publication_status":"published","publication_identifier":{"issn":["1863-9690","1863-9704"]}},{"year":"2020","citation":{"short":"S. Krauss, G. Bruckmaier, A. Lindl, S. Hilbert, K. Binder, N. Steib, W. Blum, ZDM 52 (2020) 311–327.","mla":"Krauss, S., et al. “Competence as a Continuum in the COACTIV Study: The ‘Cascade Model.’” <i>ZDM</i>, vol. 52, no. 2, Springer Science and Business Media LLC, 2020, pp. 311–27, doi:<a href=\"https://doi.org/10.1007/s11858-020-01151-z\">10.1007/s11858-020-01151-z</a>.","bibtex":"@article{Krauss_Bruckmaier_Lindl_Hilbert_Binder_Steib_Blum_2020, title={Competence as a continuum in the COACTIV study: the “cascade model”}, volume={52}, DOI={<a href=\"https://doi.org/10.1007/s11858-020-01151-z\">10.1007/s11858-020-01151-z</a>}, number={2}, journal={ZDM}, publisher={Springer Science and Business Media LLC}, author={Krauss, S. and Bruckmaier, G. and Lindl, A. and Hilbert, S. and Binder, Karin and Steib, N. and Blum, W.}, year={2020}, pages={311–327} }","apa":"Krauss, S., Bruckmaier, G., Lindl, A., Hilbert, S., Binder, K., Steib, N., &#38; Blum, W. (2020). Competence as a continuum in the COACTIV study: the “cascade model.” <i>ZDM</i>, <i>52</i>(2), 311–327. <a href=\"https://doi.org/10.1007/s11858-020-01151-z\">https://doi.org/10.1007/s11858-020-01151-z</a>","ama":"Krauss S, Bruckmaier G, Lindl A, et al. Competence as a continuum in the COACTIV study: the “cascade model.” <i>ZDM</i>. 2020;52(2):311-327. doi:<a href=\"https://doi.org/10.1007/s11858-020-01151-z\">10.1007/s11858-020-01151-z</a>","chicago":"Krauss, S., G. Bruckmaier, A. Lindl, S. Hilbert, Karin Binder, N. Steib, and W. Blum. “Competence as a Continuum in the COACTIV Study: The ‘Cascade Model.’” <i>ZDM</i> 52, no. 2 (2020): 311–27. <a href=\"https://doi.org/10.1007/s11858-020-01151-z\">https://doi.org/10.1007/s11858-020-01151-z</a>.","ieee":"S. Krauss <i>et al.</i>, “Competence as a continuum in the COACTIV study: the ‘cascade model,’” <i>ZDM</i>, vol. 52, no. 2, pp. 311–327, 2020, doi: <a href=\"https://doi.org/10.1007/s11858-020-01151-z\">10.1007/s11858-020-01151-z</a>."},"page":"311-327","intvolume":"        52","publication_status":"published","publication_identifier":{"issn":["1863-9690","1863-9704"]},"issue":"2","title":"Competence as a continuum in the COACTIV study: the “cascade model”","doi":"10.1007/s11858-020-01151-z","date_updated":"2025-04-12T18:10:32Z","publisher":"Springer Science and Business Media LLC","author":[{"last_name":"Krauss","full_name":"Krauss, S.","first_name":"S."},{"full_name":"Bruckmaier, G.","last_name":"Bruckmaier","first_name":"G."},{"first_name":"A.","full_name":"Lindl, A.","last_name":"Lindl"},{"first_name":"S.","last_name":"Hilbert","full_name":"Hilbert, S."},{"full_name":"Binder, Karin","id":"83381","last_name":"Binder","first_name":"Karin"},{"full_name":"Steib, N.","last_name":"Steib","first_name":"N."},{"first_name":"W.","full_name":"Blum, W.","last_name":"Blum"}],"date_created":"2025-04-08T11:27:09Z","volume":52,"status":"public","type":"journal_article","publication":"ZDM","language":[{"iso":"eng"}],"_id":"59423","user_id":"83381"},{"status":"public","type":"journal_article","publication":"ZDM","language":[{"iso":"eng"}],"_id":"21531","user_id":"49063","department":[{"_id":"97"},{"_id":"611"}],"year":"2019","citation":{"ieee":"H. Gasteiger, J. Bruns, C. Benz, E. Brunner, and P. Sprenger, “Mathematical pedagogical content knowledge of early childhood teachers: a standardized situation-related measurement approach,” <i>ZDM</i>, vol. 52, pp. 193–205, 2019, doi: <a href=\"https://doi.org/10.1007/s11858-019-01103-2\">10.1007/s11858-019-01103-2</a>.","chicago":"Gasteiger, Hedwig, Julia Bruns, Christiane Benz, Esther Brunner, and Priska Sprenger. “Mathematical Pedagogical Content Knowledge of Early Childhood Teachers: A Standardized Situation-Related Measurement Approach.” <i>ZDM</i> 52 (2019): 193–205. <a href=\"https://doi.org/10.1007/s11858-019-01103-2\">https://doi.org/10.1007/s11858-019-01103-2</a>.","ama":"Gasteiger H, Bruns J, Benz C, Brunner E, Sprenger P. Mathematical pedagogical content knowledge of early childhood teachers: a standardized situation-related measurement approach. <i>ZDM</i>. 2019;52:193-205. doi:<a href=\"https://doi.org/10.1007/s11858-019-01103-2\">10.1007/s11858-019-01103-2</a>","mla":"Gasteiger, Hedwig, et al. “Mathematical Pedagogical Content Knowledge of Early Childhood Teachers: A Standardized Situation-Related Measurement Approach.” <i>ZDM</i>, vol. 52, 2019, pp. 193–205, doi:<a href=\"https://doi.org/10.1007/s11858-019-01103-2\">10.1007/s11858-019-01103-2</a>.","short":"H. Gasteiger, J. Bruns, C. Benz, E. Brunner, P. Sprenger, ZDM 52 (2019) 193–205.","bibtex":"@article{Gasteiger_Bruns_Benz_Brunner_Sprenger_2019, title={Mathematical pedagogical content knowledge of early childhood teachers: a standardized situation-related measurement approach}, volume={52}, DOI={<a href=\"https://doi.org/10.1007/s11858-019-01103-2\">10.1007/s11858-019-01103-2</a>}, journal={ZDM}, author={Gasteiger, Hedwig and Bruns, Julia and Benz, Christiane and Brunner, Esther and Sprenger, Priska}, year={2019}, pages={193–205} }","apa":"Gasteiger, H., Bruns, J., Benz, C., Brunner, E., &#38; Sprenger, P. (2019). Mathematical pedagogical content knowledge of early childhood teachers: a standardized situation-related measurement approach. <i>ZDM</i>, <i>52</i>, 193–205. <a href=\"https://doi.org/10.1007/s11858-019-01103-2\">https://doi.org/10.1007/s11858-019-01103-2</a>"},"intvolume":"        52","page":"193-205","publication_status":"published","publication_identifier":{"issn":["1863-9690","1863-9704"]},"quality_controlled":"1","title":"Mathematical pedagogical content knowledge of early childhood teachers: a standardized situation-related measurement approach","doi":"10.1007/s11858-019-01103-2","date_updated":"2023-06-20T19:11:34Z","date_created":"2021-03-17T15:19:51Z","author":[{"first_name":"Hedwig","last_name":"Gasteiger","full_name":"Gasteiger, Hedwig"},{"first_name":"Julia","id":"72183","full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns"},{"first_name":"Christiane","last_name":"Benz","full_name":"Benz, Christiane"},{"first_name":"Esther","full_name":"Brunner, Esther","last_name":"Brunner"},{"last_name":"Sprenger","full_name":"Sprenger, Priska","first_name":"Priska"}],"volume":52},{"volume":51,"date_created":"2024-09-25T08:44:43Z","author":[{"first_name":"Leander","full_name":"Kempen, Leander","last_name":"Kempen"},{"last_name":"Biehler","id":"16274","full_name":"Biehler, Rolf","first_name":"Rolf"}],"publisher":"Springer Science and Business Media LLC","date_updated":"2024-09-25T08:51:04Z","doi":"10.1007/s11858-019-01035-x","main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11858-019-01035-x"}],"title":"Fostering first-year pre-service teachers’ proof competencies","issue":"5","publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","intvolume":"        51","page":"731-746","citation":{"ama":"Kempen L, Biehler R. Fostering first-year pre-service teachers’ proof competencies. <i>ZDM</i>. 2019;51(5):731-746. doi:<a href=\"https://doi.org/10.1007/s11858-019-01035-x\">10.1007/s11858-019-01035-x</a>","chicago":"Kempen, Leander, and Rolf Biehler. “Fostering First-Year Pre-Service Teachers’ Proof Competencies.” <i>ZDM</i> 51, no. 5 (2019): 731–46. <a href=\"https://doi.org/10.1007/s11858-019-01035-x\">https://doi.org/10.1007/s11858-019-01035-x</a>.","ieee":"L. Kempen and R. Biehler, “Fostering first-year pre-service teachers’ proof competencies,” <i>ZDM</i>, vol. 51, no. 5, pp. 731–746, 2019, doi: <a href=\"https://doi.org/10.1007/s11858-019-01035-x\">10.1007/s11858-019-01035-x</a>.","apa":"Kempen, L., &#38; Biehler, R. (2019). Fostering first-year pre-service teachers’ proof competencies. <i>ZDM</i>, <i>51</i>(5), 731–746. <a href=\"https://doi.org/10.1007/s11858-019-01035-x\">https://doi.org/10.1007/s11858-019-01035-x</a>","short":"L. Kempen, R. Biehler, ZDM 51 (2019) 731–746.","mla":"Kempen, Leander, and Rolf Biehler. “Fostering First-Year Pre-Service Teachers’ Proof Competencies.” <i>ZDM</i>, vol. 51, no. 5, Springer Science and Business Media LLC, 2019, pp. 731–46, doi:<a href=\"https://doi.org/10.1007/s11858-019-01035-x\">10.1007/s11858-019-01035-x</a>.","bibtex":"@article{Kempen_Biehler_2019, title={Fostering first-year pre-service teachers’ proof competencies}, volume={51}, DOI={<a href=\"https://doi.org/10.1007/s11858-019-01035-x\">10.1007/s11858-019-01035-x</a>}, number={5}, journal={ZDM}, publisher={Springer Science and Business Media LLC}, author={Kempen, Leander and Biehler, Rolf}, year={2019}, pages={731–746} }"},"year":"2019","department":[{"_id":"363"}],"user_id":"37888","_id":"56255","language":[{"iso":"eng"}],"publication":"ZDM","type":"journal_article","status":"public"},{"status":"public","type":"journal_article","_id":"48321","department":[{"_id":"643"}],"user_id":"37888","page":"1053-1064","intvolume":"        50","citation":{"ama":"Wessel L, Erath K. Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements. <i>ZDM</i>. 2018;50(6):1053-1064. doi:<a href=\"https://doi.org/10.1007/s11858-018-0980-y\">10.1007/s11858-018-0980-y</a>","chicago":"Wessel, Lena, and Kirstin Erath. “Theoretical Frameworks for Designing and Analyzing Language-Responsive Mathematics Teaching–Learning Arrangements.” <i>ZDM</i> 50, no. 6 (2018): 1053–64. <a href=\"https://doi.org/10.1007/s11858-018-0980-y\">https://doi.org/10.1007/s11858-018-0980-y</a>.","ieee":"L. Wessel and K. Erath, “Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements,” <i>ZDM</i>, vol. 50, no. 6, pp. 1053–1064, 2018, doi: <a href=\"https://doi.org/10.1007/s11858-018-0980-y\">10.1007/s11858-018-0980-y</a>.","apa":"Wessel, L., &#38; Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements. <i>ZDM</i>, <i>50</i>(6), 1053–1064. <a href=\"https://doi.org/10.1007/s11858-018-0980-y\">https://doi.org/10.1007/s11858-018-0980-y</a>","bibtex":"@article{Wessel_Erath_2018, title={Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements}, volume={50}, DOI={<a href=\"https://doi.org/10.1007/s11858-018-0980-y\">10.1007/s11858-018-0980-y</a>}, number={6}, journal={ZDM}, publisher={Springer Science and Business Media LLC}, author={Wessel, Lena and Erath, Kirstin}, year={2018}, pages={1053–1064} }","mla":"Wessel, Lena, and Kirstin Erath. “Theoretical Frameworks for Designing and Analyzing Language-Responsive Mathematics Teaching–Learning Arrangements.” <i>ZDM</i>, vol. 50, no. 6, Springer Science and Business Media LLC, 2018, pp. 1053–64, doi:<a href=\"https://doi.org/10.1007/s11858-018-0980-y\">10.1007/s11858-018-0980-y</a>.","short":"L. Wessel, K. Erath, ZDM 50 (2018) 1053–1064."},"publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","doi":"10.1007/s11858-018-0980-y","date_updated":"2024-04-18T09:04:31Z","volume":50,"author":[{"last_name":"Wessel","id":"85190","full_name":"Wessel, Lena","first_name":"Lena"},{"last_name":"Erath","full_name":"Erath, Kirstin","first_name":"Kirstin"}],"publication":"ZDM","keyword":["General Mathematics","Education"],"language":[{"iso":"eng"}],"year":"2018","issue":"6","title":"Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements","publisher":"Springer Science and Business Media LLC","date_created":"2023-10-19T09:28:27Z"},{"doi":"10.1007/s11858-018-1001-x","main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11858-018-1001-x"}],"volume":50,"author":[{"full_name":"Biehler, Rolf","id":"16274","last_name":"Biehler","first_name":"Rolf"},{"first_name":"Daniel","last_name":"Frischemeier","full_name":"Frischemeier, Daniel"},{"id":"30619","full_name":"Podworny, Susanne","orcid":"0000-0002-6313-5987","last_name":"Podworny","first_name":"Susanne"}],"date_updated":"2024-10-07T10:43:59Z","intvolume":"        50","page":"1237-1251","citation":{"apa":"Biehler, R., Frischemeier, D., &#38; Podworny, S. (2018). Elementary preservice teachers’ reasoning about statistical modeling in a civic statistics context. <i>ZDM</i>, <i>50</i>(7), 1237–1251. <a href=\"https://doi.org/10.1007/s11858-018-1001-x\">https://doi.org/10.1007/s11858-018-1001-x</a>","mla":"Biehler, Rolf, et al. “Elementary Preservice Teachers’ Reasoning about Statistical Modeling in a Civic Statistics Context.” <i>ZDM</i>, vol. 50, no. 7, Springer Science and Business Media LLC, 2018, pp. 1237–51, doi:<a href=\"https://doi.org/10.1007/s11858-018-1001-x\">10.1007/s11858-018-1001-x</a>.","bibtex":"@article{Biehler_Frischemeier_Podworny_2018, title={Elementary preservice teachers’ reasoning about statistical modeling in a civic statistics context}, volume={50}, DOI={<a href=\"https://doi.org/10.1007/s11858-018-1001-x\">10.1007/s11858-018-1001-x</a>}, number={7}, journal={ZDM}, publisher={Springer Science and Business Media LLC}, author={Biehler, Rolf and Frischemeier, Daniel and Podworny, Susanne}, year={2018}, pages={1237–1251} }","short":"R. Biehler, D. Frischemeier, S. Podworny, ZDM 50 (2018) 1237–1251.","ama":"Biehler R, Frischemeier D, Podworny S. Elementary preservice teachers’ reasoning about statistical modeling in a civic statistics context. <i>ZDM</i>. 2018;50(7):1237-1251. doi:<a href=\"https://doi.org/10.1007/s11858-018-1001-x\">10.1007/s11858-018-1001-x</a>","ieee":"R. Biehler, D. Frischemeier, and S. Podworny, “Elementary preservice teachers’ reasoning about statistical modeling in a civic statistics context,” <i>ZDM</i>, vol. 50, no. 7, pp. 1237–1251, 2018, doi: <a href=\"https://doi.org/10.1007/s11858-018-1001-x\">10.1007/s11858-018-1001-x</a>.","chicago":"Biehler, Rolf, Daniel Frischemeier, and Susanne Podworny. “Elementary Preservice Teachers’ Reasoning about Statistical Modeling in a Civic Statistics Context.” <i>ZDM</i> 50, no. 7 (2018): 1237–51. <a href=\"https://doi.org/10.1007/s11858-018-1001-x\">https://doi.org/10.1007/s11858-018-1001-x</a>."},"publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","department":[{"_id":"363"}],"user_id":"37888","_id":"56361","status":"public","type":"journal_article","title":"Elementary preservice teachers’ reasoning about statistical modeling in a civic statistics context","date_created":"2024-10-07T10:43:29Z","publisher":"Springer Science and Business Media LLC","year":"2018","issue":"7","language":[{"iso":"eng"}],"publication":"ZDM"}]