---
_id: '58353'
abstract:
- lang: eng
  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>"
author:
- first_name: Susanne
  full_name: Podworny, Susanne
  id: '30619'
  last_name: Podworny
  orcid: 0000-0002-6313-5987
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
- first_name: Yannik
  full_name: Fleischer, Yannik
  id: '42660'
  last_name: Fleischer
  orcid: https://orcid.org/0000-0003-0318-0329
citation:
  ama: Podworny S, Biehler R, Fleischer Y. Young students’ engagement with data to
    create decision trees. <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>
  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>
  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} }'
  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>.'
  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>.
  short: S. Podworny, R. Biehler, Y. Fleischer, ZDM – Mathematics Education (2025).
date_created: 2025-01-24T07:55:53Z
date_updated: 2025-01-24T07:57:00Z
department:
- _id: '363'
doi: 10.1007/s11858-024-01649-w
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://link.springer.com/article/10.1007/s11858-024-01649-w
oa: '1'
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Young students’ engagement with data to create decision trees
type: journal_article
user_id: '37888'
year: '2025'
...
---
_id: '59622'
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>"
author:
- first_name: Yannik
  full_name: Fleischer, Yannik
  id: '42660'
  last_name: Fleischer
  orcid: https://orcid.org/0000-0003-0318-0329
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
citation:
  ama: Fleischer Y, Biehler R. Exploring students’ constructions of data-based decision
    trees after an introductory teaching unit on machine learning. <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>
  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>
  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}
    }'
  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>.
  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>.'
  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).
date_created: 2025-04-22T07:59:07Z
date_updated: 2025-04-22T08:00:59Z
department:
- _id: '363'
doi: 10.1007/s11858-025-01663-6
intvolume: '        57'
issue: '1'
language:
- iso: eng
main_file_link:
- url: https://link.springer.com/article/10.1007/s11858-025-01663-6
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Exploring students’ constructions of data-based decision trees after an introductory
  teaching unit on machine learning
type: journal_article
user_id: '37888'
volume: 57
year: '2025'
...
---
_id: '58516'
abstract:
- lang: eng
  text: "<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>"
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: Stanislaw
  full_name: Schukajlow, Stanislaw
  last_name: Schukajlow
- first_name: Reinhard
  full_name: Pekrun, Reinhard
  last_name: Pekrun
citation:
  ama: 'Schönherr J, Schukajlow S, Pekrun R. Emotions in mathematics learning: a systematic
    review and meta-analysis. <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>'
  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>'
  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} }'
  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>.'
  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).
date_created: 2025-02-05T08:19:34Z
date_updated: 2025-05-27T12:16:26Z
department:
- _id: '913'
doi: 10.1007/s11858-025-01651-w
language:
- iso: eng
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Emotions in mathematics learning: a systematic review and meta-analysis'
type: journal_article
user_id: '99409'
year: '2025'
...
---
_id: '60196'
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.'
article_type: original
author:
- first_name: Sebastian
  full_name: Rezat, Sebastian
  id: '31132'
  last_name: Rezat
citation:
  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>
  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>
  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} }'
  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>.'
  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>.'
  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.
date_created: 2025-06-12T14:21:07Z
date_updated: 2025-12-16T14:32:27Z
ddc:
- '370'
department:
- _id: '360'
doi: 10.1007/s11858-025-01708-w
file:
- access_level: closed
  content_type: application/pdf
  creator: srezat
  date_created: 2025-06-12T14:23:07Z
  date_updated: 2025-06-12T14:23:07Z
  file_id: '60197'
  file_name: s11858-025-01708-w.pdf
  file_size: 1296774
  relation: main_file
  success: 1
file_date_updated: 2025-06-12T14:23:07Z
has_accepted_license: '1'
intvolume: '        57'
keyword:
- governance
- digital curriculum resources
- digital textbooks
- digital curriculum materials
- quality
language:
- iso: eng
page: ' 891–904'
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: The quality of digital curriculum resources for mathematics in German educational
  policy
type: journal_article
user_id: '31132'
volume: 57
year: '2025'
...
---
_id: '54144'
abstract:
- lang: eng
  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.
    \uFEFFOur paper is an example of a subject matter analysis of a topic in university
    mathematics carried out in a structured way. The model of meaning for total differentiability
    presented in this paper could inspire course design and analysis including the
    design of assignments and assessments for students. Moreover, it could serve as
    a valuable research tool for further analyses. For example, it could be used as
    a framework for analyzing courses taught or as a basis for developing a test instrument
    to assess students’ understanding. With our textbook analysis, we begin to examine
    the landscape of textbooks regarding differentiability concepts in the multidimensional
    case, shedding light on the diversity of meaning facets that are covered in the
    textbooks. These results could be useful for guiding instructors and learners
    in selecting and using textbooks for teaching and learning based on their respective
    needs.</jats:p>"
author:
- first_name: Elisa
  full_name: Lankeit, Elisa
  last_name: Lankeit
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
citation:
  ama: 'Lankeit E, Biehler R. The meaning landscape of the concept of the total derivative
    in multivariable real analysis textbooks: an analysis based on a new model of
    meaning. <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>'
  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>'
  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} }'
  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>.'
  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>.'
  short: E. Lankeit, R. Biehler, ZDM – Mathematics Education (2024).
date_created: 2024-05-10T07:48:10Z
date_updated: 2024-05-10T07:49:19Z
department:
- _id: '363'
doi: 10.1007/s11858-024-01584-w
language:
- iso: eng
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'The meaning landscape of the concept of the total derivative in multivariable
  real analysis textbooks: an analysis based on a new model of meaning'
type: journal_article
user_id: '37888'
year: '2024'
...
---
_id: '56016'
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>
article_type: original
author:
- first_name: Max
  full_name: Hoffmann, Max
  id: '32202'
  last_name: Hoffmann
  orcid: 0000-0002-6964-7123
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
citation:
  ama: Hoffmann M, Biehler R. Using academic mathematical knowledge when working on
    interface tasks–analyses of pre-service teachers’ arguments about rotationally
    symmetric figures. <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>
  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>
  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} }'
  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>.'
  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>.
  short: M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2024).
date_created: 2024-09-04T09:32:26Z
date_updated: 2024-09-04T09:33:45Z
department:
- _id: '97'
- _id: '643'
doi: 10.1007/s11858-024-01633-4
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://link.springer.com/content/pdf/10.1007/s11858-024-01633-4.pdf
oa: '1'
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: Using academic mathematical knowledge when working on interface tasks–analyses
  of pre-service teachers’ arguments about rotationally symmetric figures
type: journal_article
user_id: '32202'
year: '2024'
...
---
_id: '56197'
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>
author:
- first_name: Max
  full_name: Hoffmann, Max
  id: '32202'
  last_name: Hoffmann
  orcid: 0000-0002-6964-7123
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
citation:
  ama: Hoffmann M, Biehler R. Using academic mathematical knowledge when working on
    interface tasks–analyses of pre-service teachers’ arguments about rotationally
    symmetric figures. <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>
  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>
  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} }'
  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>.'
  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>.
  short: M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2024).
date_created: 2024-09-23T07:36:35Z
date_updated: 2024-09-23T07:44:49Z
department:
- _id: '363'
doi: 10.1007/s11858-024-01633-4
language:
- iso: eng
main_file_link:
- url: https://doi.org/10.1007/s11858-024-01633-4
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Using academic mathematical knowledge when working on interface tasks–analyses
  of pre-service teachers’ arguments about rotationally symmetric figures
type: journal_article
user_id: '37888'
year: '2024'
...
---
_id: '56780'
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>'
author:
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
- first_name: Viviane
  full_name: Durand-Guerrier, Viviane
  last_name: Durand-Guerrier
- first_name: María
  full_name: Trigueros, María
  last_name: Trigueros
citation:
  ama: Biehler R, Durand-Guerrier V, Trigueros M. New trends in didactic research
    in university mathematics education. <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>
  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} }'
  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>.
  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>.'
  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).
date_created: 2024-10-29T09:22:06Z
date_updated: 2024-10-29T10:56:14Z
department:
- _id: '363'
doi: 10.1007/s11858-024-01643-2
language:
- iso: eng
main_file_link:
- url: https://link.springer.com/article/10.1007/s11858-024-01643-2
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: New trends in didactic research in university mathematics education
type: journal_article
user_id: '37888'
year: '2024'
...
---
_id: '60195'
abstract:
- lang: eng
  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>'
author:
- first_name: Sebastian
  full_name: Rezat, Sebastian
  last_name: Rezat
citation:
  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>'
  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>'
  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}
    }'
  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>.'
  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.
date_created: 2025-06-12T14:20:27Z
date_updated: 2025-12-16T13:09:16Z
department:
- _id: '360'
doi: 10.1007/s11858-024-01559-x
intvolume: '        56'
issue: '2'
language:
- iso: eng
page: 223-237
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Research on curriculum resources in mathematics education: a survey of the
  field'
type: journal_article
user_id: '31132'
volume: 56
year: '2024'
...
---
_id: '45786'
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.
article_type: original
author:
- first_name: Max
  full_name: Hoffmann, Max
  id: '32202'
  last_name: Hoffmann
  orcid: 0000-0002-6964-7123
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
citation:
  ama: Hoffmann M, Biehler R. 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>
  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>
  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} }'
  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>.
  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>.'
  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>.
  short: M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2023).
date_created: 2023-06-27T11:45:25Z
date_updated: 2024-04-18T09:01:29Z
ddc:
- '510'
- '370'
department:
- _id: '643'
doi: 10.1007/s11858-023-01505-3
file:
- access_level: closed
  content_type: application/pdf
  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
  file_size: 1460246
  relation: main_file
  success: 1
file_date_updated: 2023-07-13T09:40:02Z
has_accepted_license: '1'
keyword:
- General Mathematics
- Education
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://link.springer.com/article/10.1007/s11858-023-01505-3
oa: '1'
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
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
type: journal_article
user_id: '37888'
year: '2023'
...
---
_id: '46569'
abstract:
- lang: eng
  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>'
author:
- first_name: Johanna
  full_name: Schoenherr, Johanna
  last_name: Schoenherr
- first_name: Stanislaw
  full_name: Schukajlow, Stanislaw
  last_name: Schukajlow
citation:
  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>'
  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}
    }'
  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>.'
  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>.'
  short: J. Schoenherr, S. Schukajlow, ZDM – Mathematics Education (2023).
date_created: 2023-08-17T10:11:45Z
date_updated: 2024-04-30T13:43:22Z
department:
- _id: '913'
doi: 10.1007/s11858-023-01494-3
keyword:
- General Mathematics
- Education
language:
- iso: eng
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Characterizing external visualization in mathematics education research: a
  scoping review'
type: journal_article
user_id: '99409'
year: '2023'
...
---
_id: '56200'
abstract:
- lang: eng
  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>
author:
- first_name: Max
  full_name: Hoffmann, Max
  id: '32202'
  last_name: Hoffmann
  orcid: 0000-0002-6964-7123
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
citation:
  ama: Hoffmann M, Biehler R. 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>
  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>
  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} }'
  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>.'
  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>.'
  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>.
  short: M. Hoffmann, R. Biehler, ZDM – Mathematics Education 55 (2023) 737–751.
date_created: 2024-09-23T07:51:34Z
date_updated: 2024-09-25T08:26:34Z
department:
- _id: '363'
doi: 10.1007/s11858-023-01505-3
intvolume: '        55'
issue: '4'
language:
- iso: eng
main_file_link:
- url: https://link.springer.com/article/10.1007/s11858-023-01505-3
page: 737-751
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
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
type: journal_article
user_id: '37888'
volume: 55
year: '2023'
...
---
_id: '37470'
abstract:
- lang: eng
  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>'
author:
- first_name: Michael
  full_name: Liebendörfer, Michael
  last_name: Liebendörfer
- first_name: Leander
  full_name: Kempen, Leander
  last_name: Kempen
- first_name: Stanislaw
  full_name: Schukajlow, Stanislaw
  last_name: Schukajlow
citation:
  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>'
  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>'
  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} }'
  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>.'
  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>.'
  short: M. Liebendörfer, L. Kempen, S. Schukajlow, ZDM – Mathematics Education (2022).
date_created: 2023-01-18T22:22:25Z
date_updated: 2023-01-18T22:44:06Z
department:
- _id: '10'
doi: 10.1007/s11858-022-01444-5
keyword:
- General Mathematics
- Education
language:
- iso: eng
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'First-year university students'' self-regulated learning during the COVID-19
  pandemic: a qualitative longitudinal study'
type: journal_article
user_id: '30933'
year: '2022'
...
---
_id: '53363'
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>'
author:
- first_name: Sebastian
  full_name: Rezat, Sebastian
  id: '31132'
  last_name: Rezat
- first_name: Lianghuo
  full_name: Fan, Lianghuo
  last_name: Fan
- first_name: Birgit
  full_name: Pepin, Birgit
  last_name: Pepin
citation:
  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} }'
  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>.'
  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>.'
  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_created: 2024-04-09T06:50:36Z
date_updated: 2024-04-18T07:51:53Z
department:
- _id: '360'
doi: 10.1007/s11858-021-01309-3
intvolume: '        53'
issue: '6'
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 1189-1206
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Mathematics textbooks and curriculum resources as instruments for change
type: journal_article
user_id: '31132'
volume: 53
year: '2021'
...
---
_id: '44683'
abstract:
- lang: eng
  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>
author:
- first_name: Sebastian
  full_name: Rezat, Sebastian
  id: '31132'
  last_name: Rezat
citation:
  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>'
  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} }'
  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>.'
  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>.'
  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>.'
  short: S. Rezat, ZDM Mathematics Education 53 (2021) 1433–1445.
date_created: 2023-05-09T13:01:30Z
date_updated: 2024-04-18T08:23:20Z
department:
- _id: '360'
doi: 10.1007/s11858-021-01263-0
intvolume: '        53'
issue: '6'
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 1433-1445
publication: ZDM Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
title: 'How automated feedback from a digital mathematics textbook affects primary
  students’ conceptual development: two case studies'
type: journal_article
user_id: '31132'
volume: 53
year: '2021'
...
---
_id: '59423'
author:
- first_name: S.
  full_name: Krauss, S.
  last_name: Krauss
- first_name: G.
  full_name: Bruckmaier, G.
  last_name: Bruckmaier
- first_name: A.
  full_name: Lindl, A.
  last_name: Lindl
- first_name: S.
  full_name: Hilbert, S.
  last_name: Hilbert
- first_name: Karin
  full_name: Binder, Karin
  id: '83381'
  last_name: Binder
- first_name: N.
  full_name: Steib, N.
  last_name: Steib
- first_name: W.
  full_name: Blum, W.
  last_name: Blum
citation:
  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>'
  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>'
  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} }'
  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>.'
  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>.'
  short: S. Krauss, G. Bruckmaier, A. Lindl, S. Hilbert, K. Binder, N. Steib, W. Blum,
    ZDM 52 (2020) 311–327.
date_created: 2025-04-08T11:27:09Z
date_updated: 2025-04-12T18:10:32Z
doi: 10.1007/s11858-020-01151-z
intvolume: '        52'
issue: '2'
language:
- iso: eng
page: 311-327
publication: ZDM
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Competence as a continuum in the COACTIV study: the “cascade model”'
type: journal_article
user_id: '83381'
volume: 52
year: '2020'
...
---
_id: '21531'
author:
- first_name: Hedwig
  full_name: Gasteiger, Hedwig
  last_name: Gasteiger
- first_name: Julia
  full_name: Bruns, Julia
  id: '72183'
  last_name: Bruns
  orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Christiane
  full_name: Benz, Christiane
  last_name: Benz
- first_name: Esther
  full_name: Brunner, Esther
  last_name: Brunner
- first_name: Priska
  full_name: Sprenger, Priska
  last_name: Sprenger
citation:
  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>'
  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>'
  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} }'
  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>.'
  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>.'
  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.
date_created: 2021-03-17T15:19:51Z
date_updated: 2023-06-20T19:11:34Z
department:
- _id: '97'
- _id: '611'
doi: 10.1007/s11858-019-01103-2
intvolume: '        52'
language:
- iso: eng
page: 193-205
publication: ZDM
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
quality_controlled: '1'
status: public
title: 'Mathematical pedagogical content knowledge of early childhood teachers: a
  standardized situation-related measurement approach'
type: journal_article
user_id: '49063'
volume: 52
year: '2019'
...
---
_id: '56255'
author:
- first_name: Leander
  full_name: Kempen, Leander
  last_name: Kempen
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
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>
  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>
  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} }'
  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>.'
  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>.
  short: L. Kempen, R. Biehler, ZDM 51 (2019) 731–746.
date_created: 2024-09-25T08:44:43Z
date_updated: 2024-09-25T08:51:04Z
department:
- _id: '363'
doi: 10.1007/s11858-019-01035-x
intvolume: '        51'
issue: '5'
language:
- iso: eng
main_file_link:
- url: https://link.springer.com/article/10.1007/s11858-019-01035-x
page: 731-746
publication: ZDM
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Fostering first-year pre-service teachers’ proof competencies
type: journal_article
user_id: '37888'
volume: 51
year: '2019'
...
---
_id: '48321'
author:
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
- first_name: Kirstin
  full_name: Erath, Kirstin
  last_name: Erath
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>
  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} }'
  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>.'
  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.
date_created: 2023-10-19T09:28:27Z
date_updated: 2024-04-18T09:04:31Z
department:
- _id: '643'
doi: 10.1007/s11858-018-0980-y
intvolume: '        50'
issue: '6'
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 1053-1064
publication: ZDM
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Theoretical frameworks for designing and analyzing language-responsive mathematics
  teaching–learning arrangements
type: journal_article
user_id: '37888'
volume: 50
year: '2018'
...
---
_id: '56361'
author:
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
- first_name: Daniel
  full_name: Frischemeier, Daniel
  last_name: Frischemeier
- first_name: Susanne
  full_name: Podworny, Susanne
  id: '30619'
  last_name: Podworny
  orcid: 0000-0002-6313-5987
citation:
  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>
  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>
  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} }'
  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>.'
  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>.'
  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>.
  short: R. Biehler, D. Frischemeier, S. Podworny, ZDM 50 (2018) 1237–1251.
date_created: 2024-10-07T10:43:29Z
date_updated: 2024-10-07T10:43:59Z
department:
- _id: '363'
doi: 10.1007/s11858-018-1001-x
intvolume: '        50'
issue: '7'
language:
- iso: eng
main_file_link:
- url: https://link.springer.com/article/10.1007/s11858-018-1001-x
page: 1237-1251
publication: ZDM
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Elementary preservice teachers’ reasoning about statistical modeling in a civic
  statistics context
type: journal_article
user_id: '37888'
volume: 50
year: '2018'
...