---
_id: '8575'
abstract:
- lang: eng
text: The transition from high school to university mathematics has proven to be
difficult for many students but especially for pre-service secondary teachers.
To support these students at mastering this transition, various universities have
introduced support measures of various kinds. The WiGeMath project developed a
taxonomy that makes it possible to describe and compare these measures concerning
their goals as well as their frame characteristics. We will exemplify the use
of the taxonomy in the description of one specific innovative measure that was
part of the WiGeMath evaluations. Moreover, we will present first results concerning
the goal-fulfilment of this measure concerning affective characteristics of the
student cohort and their predominant beliefs.
author:
- first_name: Christiane
full_name: Kuklinski, Christiane
last_name: Kuklinski
- first_name: Elena
full_name: Leis, Elena
last_name: Leis
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Elisa
full_name: Lankeit, Elisa
last_name: Lankeit
- first_name: Silke
full_name: Neuhaus, Silke
last_name: Neuhaus
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Mirko
full_name: Schürmann, Mirko
id: '59707'
last_name: Schürmann
orcid: 0000-0003-2646-085X
citation:
ama: 'Kuklinski C, Leis E, Liebendörfer M, et al. Evaluating Innovative Measures
in University Mathematics – The Case of Affective Outcomes in a Lecture focused
on Problem-Solving. In: Durand-Guerrier V, Hochmuth R, Goodchild S, Hogstad NM,
eds. Proceedings of the Second Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018).
INDRUM Network, University of Agder; 2018:527-536.'
apa: Kuklinski, C., Leis, E., Liebendörfer, M., Hochmuth, R., Biehler, R., Lankeit,
E., Neuhaus, S., Schaper, N., & Schürmann, M. (2018). Evaluating Innovative
Measures in University Mathematics – The Case of Affective Outcomes in a Lecture
focused on Problem-Solving. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild,
& N. M. Hogstad (Eds.), Proceedings of the Second Conference of the International
Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April
2018) (pp. 527–536). INDRUM Network, University of Agder.
bibtex: '@inproceedings{Kuklinski_Leis_Liebendörfer_Hochmuth_Biehler_Lankeit_Neuhaus_Schaper_Schürmann_2018,
place={Kristiansand, Norway}, title={Evaluating Innovative Measures in University
Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving},
booktitle={Proceedings of the Second Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)}, publisher={INDRUM
Network, University of Agder}, author={Kuklinski, Christiane and Leis, Elena and
Liebendörfer, Michael and Hochmuth, Reinhard and Biehler, Rolf and Lankeit, Elisa
and Neuhaus, Silke and Schaper, Niclas and Schürmann, Mirko}, editor={Durand-Guerrier,
V. and Hochmuth, R. and Goodchild, S. and Hogstad, N.M.}, year={2018}, pages={527–536}
}'
chicago: 'Kuklinski, Christiane, Elena Leis, Michael Liebendörfer, Reinhard Hochmuth,
Rolf Biehler, Elisa Lankeit, Silke Neuhaus, Niclas Schaper, and Mirko Schürmann.
“Evaluating Innovative Measures in University Mathematics – The Case of Affective
Outcomes in a Lecture Focused on Problem-Solving.” In Proceedings of the Second
Conference of the International Network for Didactic Research in University Mathematics
(INDRUM 2018, 5-7 April 2018), edited by V. Durand-Guerrier, R. Hochmuth,
S. Goodchild, and N.M. Hogstad, 527–36. Kristiansand, Norway: INDRUM Network,
University of Agder, 2018.'
ieee: C. Kuklinski et al., “Evaluating Innovative Measures in University
Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving,”
in Proceedings of the Second Conference of the International Network for Didactic
Research in University Mathematics (INDRUM 2018, 5-7 April 2018), 2018, pp.
527–536.
mla: Kuklinski, Christiane, et al. “Evaluating Innovative Measures in University
Mathematics – The Case of Affective Outcomes in a Lecture Focused on Problem-Solving.”
Proceedings of the Second Conference of the International Network for Didactic
Research in University Mathematics (INDRUM 2018, 5-7 April 2018), edited by
V. Durand-Guerrier et al., INDRUM Network, University of Agder, 2018, pp. 527–36.
short: 'C. Kuklinski, E. Leis, M. Liebendörfer, R. Hochmuth, R. Biehler, E. Lankeit,
S. Neuhaus, N. Schaper, M. Schürmann, in: V. Durand-Guerrier, R. Hochmuth, S.
Goodchild, N.M. Hogstad (Eds.), Proceedings of the Second Conference of the International
Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April
2018), INDRUM Network, University of Agder, Kristiansand, Norway, 2018, pp. 527–536.'
date_created: 2019-03-25T15:35:42Z
date_updated: 2023-01-17T23:36:13Z
department:
- _id: '10'
editor:
- first_name: V.
full_name: Durand-Guerrier, V.
last_name: Durand-Guerrier
- first_name: R.
full_name: Hochmuth, R.
last_name: Hochmuth
- first_name: S.
full_name: Goodchild, S.
last_name: Goodchild
- first_name: N.M.
full_name: Hogstad, N.M.
last_name: Hogstad
extern: '1'
keyword:
- Beliefs.
- Motivational developments
- Novel approaches to teaching
- Teacher education
- Transition to and across university mathematics
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://hal.archives-ouvertes.fr/INDRUM2018/public/Indrum2018Proceedings.pdf
oa: '1'
page: 527-536
place: Kristiansand, Norway
publication: Proceedings of the Second Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)
publisher: INDRUM Network, University of Agder
quality_controlled: '1'
status: public
title: Evaluating Innovative Measures in University Mathematics – The Case of Affective
Outcomes in a Lecture focused on Problem-Solving
type: conference
user_id: '14931'
year: '2018'
...
---
_id: '28348'
abstract:
- lang: eng
text: This article explores the interplay between learners’ linguistic and personal
objectives as well as evaluations of their achievements in study-abroad contexts,
an area that has thus far remained widely unexplored given the prevalence of product-oriented,
outcomes-based research. The study draws on the case of one Canadian student of
German who studied abroad at a German university for one year. To adopt an emic
perspective, the data gained from a learning history questionnaire, semi-structured
interviews, and e-journals were analyzed and interpreted within the framework
of narrative analysis. The results show not only that learners’ sojourn objectives
may be complex, dynamic, and contradictory in nature but also that they need to
be examined beyond their face value, as they are entangled with learners’ negotiations
of desirable subject positions and attempts to integrate their sojourn experiences,
successes, and frustrations in a coherent and positive life narrative.
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
citation:
ama: 'Müller M. “As a person, I feel I’ve changed pretty immensely”: Sojourners’
aspirations and self-perceived achievements. The Canadian Modern Language Review.
2017;73(1):24-47. doi:10.3138/cmlr.3319'
apa: 'Müller, M. (2017). “As a person, I feel I’ve changed pretty immensely”: Sojourners’
aspirations and self-perceived achievements. The Canadian Modern Language Review,
73(1), 24–47. https://doi.org/10.3138/cmlr.3319'
bibtex: '@article{Müller_2017, title={“As a person, I feel I’ve changed pretty immensely”:
Sojourners’ aspirations and self-perceived achievements}, volume={73}, DOI={10.3138/cmlr.3319}, number={1}, journal={The
Canadian Modern Language Review}, author={Müller, Mareike}, year={2017}, pages={24–47}
}'
chicago: 'Müller, Mareike. “‘As a Person, I Feel I’ve Changed Pretty Immensely’:
Sojourners’ Aspirations and Self-Perceived Achievements.” The Canadian Modern
Language Review 73, no. 1 (2017): 24–47. https://doi.org/10.3138/cmlr.3319.'
ieee: 'M. Müller, “‘As a person, I feel I’ve changed pretty immensely’: Sojourners’
aspirations and self-perceived achievements,” The Canadian Modern Language
Review, vol. 73, no. 1, pp. 24–47, 2017, doi: 10.3138/cmlr.3319.'
mla: 'Müller, Mareike. “‘As a Person, I Feel I’ve Changed Pretty Immensely’: Sojourners’
Aspirations and Self-Perceived Achievements.” The Canadian Modern Language
Review, vol. 73, no. 1, 2017, pp. 24–47, doi:10.3138/cmlr.3319.'
short: M. Müller, The Canadian Modern Language Review 73 (2017) 24–47.
date_created: 2021-12-07T10:18:50Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
doi: 10.3138/cmlr.3319
extern: '1'
intvolume: ' 73'
issue: '1'
keyword:
- individual differences
- learner beliefs
- narrative analysis
- sojourn objectives and evaluations
- study abroad
language:
- iso: eng
page: 24-47
publication: The Canadian Modern Language Review
publication_identifier:
issn:
- 0008-4506
- 1710-1131
publication_status: published
status: public
title: '“As a person, I feel I’ve changed pretty immensely”: Sojourners’ aspirations
and self-perceived achievements'
type: journal_article
user_id: '71540'
volume: 73
year: '2017'
...
---
_id: '36481'
abstract:
- lang: eng
text: 'Recent studies highlight early childhood teachers’ mathematics-related competence.
Developing this competence should be a main aspect of early childhood teachers’
education. This is, however, not the case in all countries. Consequently, high-quality
professional development courses are needed. Based on research results, we developed
a competence-oriented continuous professional development course ("EmMa") and
examined the effects of "EmMa" by asking: How does "EmMa" affect the development
of early childhood teachers’ i) mathematical content knowledge, ii) mathematical
pedagogical content knowledge and iii) beliefs towards mathematics in general?
To answer these questions, we conducted a pre-test/post-test study including a
control group with 99 in-service early childhood teachers. Results show that the
course affected teachers’ mathematical pedagogical content knowledge and static
orientation towards mathematics positively. From this we conclude that scaling-up
"EmMa" might be a suitable approach to bridge the gap between pre-service education
with nearly no mathematics and the challenges of early mathematics education.'
author:
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Lars
full_name: Eichen, Lars
last_name: Eichen
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
citation:
ama: 'Bruns J, Eichen L, Gasteiger H. Mathematics-related Competence of Early Childhood
Teachers Visiting a Continuous Professional Development Course: An Intervention
Study. Mathematics Teacher Education and Development (MTED). 2017;19(3):76–93.'
apa: 'Bruns, J., Eichen, L., & Gasteiger, H. (2017). Mathematics-related Competence
of Early Childhood Teachers Visiting a Continuous Professional Development Course:
An Intervention Study. Mathematics Teacher Education and Development (MTED),
19(3), 76–93.'
bibtex: '@article{Bruns_Eichen_Gasteiger_2017, title={Mathematics-related Competence
of Early Childhood Teachers Visiting a Continuous Professional Development Course:
An Intervention Study}, volume={19}, number={3}, journal={Mathematics Teacher
Education and Development (MTED)}, author={Bruns, Julia and Eichen, Lars and Gasteiger,
Hedwig}, year={2017}, pages={76–93} }'
chicago: 'Bruns, Julia, Lars Eichen, and Hedwig Gasteiger. “Mathematics-Related
Competence of Early Childhood Teachers Visiting a Continuous Professional Development
Course: An Intervention Study.” Mathematics Teacher Education and Development
(MTED) 19, no. 3 (2017): 76–93.'
ieee: 'J. Bruns, L. Eichen, and H. Gasteiger, “Mathematics-related Competence of
Early Childhood Teachers Visiting a Continuous Professional Development Course:
An Intervention Study,” Mathematics Teacher Education and Development (MTED),
vol. 19, no. 3, pp. 76–93, 2017.'
mla: 'Bruns, Julia, et al. “Mathematics-Related Competence of Early Childhood Teachers
Visiting a Continuous Professional Development Course: An Intervention Study.”
Mathematics Teacher Education and Development (MTED), vol. 19, no. 3, 2017,
pp. 76–93.'
short: J. Bruns, L. Eichen, H. Gasteiger, Mathematics Teacher Education and Development
(MTED) 19 (2017) 76–93.
date_created: 2023-01-12T15:28:13Z
date_updated: 2023-06-20T19:01:36Z
department:
- _id: '611'
- _id: '97'
extern: '1'
intvolume: ' 19'
issue: '3'
keyword:
- Beliefs
- Competency Based Teacher Education
- Control Groups
- Early Childhood Education
- Faculty Development
- Foreign Countries
- Inservice Teacher Education
- Intervention
- Mathematical Aptitude
- Mathematics Skills
- Pedagogical Content Knowledge
- Preschool Teachers
- Pretests Posttests
- Professional Continuing Education
- Statistical Analysis
- Teacher Competency Testing
language:
- iso: eng
page: 76–93
publication: Mathematics Teacher Education and Development (MTED)
publication_status: published
quality_controlled: '1'
status: public
title: 'Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous
Professional Development Course: An Intervention Study'
type: journal_article
user_id: '49063'
volume: 19
year: '2017'
...
---
_id: '28355'
abstract:
- lang: eng
text: This article investigates learners’ perceptions on pronunciation learning
in study-abroad contexts from a qualitative perspective. While previous research
focused mainly on quantitative measurements of pronunciation gains with mixed
results, this study takes a more learner-centered approach and examines the impact
of socio-psychological factors on learning foreign pronunciation, which appears
to be a highly individual and at times conflict-prone process with which sojourners
are confronted. The study draws on the cases of five Canadian students who studied
abroad at German universities for one or two semesters. The data collection involved
a learning history questionnaire; semi-structured interviews pre-, mid-, and post-sojourn;
and bi-weekly e-journals. The data was analyzed and interpreted within the framework
of narrative analysis. The results show how sojourners’ beliefs about the importance
of pronunciation, community participation, identity-related challenges, and obstacles
to pronunciation learning influence and help explain individually different learning
behaviors and results.
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
citation:
ama: 'Müller M. Listening to learners’ voices: Qualitative aspects of pronunciation
learning during study abroad. Journal of Second Language Pronunciation.
2016;2(1):108-142. doi:10.1075/jslp.2.1.05mul'
apa: 'Müller, M. (2016). Listening to learners’ voices: Qualitative aspects of pronunciation
learning during study abroad. Journal of Second Language Pronunciation,
2(1), 108–142. https://doi.org/10.1075/jslp.2.1.05mul'
bibtex: '@article{Müller_2016, title={Listening to learners’ voices: Qualitative
aspects of pronunciation learning during study abroad}, volume={2}, DOI={10.1075/jslp.2.1.05mul},
number={1}, journal={Journal of Second Language Pronunciation}, author={Müller,
Mareike}, year={2016}, pages={108–142} }'
chicago: 'Müller, Mareike. “Listening to Learners’ Voices: Qualitative Aspects of
Pronunciation Learning during Study Abroad.” Journal of Second Language Pronunciation
2, no. 1 (2016): 108–42. https://doi.org/10.1075/jslp.2.1.05mul.'
ieee: 'M. Müller, “Listening to learners’ voices: Qualitative aspects of pronunciation
learning during study abroad,” Journal of Second Language Pronunciation,
vol. 2, no. 1, pp. 108–142, 2016, doi: 10.1075/jslp.2.1.05mul.'
mla: 'Müller, Mareike. “Listening to Learners’ Voices: Qualitative Aspects of Pronunciation
Learning during Study Abroad.” Journal of Second Language Pronunciation,
vol. 2, no. 1, 2016, pp. 108–42, doi:10.1075/jslp.2.1.05mul.'
short: M. Müller, Journal of Second Language Pronunciation 2 (2016) 108–142.
date_created: 2021-12-07T12:50:39Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
doi: 10.1075/jslp.2.1.05mul
extern: '1'
intvolume: ' 2'
issue: '1'
keyword:
- pronunciation learning
- study abroad
- qualitative approach
- narrative analysis
- learner beliefs
- socio-psychological learning factors
language:
- iso: eng
page: 108-142
publication: Journal of Second Language Pronunciation
publication_identifier:
issn:
- 2215-1931
- 2215-194X
publication_status: published
status: public
title: 'Listening to learners’ voices: Qualitative aspects of pronunciation learning
during study abroad'
type: journal_article
user_id: '71540'
volume: 2
year: '2016'
...