[{"abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n               <jats:p>Mathematics learning support centres (MLSC) are widely established and evaluated in English-speaking countries (such as the UK, Ireland and Australia). In most of these countries, several national surveys on MLSCs exist. They give an overview of the number of MLSCs as well as their characteristics in these countries. In Germany, there is a lack of studies on MLSCs and the landscape of MLSCs has not been described yet. This article presents basic information concerning counts of MLSCs and their characteristics at universities. Based on a three-step approach of analysing university homepages and additional personal contact via email or phone calls, we gathered typical MLSC features (e.g. staff quantities and qualification, opening and support hours, supported study programmes). We analysed 190 universities from a web-based register on study programmes. In total, we found 61 MLSCs located at 51 German universities. Another 16 support centres were specialized on mathematics didactics, which means they focussed on didactical and methodological support for preservice teacher students and often provided different teaching materials. Thirty-eight centres were located at universities (62.3%) and 23 MLSCs at universities of applied sciences and comparable universities (37.7%). The MLSCs were different in their sizes of staff and opening hours, and both the numbers of staff and the service hours differed greatly. The student groups MLSCs at German universities focus on differ concerning characteristics like study programme or semester. We will provide the main categories describing these groups. We seek to answer research questions concerning the characteristics of MLSCs in Germany and discuss the results compared to international findings. This information is useful for further international collaborative research, for example a standardized international survey. From a national perspective, these findings support networking and collaborations between the MLSCs as well. As some German MLSCs are facing financial cuts, these results might help in gaining additional funding.</jats:p>","lang":"eng"}],"issue":"2","publication":"Teaching Mathematics and its Applications: An International Journal of the IMA","department":[{"_id":"423"},{"_id":"363"},{"_id":"625"}],"keyword":["Education","General Mathematics"],"type":"journal_article","date_created":"2023-01-10T09:14:31Z","intvolume":"        40","publication_status":"published","date_updated":"2024-04-18T10:10:15Z","author":[{"orcid":"0000-0003-2646-085X","last_name":"Schürmann","first_name":"Mirko","full_name":"Schürmann, Mirko","id":"59707"},{"last_name":"Gildehaus","first_name":"Lara","full_name":"Gildehaus, Lara"},{"id":"30933","full_name":"Liebendörfer, Michael","first_name":"Michael","orcid":"0000-0001-9887-2074","last_name":"Liebendörfer"},{"last_name":"Schaper","first_name":"Niclas","full_name":"Schaper, Niclas"},{"id":"16274","first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf"},{"last_name":"Hochmuth","first_name":"Reinhard","full_name":"Hochmuth, Reinhard"},{"full_name":"Kuklinski, Christiane","last_name":"Kuklinski","first_name":"Christiane"},{"first_name":"Elisa","last_name":"Lankeit","full_name":"Lankeit, Elisa"}],"publication_identifier":{"issn":["0268-3679","1471-6976"]},"title":"Mathematics learning support centres in Germany—an overview","year":"2020","doi":"10.1093/teamat/hraa007","language":[{"iso":"eng"}],"citation":{"ama":"Schürmann M, Gildehaus L, Liebendörfer M, et al. Mathematics learning support centres in Germany—an overview. <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>. 2020;40(2):99-113. doi:<a href=\"https://doi.org/10.1093/teamat/hraa007\">10.1093/teamat/hraa007</a>","bibtex":"@article{Schürmann_Gildehaus_Liebendörfer_Schaper_Biehler_Hochmuth_Kuklinski_Lankeit_2020, title={Mathematics learning support centres in Germany—an overview}, volume={40}, DOI={<a href=\"https://doi.org/10.1093/teamat/hraa007\">10.1093/teamat/hraa007</a>}, number={2}, journal={Teaching Mathematics and its Applications: An International Journal of the IMA}, publisher={Oxford University Press (OUP)}, author={Schürmann, Mirko and Gildehaus, Lara and Liebendörfer, Michael and Schaper, Niclas and Biehler, Rolf and Hochmuth, Reinhard and Kuklinski, Christiane and Lankeit, Elisa}, year={2020}, pages={99–113} }","mla":"Schürmann, Mirko, et al. “Mathematics Learning Support Centres in Germany—an Overview.” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, vol. 40, no. 2, Oxford University Press (OUP), 2020, pp. 99–113, doi:<a href=\"https://doi.org/10.1093/teamat/hraa007\">10.1093/teamat/hraa007</a>.","chicago":"Schürmann, Mirko, Lara Gildehaus, Michael Liebendörfer, Niclas Schaper, Rolf Biehler, Reinhard Hochmuth, Christiane Kuklinski, and Elisa Lankeit. “Mathematics Learning Support Centres in Germany—an Overview.” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i> 40, no. 2 (2020): 99–113. <a href=\"https://doi.org/10.1093/teamat/hraa007\">https://doi.org/10.1093/teamat/hraa007</a>.","short":"M. Schürmann, L. Gildehaus, M. Liebendörfer, N. Schaper, R. Biehler, R. Hochmuth, C. Kuklinski, E. Lankeit, Teaching Mathematics and Its Applications: An International Journal of the IMA 40 (2020) 99–113.","apa":"Schürmann, M., Gildehaus, L., Liebendörfer, M., Schaper, N., Biehler, R., Hochmuth, R., Kuklinski, C., &#38; Lankeit, E. (2020). Mathematics learning support centres in Germany—an overview. <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, <i>40</i>(2), 99–113. <a href=\"https://doi.org/10.1093/teamat/hraa007\">https://doi.org/10.1093/teamat/hraa007</a>","ieee":"M. Schürmann <i>et al.</i>, “Mathematics learning support centres in Germany—an overview,” <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>, vol. 40, no. 2, pp. 99–113, 2020, doi: <a href=\"https://doi.org/10.1093/teamat/hraa007\">10.1093/teamat/hraa007</a>."},"status":"public","volume":40,"user_id":"37888","publisher":"Oxford University Press (OUP)","_id":"35712","page":"99-113"},{"abstract":[{"lang":"ger","text":"Der Gedanke einer inklusiven Schule als einer Schule für alle Kinder ist, wenn auch aus der Perspektive von 100 Jahren Grundschule erst kürzlich durch die UN-Konvention über die Rechte von Menschen mit Behinderung (United Nations 2006) verstärkt, als an das Bildungssystem gerichtete Anforderung unbestritten. Die Didaktik des Sachunterrichts als wissenschaftliche Disziplin und als Instanz technikbezogenen Lernens in der Grundschule hat sich dem Thema Inklusion mit den Untersuchungen von Seitz (2005) und Schomaker (2000), für eine fachdidaktische Disziplin vergleichsweise früh zugewendet (Pech & Schomaker 2013, S. 341). Pech, Schomaker & Simon (2018, S. 12ff.) arbeiten jedoch an begrifflichen Unschärfen in einschlägigen Veröffentlichungen heraus, dass es in der Sachunterrichtsdidaktik bis heute keinen systematischen Diskurs darüber gibt, wie Inklusion zu verstehen, zu entwickeln und zu implementieren ist. Die allgemeinpädagogisch unter anderem von Feuser (2011, S. 89) für das Bildungssystem formulierte Entwicklungsaufgabe von der Segregation über die Integration zur Inklusion findet sich in Abhängigkeit von der Perspektive unterschiedlich definiert in der Sachunterrichts- bzw. Fachdidaktik wieder. Da bei der Definition von inklusivem Sachunterricht unterschiedliche wissenschaftliche Kontexte (z.B. sonderpädagogische, inklusionspädagogische oder allgemeindidaktische) zur Argumentation herangezogen werden, ist im Folgenden häufiger von der Rekontextualisierung von Inklusion in der Fachdidaktik die Rede. Die Berücksichtigung von Lernbedürfnissen und die Nutzung von individuellen Potenzialen stellt eine sich in der Sachunterrichtsdidaktik (u.a. Lichtblau 2014, S. 204; Simon 2014, S. 241; Pech, Schomaker & Simon 2018, 15f.) wie in der allgemeinen Pädagogik (Feuser 1989, S. 9; Schumann 2009, S. 51; Preuß 2018, S. 81) wiederholende Rekontextualisierung zur Beschreibung inklusiven Unterrichts dar. Potenzialorientierte (fach-)didaktische Überlegungen, also solche, die eine Orientierung an in Personen liegenden Defiziten auf der einen und standardisierten Normen auf der anderen Seite ablehnen und den Blick vermehrt auf die im Individuum, dem Fach oder einem Lerngegenstand liegenden Potenziale für eine gleichberechtigte und gleichwertige Partizipation aller Lernenden richten (Simon 2019, S. 114), erfahren derzeit vermehrt Aufmerksamkeit. Die Berücksichtigung individueller Lernbedürfnisse auf der anderen Seite bleibt in einschlägigen Veröffentlichungen dagegen oftmals theoretisch unreflektiert.\r\nAusgehend davon leistet das vorgestellte Dissertationsvorhaben mit Blick auf technikbezogenes Lernen im Sachunterricht der Grundschule einen theoriebildend angelegten Beitrag zur Verbindung von erziehungswissenschaftlicher und sachunterrichtsdidaktischer Inklusionsforschung am Lerngegenstand\r\n Technik. Die Studie ist, ob der Offenheit des Forschungsfeldes bezogen auf technikbezogenen Sachunterricht im Kontext von Inklusion, überwiegend qualitativ-rekonstruktiv angelegt. Unter der Rekontextualisierung von Inklusion als Berücksichtigung zunehmend vielfältiger Lernbedürfnisse im Sachunterricht, fragt die Studie nach der Beschaffenheit und Dimensionen der Verschiedenheit von Lernbedürfnissen sowie Möglichkeiten bzw. Hindernissen auf dem Weg zu ihrer Berücksichtigung. "}],"publication":"Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main","department":[{"_id":"588"}],"keyword":["Inclusion","Sachunterricht","basic needs","technology education"],"type":"book_chapter","date_created":"2023-01-19T14:53:29Z","date_updated":"2023-01-19T14:53:43Z","publication_status":"published","author":[{"id":"71764","full_name":"Schröer, Franz","last_name":"Schröer","first_name":"Franz"}],"publication_identifier":{"isbn":["978-3-947868-02-5"]},"year":"2020","title":"Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts","language":[{"iso":"ger"}],"citation":{"ieee":"F. Schröer, “Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts,” in <i>Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main</i>, M. Binder, C. Wiesmüller, and T. Finkbeiner, Eds. Karlsruhe: BE.ER Konzept, 2020, pp. 119–141.","apa":"Schröer, F. (2020). Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts. In M. Binder, C. Wiesmüller, &#38; T. Finkbeiner (Eds.), <i>Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main</i> (pp. 119–141). BE.ER Konzept.","mla":"Schröer, Franz. “Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts.” <i>Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main</i>, edited by Martin Binder et al., BE.ER Konzept, 2020, pp. 119–41.","bibtex":"@inbook{Schröer_2020, place={Karlsruhe}, title={Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts}, booktitle={Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main}, publisher={BE.ER Konzept}, author={Schröer, Franz}, editor={Binder, Martin and Wiesmüller, Christian and Finkbeiner, Timo}, year={2020}, pages={119–141} }","chicago":"Schröer, Franz. “Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts.” In <i>Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main</i>, edited by Martin Binder, Christian Wiesmüller, and Timo Finkbeiner, 119–41. Karlsruhe: BE.ER Konzept, 2020.","short":"F. Schröer, in: M. Binder, C. Wiesmüller, T. Finkbeiner (Eds.), Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main, BE.ER Konzept, Karlsruhe, 2020, pp. 119–141.","ama":"Schröer F. Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts. In: Binder M, Wiesmüller C, Finkbeiner T, eds. <i>Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main</i>. BE.ER Konzept; 2020:119-141."},"place":"Karlsruhe","conference":{"start_date":"2019-09-20","name":"21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019","location":"Flensburg","end_date":"2019-09-21"},"status":"public","editor":[{"last_name":"Binder","first_name":"Martin","full_name":"Binder, Martin"},{"last_name":"Wiesmüller","first_name":"Christian","full_name":"Wiesmüller, Christian"},{"full_name":"Finkbeiner, Timo","last_name":"Finkbeiner","first_name":"Timo"}],"user_id":"71764","_id":"37610","publisher":"BE.ER Konzept","page":"119-141"},{"file_date_updated":"2021-09-14T20:56:41Z","citation":{"ama":"Tolksdorf NF, Siebert S, Zorn I, Horwath I, Rohlfing KJ. Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective. <i>International Journal of Social Robotics</i>. Published online 2020:129-140. doi:<a href=\"https://doi.org/10.1007/s12369-020-00622-3\">10.1007/s12369-020-00622-3</a>","bibtex":"@article{Tolksdorf_Siebert_Zorn_Horwath_Rohlfing_2020, title={Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}, DOI={<a href=\"https://doi.org/10.1007/s12369-020-00622-3\">10.1007/s12369-020-00622-3</a>}, journal={International Journal of Social Robotics}, author={Tolksdorf, Nils F. and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}, year={2020}, pages={129–140} }","mla":"Tolksdorf, Nils F., et al. “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective.” <i>International Journal of Social Robotics</i>, 2020, pp. 129–40, doi:<a href=\"https://doi.org/10.1007/s12369-020-00622-3\">10.1007/s12369-020-00622-3</a>.","short":"N.F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, K.J. Rohlfing, International Journal of Social Robotics (2020) 129–140.","chicago":"Tolksdorf, Nils F., Scarlet Siebert, Isabel Zorn, Ilona Horwath, and Katharina J. Rohlfing. “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective.” <i>International Journal of Social Robotics</i>, 2020, 129–40. <a href=\"https://doi.org/10.1007/s12369-020-00622-3\">https://doi.org/10.1007/s12369-020-00622-3</a>.","apa":"Tolksdorf, N. F., Siebert, S., Zorn, I., Horwath, I., &#38; Rohlfing, K. J. (2020). Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective. <i>International Journal of Social Robotics</i>, 129–140. <a href=\"https://doi.org/10.1007/s12369-020-00622-3\">https://doi.org/10.1007/s12369-020-00622-3</a>","ieee":"N. F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, and K. J. Rohlfing, “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective,” <i>International Journal of Social Robotics</i>, pp. 129–140, 2020, doi: <a href=\"https://doi.org/10.1007/s12369-020-00622-3\">10.1007/s12369-020-00622-3</a>."},"quality_controlled":"1","status":"public","has_accepted_license":"1","page":"129-140","_id":"24458","user_id":"14931","ddc":["300"],"publication":"International Journal of Social Robotics","abstract":[{"text":"In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with.While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper,we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening\r\nthe methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical\r\nexperience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.","lang":"eng"}],"file":[{"success":1,"content_type":"application/pdf","file_id":"24459","file_size":489035,"access_level":"closed","file_name":"Tolksdorf_etal_2020.pdf","date_updated":"2021-09-14T20:56:41Z","relation":"main_file","date_created":"2021-09-14T20:56:41Z","creator":"innem"}],"date_created":"2021-09-14T20:55:57Z","type":"journal_article","keyword":["Robot ethics · Kindergarten settings · Child–robot interaction · Early childhood education"],"department":[{"_id":"603"},{"_id":"749"}],"title":"Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective","year":"2020","publication_identifier":{"issn":["1875-4791","1875-4805"]},"author":[{"first_name":"Nils F.","last_name":"Tolksdorf","full_name":"Tolksdorf, Nils F."},{"first_name":"Scarlet","last_name":"Siebert","full_name":"Siebert, Scarlet"},{"first_name":"Isabel","last_name":"Zorn","full_name":"Zorn, Isabel"},{"last_name":"Horwath","first_name":"Ilona","full_name":"Horwath, Ilona"},{"id":"50352","full_name":"Rohlfing, Katharina J.","last_name":"Rohlfing","first_name":"Katharina J."}],"publication_status":"published","date_updated":"2023-02-01T12:16:11Z","language":[{"iso":"eng"}],"doi":"10.1007/s12369-020-00622-3"},{"doi":"10.1007/s42010-020-00091-7","language":[{"iso":"ger"}],"intvolume":"        49","publication_status":"published","date_updated":"2023-06-20T19:04:46Z","author":[{"id":"72183","first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia"},{"last_name":"Strahl","first_name":"Carolin","full_name":"Strahl, Carolin"},{"last_name":"Gasteiger","first_name":"Hedwig","full_name":"Gasteiger, Hedwig"}],"publication_identifier":{"issn":["0340-4099","2520-873X"]},"title":"Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments","year":"2020","department":[{"_id":"611"},{"_id":"97"}],"type":"journal_article","keyword":["Education"],"date_created":"2022-12-22T09:18:04Z","abstract":[{"text":"<jats:title>Zusammenfassung</jats:title><jats:p>Frühe mathematische Bildung findet in der Kindertagesstätte insbesondere in spontanen Alltagssituationen statt. Damit diese Alltagssituationen zu natürlichen Lernsituationen für die Kinder werden, müssen (angehende) frühpädagogische Fachkräfte zunächst das mathematische Potenzial in diesen Situationen erkennen. Diese Fähigkeit zur <jats:italic>situativen Beobachtung und Wahrnehmung </jats:italic>ist bisher unzureichend erforscht, was unter anderem auf begrenzte Methoden zur standardisierten Erfassung dieses Konstrukts zurückzuführen ist. Um diesem Bedarf zu begegnen, wurde das videobasierte Testinstrument <jats:italic>Vimas_num</jats:italic> zur Erfassung der Fähigkeit zur situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mengen und Zahlen entwickelt. Auf der Grundlage von drei aufeinander aufbauenden Studien wird die Validität verschiedener Aspekte der Testwertinterpretation untersucht. Die Ergebnisse geben Hinweise auf die Validität der Testwertinterpretation in Bezug auf den Testinhalt, die interne Struktur des Tests und die Zusammenhänge mit theoretisch verbundenen Konstrukten.</jats:p>","lang":"eng"}],"issue":"3","publication":"Unterrichtswissenschaft","volume":49,"user_id":"49063","publisher":"Springer Science and Business Media LLC","_id":"34816","page":"345-371","status":"public","quality_controlled":"1","citation":{"ieee":"J. Bruns, C. Strahl, and H. Gasteiger, “Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments,” <i>Unterrichtswissenschaft</i>, vol. 49, no. 3, pp. 345–371, 2020, doi: <a href=\"https://doi.org/10.1007/s42010-020-00091-7\">10.1007/s42010-020-00091-7</a>.","apa":"Bruns, J., Strahl, C., &#38; Gasteiger, H. (2020). Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments. <i>Unterrichtswissenschaft</i>, <i>49</i>(3), 345–371. <a href=\"https://doi.org/10.1007/s42010-020-00091-7\">https://doi.org/10.1007/s42010-020-00091-7</a>","mla":"Bruns, Julia, et al. “Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments.” <i>Unterrichtswissenschaft</i>, vol. 49, no. 3, Springer Science and Business Media LLC, 2020, pp. 345–71, doi:<a href=\"https://doi.org/10.1007/s42010-020-00091-7\">10.1007/s42010-020-00091-7</a>.","bibtex":"@article{Bruns_Strahl_Gasteiger_2020, title={Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments}, volume={49}, DOI={<a href=\"https://doi.org/10.1007/s42010-020-00091-7\">10.1007/s42010-020-00091-7</a>}, number={3}, journal={Unterrichtswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Bruns, Julia and Strahl, Carolin and Gasteiger, Hedwig}, year={2020}, pages={345–371} }","ama":"Bruns J, Strahl C, Gasteiger H. Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments. <i>Unterrichtswissenschaft</i>. 2020;49(3):345-371. doi:<a href=\"https://doi.org/10.1007/s42010-020-00091-7\">10.1007/s42010-020-00091-7</a>","short":"J. Bruns, C. Strahl, H. Gasteiger, Unterrichtswissenschaft 49 (2020) 345–371.","chicago":"Bruns, Julia, Carolin Strahl, and Hedwig Gasteiger. “Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments.” <i>Unterrichtswissenschaft</i> 49, no. 3 (2020): 345–71. <a href=\"https://doi.org/10.1007/s42010-020-00091-7\">https://doi.org/10.1007/s42010-020-00091-7</a>."}},{"publication":"Journal of Research in Science Teaching","date_created":"2023-05-20T10:25:46Z","department":[{"_id":"299"},{"_id":"33"}],"keyword":["Education"],"type":"journal_article","publication_identifier":{"issn":["0022-4308","1098-2736"]},"author":[{"full_name":"Kulgemeyer, Christoph","last_name":"Kulgemeyer","first_name":"Christoph","id":"84533"},{"full_name":"Borowski, Andreas","last_name":"Borowski","first_name":"Andreas"},{"full_name":"Buschhüter, David","last_name":"Buschhüter","first_name":"David"},{"full_name":"Enkrott, Patrick","first_name":"Patrick","last_name":"Enkrott"},{"full_name":"Kempin, Maren","last_name":"Kempin","first_name":"Maren"},{"full_name":"Reinhold, Peter","first_name":"Peter","last_name":"Reinhold","id":"416"},{"full_name":"Riese, Josef","orcid":"0000-0003-2927-2619","first_name":"Josef","last_name":"Riese","id":"429"},{"full_name":"Schecker, Horst","last_name":"Schecker","first_name":"Horst"},{"first_name":"Jan","last_name":"Schröder","full_name":"Schröder, Jan"},{"last_name":"Vogelsang","first_name":"Christoph","orcid":"0000-0002-5804-1855","full_name":"Vogelsang, Christoph","id":"4245"}],"title":"Professional knowledge affects action-related skills: The development of preservice physics teachers’ explaining skills during a field experience","year":"2020","intvolume":"        57","publication_status":"published","date_updated":"2025-12-03T09:06:52Z","language":[{"iso":"eng"}],"doi":"10.1002/tea.21632","citation":{"ama":"Kulgemeyer C, Borowski A, Buschhüter D, et al. Professional knowledge affects action-related skills: The development of preservice physics teachers’ explaining skills during a field experience. <i>Journal of Research in Science Teaching</i>. 2020;57:1-29. doi:<a href=\"https://doi.org/10.1002/tea.21632\">10.1002/tea.21632</a>","bibtex":"@article{Kulgemeyer_Borowski_Buschhüter_Enkrott_Kempin_Reinhold_Riese_Schecker_Schröder_Vogelsang_2020, title={Professional knowledge affects action-related skills: The development of preservice physics teachers’ explaining skills during a field experience}, volume={57}, DOI={<a href=\"https://doi.org/10.1002/tea.21632\">10.1002/tea.21632</a>}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Kulgemeyer, Christoph and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Kempin, Maren and Reinhold, Peter and Riese, Josef and Schecker, Horst and Schröder, Jan and Vogelsang, Christoph}, year={2020}, pages={1–29} }","mla":"Kulgemeyer, Christoph, et al. “Professional Knowledge Affects Action-Related Skills: The Development of Preservice Physics Teachers’ Explaining Skills during a Field Experience.” <i>Journal of Research in Science Teaching</i>, vol. 57, Wiley, 2020, pp. 1–29, doi:<a href=\"https://doi.org/10.1002/tea.21632\">10.1002/tea.21632</a>.","short":"C. Kulgemeyer, A. Borowski, D. Buschhüter, P. Enkrott, M. Kempin, P. Reinhold, J. Riese, H. Schecker, J. Schröder, C. Vogelsang, Journal of Research in Science Teaching 57 (2020) 1–29.","chicago":"Kulgemeyer, Christoph, Andreas Borowski, David Buschhüter, Patrick Enkrott, Maren Kempin, Peter Reinhold, Josef Riese, Horst Schecker, Jan Schröder, and Christoph Vogelsang. “Professional Knowledge Affects Action-Related Skills: The Development of Preservice Physics Teachers’ Explaining Skills during a Field Experience.” <i>Journal of Research in Science Teaching</i> 57 (2020): 1–29. <a href=\"https://doi.org/10.1002/tea.21632\">https://doi.org/10.1002/tea.21632</a>.","apa":"Kulgemeyer, C., Borowski, A., Buschhüter, D., Enkrott, P., Kempin, M., Reinhold, P., Riese, J., Schecker, H., Schröder, J., &#38; Vogelsang, C. (2020). Professional knowledge affects action-related skills: The development of preservice physics teachers’ explaining skills during a field experience. <i>Journal of Research in Science Teaching</i>, <i>57</i>, 1–29. <a href=\"https://doi.org/10.1002/tea.21632\">https://doi.org/10.1002/tea.21632</a>","ieee":"C. Kulgemeyer <i>et al.</i>, “Professional knowledge affects action-related skills: The development of preservice physics teachers’ explaining skills during a field experience,” <i>Journal of Research in Science Teaching</i>, vol. 57, pp. 1–29, 2020, doi: <a href=\"https://doi.org/10.1002/tea.21632\">10.1002/tea.21632</a>."},"quality_controlled":"1","status":"public","_id":"45180","publisher":"Wiley","page":"1-29","volume":57,"user_id":"4245"},{"publication":"CHEMKON","issue":"4","date_created":"2021-09-03T12:06:44Z","type":"journal_article","keyword":["digital","technology","teacher education"],"department":[{"_id":"386"},{"_id":"300"},{"_id":"33"}],"title":"Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht","year":"2020","author":[{"full_name":"Witte, Thomas","last_name":"Witte","first_name":"Thomas"},{"last_name":"Hanemann","first_name":"Stefan","full_name":"Hanemann, Stefan"},{"full_name":"Sommerfeld, Herbert","first_name":"Herbert","last_name":"Sommerfeld"},{"id":"30086","last_name":"Temmen","first_name":"Katrin","full_name":"Temmen, Katrin"},{"orcid":"0000-0001-5645-5870","last_name":"Fechner","first_name":"Sabine","full_name":"Fechner, Sabine","id":"54823"}],"publication_identifier":{"issn":["0944-5846","1521-3730"]},"publication_status":"published","date_updated":"2025-12-11T13:40:07Z","intvolume":"        27","language":[{"iso":"ger"}],"doi":"10.1002/ckon.201900026","citation":{"chicago":"Witte, Thomas, Stefan Hanemann, Herbert Sommerfeld, Katrin Temmen, and Sabine Fechner. “Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht.” <i>CHEMKON</i> 27, no. 4 (2020): 193–98. <a href=\"https://doi.org/10.1002/ckon.201900026\">https://doi.org/10.1002/ckon.201900026</a>.","short":"T. Witte, S. Hanemann, H. Sommerfeld, K. Temmen, S. Fechner, CHEMKON 27 (2020) 193–198.","apa":"Witte, T., Hanemann, S., Sommerfeld, H., Temmen, K., &#38; Fechner, S. (2020). Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht. <i>CHEMKON</i>, <i>27</i>(4), 193–198. <a href=\"https://doi.org/10.1002/ckon.201900026\">https://doi.org/10.1002/ckon.201900026</a>","ieee":"T. Witte, S. Hanemann, H. Sommerfeld, K. Temmen, and S. Fechner, “Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht,” <i>CHEMKON</i>, vol. 27, no. 4, pp. 193–198, 2020, doi: <a href=\"https://doi.org/10.1002/ckon.201900026\">10.1002/ckon.201900026</a>.","ama":"Witte T, Hanemann S, Sommerfeld H, Temmen K, Fechner S. Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht. <i>CHEMKON</i>. 2020;27(4):193-198. doi:<a href=\"https://doi.org/10.1002/ckon.201900026\">10.1002/ckon.201900026</a>","bibtex":"@article{Witte_Hanemann_Sommerfeld_Temmen_Fechner_2020, title={Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht}, volume={27}, DOI={<a href=\"https://doi.org/10.1002/ckon.201900026\">10.1002/ckon.201900026</a>}, number={4}, journal={CHEMKON}, author={Witte, Thomas and Hanemann, Stefan and Sommerfeld, Herbert and Temmen, Katrin and Fechner, Sabine}, year={2020}, pages={193–198} }","mla":"Witte, Thomas, et al. “Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht.” <i>CHEMKON</i>, vol. 27, no. 4, 2020, pp. 193–98, doi:<a href=\"https://doi.org/10.1002/ckon.201900026\">10.1002/ckon.201900026</a>."},"quality_controlled":"1","status":"public","page":"193-198","_id":"23747","user_id":"54823","volume":27},{"quality_controlled":"1","citation":{"ama":"Horwath I, Diabl C. Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement. <i>Gender and Education</i>. Published online 2019:1109-1126. doi:<a href=\"https://doi.org/10.1080/09540253.2019.1608355\">10.1080/09540253.2019.1608355</a>","bibtex":"@article{Horwath_Diabl_2019, title={Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement}, DOI={<a href=\"https://doi.org/10.1080/09540253.2019.1608355\">10.1080/09540253.2019.1608355</a>}, journal={Gender and Education}, author={Horwath, Ilona and Diabl, Christian}, year={2019}, pages={1109–1126} }","mla":"Horwath, Ilona, and Christian Diabl. “Liberating or Indoctrinating? Surveying Students’ Perceptions of a Womens’ and Gender Studies Requirement.” <i>Gender and Education</i>, 2019, pp. 1109–26, doi:<a href=\"https://doi.org/10.1080/09540253.2019.1608355\">10.1080/09540253.2019.1608355</a>.","chicago":"Horwath, Ilona, and Christian Diabl. “Liberating or Indoctrinating? Surveying Students’ Perceptions of a Womens’ and Gender Studies Requirement.” <i>Gender and Education</i>, 2019, 1109–26. <a href=\"https://doi.org/10.1080/09540253.2019.1608355\">https://doi.org/10.1080/09540253.2019.1608355</a>.","short":"I. Horwath, C. Diabl, Gender and Education (2019) 1109–1126.","apa":"Horwath, I., &#38; Diabl, C. (2019). Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement. <i>Gender and Education</i>, 1109–1126. <a href=\"https://doi.org/10.1080/09540253.2019.1608355\">https://doi.org/10.1080/09540253.2019.1608355</a>","ieee":"I. Horwath and C. Diabl, “Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement,” <i>Gender and Education</i>, pp. 1109–1126, 2019, doi: <a href=\"https://doi.org/10.1080/09540253.2019.1608355\">10.1080/09540253.2019.1608355</a>."},"file_date_updated":"2021-09-14T21:07:03Z","user_id":"83744","ddc":["300"],"_id":"24462","page":"1109-1126","has_accepted_license":"1","status":"public","department":[{"_id":"603"}],"type":"journal_article","keyword":["Education policy","equality","higher education","critical pedagogies","gender mainstreaming","curriculum"],"date_created":"2021-09-14T21:05:30Z","file":[{"creator":"innem","date_created":"2021-09-14T21:07:03Z","date_updated":"2021-09-14T21:07:03Z","relation":"main_file","file_size":1495079,"access_level":"closed","file_name":"Horwath_Diabl_2019.pdf","success":1,"content_type":"application/pdf","file_id":"24463"}],"abstract":[{"lang":"eng","text":"This article offers new insight into students’ responses to Womens’\r\nand Gender Studies (WGS) classes by overcoming the self-selection\r\nbias hitherto inherent in the field. Exploring the experiences of 1406\r\nstudents (770 women, 636 men) of a university with a WGS\r\nrequirement across all study programmes, we examine the\r\nprevailing discourses on WGS, participants’ (dis)agreement as well\r\nas personal and professional benefits gained through WGS.\r\nAdditionally, we evaluate the perceived value of WGS for\r\nthemselves, in society, and of WGS opportunities in higher\r\neducation. Findings reveal a gender bias regarding discourses,\r\nexperience, benefit, and value, with 70.1% women and 32.4% men\r\nsupporting the idea of WGS as a mandatory subject. Women’s\r\nsupport indicates a need for tools to negotiate gender issues,\r\nwhile men’s resistance serves to defend male privileges. We\r\nconclude that a requirement of WGS classes amplifies the\r\npotential for both – resistance and change."}],"publication":"Gender and Education","doi":"10.1080/09540253.2019.1608355","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2022-04-21T18:11:32Z","author":[{"last_name":"Horwath","first_name":"Ilona","full_name":"Horwath, Ilona"},{"first_name":"Christian","last_name":"Diabl","full_name":"Diabl, Christian"}],"publication_identifier":{"issn":["0954-0253","1360-0516"]},"year":"2019","title":"Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement"},{"citation":{"bibtex":"@article{Knickenberg_Zurbriggen_Venetz_Schwab_Gebhardt_2019, title={Assessing dimensions of inclusion from students’ perspective – measurement invariance across students with learning disabilities in different educational settings}, volume={35}, DOI={<a href=\"https://doi.org/10.1080/08856257.2019.1646958\">10.1080/08856257.2019.1646958</a>}, number={3}, journal={European Journal of Special Needs Education}, publisher={Informa UK Limited}, author={Knickenberg, Margarita and Zurbriggen, Carmen and Venetz, Martin and Schwab, Susanne and Gebhardt, Markus}, year={2019}, pages={287–302} }","ama":"Knickenberg M, Zurbriggen C, Venetz M, Schwab S, Gebhardt M. Assessing dimensions of inclusion from students’ perspective – measurement invariance across students with learning disabilities in different educational settings. <i>European Journal of Special Needs Education</i>. 2019;35(3):287-302. doi:<a href=\"https://doi.org/10.1080/08856257.2019.1646958\">10.1080/08856257.2019.1646958</a>","mla":"Knickenberg, Margarita, et al. “Assessing Dimensions of Inclusion from Students’ Perspective – Measurement Invariance across Students with Learning Disabilities in Different Educational Settings.” <i>European Journal of Special Needs Education</i>, vol. 35, no. 3, Informa UK Limited, 2019, pp. 287–302, doi:<a href=\"https://doi.org/10.1080/08856257.2019.1646958\">10.1080/08856257.2019.1646958</a>.","short":"M. Knickenberg, C. Zurbriggen, M. Venetz, S. Schwab, M. Gebhardt, European Journal of Special Needs Education 35 (2019) 287–302.","chicago":"Knickenberg, Margarita, Carmen Zurbriggen, Martin Venetz, Susanne Schwab, and Markus Gebhardt. “Assessing Dimensions of Inclusion from Students’ Perspective – Measurement Invariance across Students with Learning Disabilities in Different Educational Settings.” <i>European Journal of Special Needs Education</i> 35, no. 3 (2019): 287–302. <a href=\"https://doi.org/10.1080/08856257.2019.1646958\">https://doi.org/10.1080/08856257.2019.1646958</a>.","ieee":"M. Knickenberg, C. Zurbriggen, M. Venetz, S. Schwab, and M. Gebhardt, “Assessing dimensions of inclusion from students’ perspective – measurement invariance across students with learning disabilities in different educational settings,” <i>European Journal of Special Needs Education</i>, vol. 35, no. 3, pp. 287–302, 2019, doi: <a href=\"https://doi.org/10.1080/08856257.2019.1646958\">10.1080/08856257.2019.1646958</a>.","apa":"Knickenberg, M., Zurbriggen, C., Venetz, M., Schwab, S., &#38; Gebhardt, M. (2019). Assessing dimensions of inclusion from students’ perspective – measurement invariance across students with learning disabilities in different educational settings. <i>European Journal of Special Needs Education</i>, <i>35</i>(3), 287–302. <a href=\"https://doi.org/10.1080/08856257.2019.1646958\">https://doi.org/10.1080/08856257.2019.1646958</a>"},"status":"public","_id":"33438","publisher":"Informa UK Limited","page":"287-302","volume":35,"user_id":"74211","publication":"European Journal of Special Needs Education","issue":"3","extern":"1","date_created":"2022-09-17T09:28:32Z","type":"journal_article","keyword":["Developmental and Educational Psychology","Health Professions (miscellaneous)","Education"],"author":[{"full_name":"Knickenberg, Margarita","last_name":"Knickenberg","first_name":"Margarita","id":"12978"},{"last_name":"Zurbriggen","first_name":"Carmen","full_name":"Zurbriggen, Carmen"},{"last_name":"Venetz","first_name":"Martin","full_name":"Venetz, Martin"},{"first_name":"Susanne","last_name":"Schwab","full_name":"Schwab, Susanne"},{"last_name":"Gebhardt","first_name":"Markus","full_name":"Gebhardt, Markus"}],"publication_identifier":{"issn":["0885-6257","1469-591X"]},"title":"Assessing dimensions of inclusion from students’ perspective – measurement invariance across students with learning disabilities in different educational settings","year":"2019","intvolume":"        35","publication_status":"published","date_updated":"2022-09-17T09:39:22Z","language":[{"iso":"eng"}],"doi":"10.1080/08856257.2019.1646958"},{"citation":{"mla":"Pöllmann, Andreas. “European Educational Research (Re)Constructed: Institutional Change in Germany, the United Kingdom, Norway, and the European Union.” <i>Compare: A Journal of Comparative and International Education</i>, vol. 50, no. 8, Informa UK Limited, 2019, pp. 1222–23, doi:<a href=\"https://doi.org/10.1080/03057925.2019.1665260\">10.1080/03057925.2019.1665260</a>.","bibtex":"@article{Pöllmann_2019, title={European educational research (re)constructed: institutional change in Germany, the United Kingdom, Norway, and the European Union}, volume={50}, DOI={<a href=\"https://doi.org/10.1080/03057925.2019.1665260\">10.1080/03057925.2019.1665260</a>}, number={8}, journal={Compare: A Journal of Comparative and International Education}, publisher={Informa UK Limited}, author={Pöllmann, Andreas}, year={2019}, pages={1222–1223} }","ama":"Pöllmann A. European educational research (re)constructed: institutional change in Germany, the United Kingdom, Norway, and the European Union. <i>Compare: A Journal of Comparative and International Education</i>. 2019;50(8):1222-1223. doi:<a href=\"https://doi.org/10.1080/03057925.2019.1665260\">10.1080/03057925.2019.1665260</a>","ieee":"A. Pöllmann, “European educational research (re)constructed: institutional change in Germany, the United Kingdom, Norway, and the European Union,” <i>Compare: A Journal of Comparative and International Education</i>, vol. 50, no. 8. Informa UK Limited, pp. 1222–1223, 2019, doi: <a href=\"https://doi.org/10.1080/03057925.2019.1665260\">10.1080/03057925.2019.1665260</a>.","apa":"Pöllmann, A. (2019). European educational research (re)constructed: institutional change in Germany, the United Kingdom, Norway, and the European Union. In <i>Compare: A Journal of Comparative and International Education</i> (Vol. 50, Issue 8, pp. 1222–1223). Informa UK Limited. <a href=\"https://doi.org/10.1080/03057925.2019.1665260\">https://doi.org/10.1080/03057925.2019.1665260</a>","short":"A. Pöllmann, Compare: A Journal of Comparative and International Education 50 (2019) 1222–1223.","chicago":"Pöllmann, Andreas. “European Educational Research (Re)Constructed: Institutional Change in Germany, the United Kingdom, Norway, and the European Union.” <i>Compare: A Journal of Comparative and International Education</i>. Informa UK Limited, 2019. <a href=\"https://doi.org/10.1080/03057925.2019.1665260\">https://doi.org/10.1080/03057925.2019.1665260</a>."},"status":"public","user_id":"77437","volume":50,"page":"1222-1223","_id":"36375","publisher":"Informa UK Limited","issue":"8","publication":"Compare: A Journal of Comparative and International Education","keyword":["Education"],"type":"review","department":[{"_id":"453"}],"date_created":"2023-01-12T10:28:34Z","publication_status":"published","date_updated":"2023-01-12T10:47:01Z","intvolume":"        50","year":"2019","title":"European educational research (re)constructed: institutional change in Germany, the United Kingdom, Norway, and the European Union","author":[{"last_name":"Pöllmann","first_name":"Andreas","full_name":"Pöllmann, Andreas"}],"publication_identifier":{"issn":["0305-7925","1469-3623"]},"doi":"10.1080/03057925.2019.1665260","alternative_title":["by Mike Zapp, Marcelo Marques, and Justin J.W. Powell, with contributions by Gert Biesta and Jo B. Helgetun, Oxford, Symposium Books, 2018, 254 pp., £42.00 (paperback), ISBN: 978-1-910744-02-4"],"language":[{"iso":"eng"}]},{"_id":"46156","publisher":"Springer Science and Business Media LLC","page":"653-681","volume":32,"user_id":"37888","status":"public","citation":{"ama":"Wessel L. Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses. <i>Mathematics Education Research Journal</i>. 2019;32(4):653-681. doi:<a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>","bibtex":"@article{Wessel_2019, title={Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses}, volume={32}, DOI={<a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>}, number={4}, journal={Mathematics Education Research Journal}, publisher={Springer Science and Business Media LLC}, author={Wessel, Lena}, year={2019}, pages={653–681} }","mla":"Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of Lexical Trace Analyses.” <i>Mathematics Education Research Journal</i>, vol. 32, no. 4, Springer Science and Business Media LLC, 2019, pp. 653–81, doi:<a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>.","chicago":"Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of Lexical Trace Analyses.” <i>Mathematics Education Research Journal</i> 32, no. 4 (2019): 653–81. <a href=\"https://doi.org/10.1007/s13394-019-00284-z\">https://doi.org/10.1007/s13394-019-00284-z</a>.","short":"L. Wessel, Mathematics Education Research Journal 32 (2019) 653–681.","apa":"Wessel, L. (2019). Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses. <i>Mathematics Education Research Journal</i>, <i>32</i>(4), 653–681. <a href=\"https://doi.org/10.1007/s13394-019-00284-z\">https://doi.org/10.1007/s13394-019-00284-z</a>","ieee":"L. Wessel, “Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses,” <i>Mathematics Education Research Journal</i>, vol. 32, no. 4, pp. 653–681, 2019, doi: <a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>."},"language":[{"iso":"eng"}],"doi":"10.1007/s13394-019-00284-z","author":[{"id":"85190","first_name":"Lena","last_name":"Wessel","full_name":"Wessel, Lena"}],"publication_identifier":{"issn":["1033-2170","2211-050X"]},"title":"Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses","year":"2019","intvolume":"        32","date_updated":"2024-04-18T09:01:40Z","publication_status":"published","date_created":"2023-07-26T10:03:33Z","department":[{"_id":"643"}],"type":"journal_article","keyword":["Education","General Mathematics"],"issue":"4","publication":"Mathematics Education Research Journal","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>Although the teaching of vocabulary in mathematics lessons is requested in content- and language-integrated lesson designs, the clarification of the specific lexical language demands is still an open question for many mathematical topics. In a content- and language-integrated lesson design towards understanding the concept of equivalent fractions, the vocabulary (words and phrases) used by 17 students has been analyzed with qualitative means of data analysis. The qualitative in-depth analyses underline the importance of meaning-related vocabulary for making structural relations between the fractions in view explicit. Quantitative analyses of inventoried vocabulary for the four categories “self-initiated by students,” “triggered by teaching material,” “triggered by teacher,” or “triggered by peers” show the relations of collective and autonomous vocabularies from which the students retrieve their lexical means in oral and written language production.</jats:p>","lang":"eng"}]},{"place":"Utrecht, Netherlands","citation":{"short":"L. Wessel, in: U.T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis (Eds.), Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Freudenthal Group, Utrecht, Netherlands, 2019.","ama":"Wessel L. How theories of language-responsive mathematics can inform teaching designs for vocational mathematics. In: Jankvist UT, van den Heuvel-Panhuizen M, Veldhuis M, eds. <i>Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)</i>. Vol TWG07. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Freudenthal Group; 2019.","chicago":"Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform Teaching Designs for Vocational Mathematics.” In <i>Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)</i>, edited by Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, and Michiel Veldhuis, Vol. TWG07. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Utrecht, Netherlands: Freudenthal Group, 2019.","bibtex":"@inproceedings{Wessel_2019, place={Utrecht, Netherlands}, series={Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)}, title={How theories of language-responsive mathematics can inform teaching designs for vocational mathematics}, volume={TWG07}, number={12hal-02409325}, booktitle={Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)}, publisher={Freudenthal Group}, author={Wessel, Lena}, editor={Jankvist, Uffe Thomas and van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel}, year={2019}, collection={Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)} }","mla":"Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform Teaching Designs for Vocational Mathematics.” <i>Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)</i>, edited by Uffe Thomas Jankvist et al., vol. TWG07, no. 12, hal-02409325, Freudenthal Group, 2019.","apa":"Wessel, L. (2019). How theories of language-responsive mathematics can inform teaching designs for vocational mathematics. In U. T. Jankvist, M. van den Heuvel-Panhuizen, &#38; M. Veldhuis (Eds.), <i>Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)</i> (hal-02409325; Vol. TWG07, Issue 12). Freudenthal Group.","ieee":"L. Wessel, “How theories of language-responsive mathematics can inform teaching designs for vocational mathematics,” in <i>Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)</i>, 2019, vol. TWG07, no. 12."},"_id":"48409","publisher":"Freudenthal Group","user_id":"37888","editor":[{"first_name":"Uffe Thomas","last_name":"Jankvist","full_name":"Jankvist, Uffe Thomas"},{"full_name":"van den Heuvel-Panhuizen, Marja","last_name":"van den Heuvel-Panhuizen","first_name":"Marja"},{"full_name":"Veldhuis, Michiel","first_name":"Michiel","last_name":"Veldhuis"}],"volume":"TWG07","status":"public","date_created":"2023-10-24T07:56:11Z","type":"conference","keyword":["Vocational education","language","percentages","scaffolding","design research"],"department":[{"_id":"643"}],"issue":"12","publication":"Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)","main_file_link":[{"url":"https://hal.science/hal-02409325/"}],"article_number":"hal-02409325","language":[{"iso":"eng"}],"series_title":"Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)","title":"How theories of language-responsive mathematics can inform teaching designs for vocational mathematics","year":"2019","author":[{"id":"85190","full_name":"Wessel, Lena","last_name":"Wessel","first_name":"Lena"}],"date_updated":"2024-04-18T09:19:16Z"},{"status":"public","user_id":"37888","volume":21,"page":"113-118","_id":"48324","publisher":"Informa UK Limited","citation":{"bibtex":"@article{Barwell_Wessel_Parra_2019, title={Language diversity and mathematics education: new developments}, volume={21}, DOI={<a href=\"https://doi.org/10.1080/14794802.2019.1638824\">10.1080/14794802.2019.1638824</a>}, number={2}, journal={Research in Mathematics Education}, publisher={Informa UK Limited}, author={Barwell, Richard and Wessel, Lena and Parra, Aldo}, year={2019}, pages={113–118} }","ama":"Barwell R, Wessel L, Parra A. Language diversity and mathematics education: new developments. <i>Research in Mathematics Education</i>. 2019;21(2):113-118. doi:<a href=\"https://doi.org/10.1080/14794802.2019.1638824\">10.1080/14794802.2019.1638824</a>","mla":"Barwell, Richard, et al. “Language Diversity and Mathematics Education: New Developments.” <i>Research in Mathematics Education</i>, vol. 21, no. 2, Informa UK Limited, 2019, pp. 113–18, doi:<a href=\"https://doi.org/10.1080/14794802.2019.1638824\">10.1080/14794802.2019.1638824</a>.","chicago":"Barwell, Richard, Lena Wessel, and Aldo Parra. “Language Diversity and Mathematics Education: New Developments.” <i>Research in Mathematics Education</i> 21, no. 2 (2019): 113–18. <a href=\"https://doi.org/10.1080/14794802.2019.1638824\">https://doi.org/10.1080/14794802.2019.1638824</a>.","short":"R. Barwell, L. Wessel, A. Parra, Research in Mathematics Education 21 (2019) 113–118.","ieee":"R. Barwell, L. Wessel, and A. Parra, “Language diversity and mathematics education: new developments,” <i>Research in Mathematics Education</i>, vol. 21, no. 2, pp. 113–118, 2019, doi: <a href=\"https://doi.org/10.1080/14794802.2019.1638824\">10.1080/14794802.2019.1638824</a>.","apa":"Barwell, R., Wessel, L., &#38; Parra, A. (2019). Language diversity and mathematics education: new developments. <i>Research in Mathematics Education</i>, <i>21</i>(2), 113–118. <a href=\"https://doi.org/10.1080/14794802.2019.1638824\">https://doi.org/10.1080/14794802.2019.1638824</a>"},"publication_status":"published","date_updated":"2024-04-18T09:18:58Z","intvolume":"        21","year":"2019","title":"Language diversity and mathematics education: new developments","author":[{"full_name":"Barwell, Richard","last_name":"Barwell","first_name":"Richard"},{"id":"85190","full_name":"Wessel, Lena","first_name":"Lena","last_name":"Wessel"},{"last_name":"Parra","first_name":"Aldo","full_name":"Parra, Aldo"}],"publication_identifier":{"issn":["1479-4802","1754-0178"]},"doi":"10.1080/14794802.2019.1638824","language":[{"iso":"eng"}],"publication":"Research in Mathematics Education","issue":"2","type":"journal_article","keyword":["General Mathematics","Education"],"department":[{"_id":"643"}],"date_created":"2023-10-19T09:32:44Z"},{"status":"public","year":"2019","title":"Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory","author":[{"id":"11763","last_name":"Alptekin","first_name":"Mesut","full_name":"Alptekin, Mesut"},{"full_name":"Temmen, Katrin","last_name":"Temmen","first_name":"Katrin","id":"30086"}],"conference":{"end_date":"2019-04-11","location":"Dubai, UAE","start_date":"2019-04-09","name":"IEEE Global Engineering Education Conference (EDUCON)"},"publication_status":"published","date_updated":"2023-01-18T14:32:33Z","page":"1047-1054","_id":"34121","language":[{"iso":"eng"}],"user_id":"11763","doi":"10.1109/EDUCON.2019.8725038","publication":"2019 IEEE Global Engineering Education Conference (EDUCON)","citation":{"ieee":"M. Alptekin and K. Temmen, “Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory,” in <i>2019 IEEE Global Engineering Education Conference (EDUCON)</i>, Dubai, UAE, 2019, pp. 1047–1054, doi: <a href=\"https://doi.org/10.1109/EDUCON.2019.8725038\">10.1109/EDUCON.2019.8725038</a>.","mla":"Alptekin, Mesut, and Katrin Temmen. “Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory.” <i>2019 IEEE Global Engineering Education Conference (EDUCON)</i>, 2019, pp. 1047–54, doi:<a href=\"https://doi.org/10.1109/EDUCON.2019.8725038\">10.1109/EDUCON.2019.8725038</a>.","apa":"Alptekin, M., &#38; Temmen, K. (2019). Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory. <i>2019 IEEE Global Engineering Education Conference (EDUCON)</i>, 1047–1054. <a href=\"https://doi.org/10.1109/EDUCON.2019.8725038\">https://doi.org/10.1109/EDUCON.2019.8725038</a>","bibtex":"@inproceedings{Alptekin_Temmen_2019, title={Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory}, DOI={<a href=\"https://doi.org/10.1109/EDUCON.2019.8725038\">10.1109/EDUCON.2019.8725038</a>}, booktitle={2019 IEEE Global Engineering Education Conference (EDUCON)}, author={Alptekin, Mesut and Temmen, Katrin}, year={2019}, pages={1047–1054} }","short":"M. Alptekin, K. Temmen, in: 2019 IEEE Global Engineering Education Conference (EDUCON), 2019, pp. 1047–1054.","ama":"Alptekin M, Temmen K. Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory. In: <i>2019 IEEE Global Engineering Education Conference (EDUCON)</i>. ; 2019:1047-1054. doi:<a href=\"https://doi.org/10.1109/EDUCON.2019.8725038\">10.1109/EDUCON.2019.8725038</a>","chicago":"Alptekin, Mesut, and Katrin Temmen. “Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory.” In <i>2019 IEEE Global Engineering Education Conference (EDUCON)</i>, 1047–54, 2019. <a href=\"https://doi.org/10.1109/EDUCON.2019.8725038\">https://doi.org/10.1109/EDUCON.2019.8725038</a>."},"abstract":[{"lang":"eng","text":"The first impression is important in many aspects of human decision-making. In mobile apps, this impression can be influenced by an onboarding process. In addition, not only the user experience (UX) can be improved via onboarding, but also the user can get a very good didactical introduction to a new topic or different functionalities of an app.\r\nTherefore, this study examines different onboarding types and develops an onboarding process into an Augmented Reality (AR) based mobile application (app) that teaches students how to use and operate electro-technical laboratory equipment. This onboarding process is then assessed by students through a subsequent questionnaire in terms of attractiveness, functionality, and novelty. The results of this field study serve to examine this first prototype for possible optimizations and to further develop the app accordingly."}],"date_created":"2022-11-22T11:23:19Z","type":"conference","keyword":["Augmented Reality","Laboratory Training","Engineering Education","Progressive Onboarding"],"department":[{"_id":"34"},{"_id":"300"}]},{"citation":{"mla":"Alptekin, Mesut, and Katrin Temmen. “Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training.” <i>The Challenges of the Digital Transformation in Education</i>, Springer International Publishing, 2019, doi:<a href=\"https://doi.org/10.1007/978-3-030-11932-4_54\">10.1007/978-3-030-11932-4_54</a>.","apa":"Alptekin, M., &#38; Temmen, K. (2019). Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training. In <i>The Challenges of the Digital Transformation in Education</i>. International Conference on Interactive Collaborative Learning and Engineering Pedagogy (ICL) 2018, Kos Island, Greece. Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-030-11932-4_54\">https://doi.org/10.1007/978-3-030-11932-4_54</a>","ieee":"M. Alptekin and K. Temmen, “Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training,” in <i>The Challenges of the Digital Transformation in Education</i>, Cham: Springer International Publishing, 2019.","chicago":"Alptekin, Mesut, and Katrin Temmen. “Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training.” In <i>The Challenges of the Digital Transformation in Education</i>. Cham: Springer International Publishing, 2019. <a href=\"https://doi.org/10.1007/978-3-030-11932-4_54\">https://doi.org/10.1007/978-3-030-11932-4_54</a>.","ama":"Alptekin M, Temmen K. Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training. In: <i>The Challenges of the Digital Transformation in Education</i>. Springer International Publishing; 2019. doi:<a href=\"https://doi.org/10.1007/978-3-030-11932-4_54\">10.1007/978-3-030-11932-4_54</a>","short":"M. Alptekin, K. Temmen, in: The Challenges of the Digital Transformation in Education, Springer International Publishing, Cham, 2019.","bibtex":"@inbook{Alptekin_Temmen_2019, place={Cham}, title={Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training}, DOI={<a href=\"https://doi.org/10.1007/978-3-030-11932-4_54\">10.1007/978-3-030-11932-4_54</a>}, booktitle={The Challenges of the Digital Transformation in Education}, publisher={Springer International Publishing}, author={Alptekin, Mesut and Temmen, Katrin}, year={2019} }"},"file_date_updated":"2024-12-29T11:07:54Z","place":"Cham","conference":{"end_date":"2018-09-28","name":"International Conference on Interactive Collaborative Learning and Engineering Pedagogy (ICL) 2018","start_date":"2018-09-25","location":"Kos Island, Greece"},"status":"public","has_accepted_license":"1","publisher":"Springer International Publishing","_id":"34123","ddc":["000"],"user_id":"11763","publication":"The Challenges of the Digital Transformation in Education","abstract":[{"lang":"eng","text":"Through technological progress during recent years, Augmented Reality (AR) technology can be used on ordinary smartphones with applications (Apps) in many formal and informal learning environments and educational institutions (e.g. [1, 2]). It is emerging as a suitable technology for teaching psychomotor skills. Simultaneously, gamification has become increasingly popular in the teaching field, providing famous examples, such as Duolingo (for the acquisition of foreign languages) or Codecademy (for learning programming languages) [3]. Many papers have already highlighted the beneficial aspects of gamification and AR for education and teaching (e.g. [1, 2, 4, 5]. While gamification is useful for improving students’ motivation and engagement, AR can be applied to teach them operational skills without any time, costs and place constraints. Hence, this opens up numerous possibilities and forms to combine these two aspects (AR and gamification) for higher education teaching. However, there has been less research focusing on how gamification and AR can be combined in a useful manner to keep up students’ initial motivation aroused through novelty effects of AR learning environments. Accordingly, this paper will present such a gamification concept for an AR based virtual preparation laboratory training to overcome the risk of demotivation, once AR will settle as a mainstream technology such as learning videos. The focus of the AR-App – presently being developed at the University of Paderborn – is to remedy the students’ lack of practical skills when operating electro-technical laboratory equipment during their compulsory laboratory training."}],"date_created":"2022-11-22T11:32:35Z","file":[{"relation":"main_file","date_updated":"2024-12-29T11:07:54Z","file_name":"fullpaper_camera_ready.pdf","file_size":366224,"access_level":"closed","file_id":"57865","success":1,"content_type":"application/pdf","creator":"mesutalp","date_created":"2024-12-29T11:07:54Z"}],"department":[{"_id":"34"},{"_id":"300"}],"keyword":["Augmented Reality","Laboratory Training","Engineering Education","Gamification"],"type":"book_chapter","publication_identifier":{"issn":["2194-5357","2194-5365"],"isbn":["9783030119317","9783030119324"]},"author":[{"id":"11763","full_name":"Alptekin, Mesut","first_name":"Mesut","last_name":"Alptekin"},{"id":"30086","last_name":"Temmen","first_name":"Katrin","full_name":"Temmen, Katrin"}],"title":"Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training","year":"2019","date_updated":"2024-12-29T11:09:43Z","publication_status":"published","language":[{"iso":"eng"}],"doi":"10.1007/978-3-030-11932-4_54"},{"series_title":"Musikpädagogische Forschung","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1"}],"author":[{"id":"98877","full_name":"Godau, Marc","first_name":"Marc","last_name":"Godau"},{"full_name":"Haenisch, Matthias","first_name":"Matthias","last_name":"Haenisch"}],"year":"2019","title":"How popular musicians learn in the postdigital age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten","date_updated":"2025-02-06T10:51:52Z","date_created":"2024-12-30T14:42:35Z","department":[{"_id":"131"},{"_id":"36"},{"_id":"129"},{"_id":"540"}],"type":"book_chapter","keyword":["Praxeologie","Informal learning","Informelles Lernen","Komponieren","Learning","Lernen","Musical Composition","Musical education","Musician","Musiker","Musikpädagogik","Pop music","Popmusik","Popular Music","Prozess","Studie"],"publication":"Praxen und Diskurse aus Sicht musikpädagogischer Forschung","abstract":[{"lang":"eng","text":"The research and development project Postdigital Popular Music Pedagogy (PPP) aims at the development of a music pedagogical program oriented towards informal learning in bands. Using the actor network theory, and thus investigating songwriting as a sociomaterial process, we present, exemplify, and discuss the results of the exploration of informal practices. The song as an actor network transforms through several spaces and phases. The starting point is the socio-technical constellation in which the events and the maturation of ideas as organisms are made probable. From there, an iteration of adaptation to musical-aesthetic standards and physical ability begins: The recording, internal publishing, and rehearsing phases, translate the idea from the workpiece to the object of dispatch into technical requirements. This is completed by the publication phase, in which the song idea is presented as a standardized product in several online and offline contexts. (DIPF/Orig.)"}],"extern":"1","publisher":"Waxmann","_id":"57886","page":"51–67","editor":[{"full_name":"Weidner, Verena","last_name":"Weidner","first_name":"Verena"},{"last_name":"Rolle","first_name":"Christian","full_name":"Rolle, Christian"}],"user_id":"99991","status":"public","place":"Münster, New York","oa":"1","citation":{"ama":"Godau M, Haenisch M. How popular musicians learn in the postdigital age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten. In: Weidner V, Rolle C, eds. <i>Praxen Und Diskurse Aus Sicht Musikpädagogischer Forschung</i>. Musikpädagogische Forschung. Waxmann; 2019:51–67.","bibtex":"@inbook{Godau_Haenisch_2019, place={Münster, New York}, series={Musikpädagogische Forschung}, title={How popular musicians learn in the postdigital age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten}, booktitle={Praxen und Diskurse aus Sicht musikpädagogischer Forschung}, publisher={Waxmann}, author={Godau, Marc and Haenisch, Matthias}, editor={Weidner, Verena and Rolle, Christian}, year={2019}, pages={51–67}, collection={Musikpädagogische Forschung} }","mla":"Godau, Marc, and Matthias Haenisch. “How Popular Musicians Learn in the Postdigital Age. Ergebnisse Einer Studie Zur Soziomaterialität Des Songwritings von Bands in Informellen Kontexten.” <i>Praxen Und Diskurse Aus Sicht Musikpädagogischer Forschung</i>, edited by Verena Weidner and Christian Rolle, Waxmann, 2019, pp. 51–67.","chicago":"Godau, Marc, and Matthias Haenisch. “How Popular Musicians Learn in the Postdigital Age. Ergebnisse Einer Studie Zur Soziomaterialität Des Songwritings von Bands in Informellen Kontexten.” In <i>Praxen Und Diskurse Aus Sicht Musikpädagogischer Forschung</i>, edited by Verena Weidner and Christian Rolle, 51–67. Musikpädagogische Forschung. Münster, New York: Waxmann, 2019.","short":"M. Godau, M. Haenisch, in: V. Weidner, C. Rolle (Eds.), Praxen Und Diskurse Aus Sicht Musikpädagogischer Forschung, Waxmann, Münster, New York, 2019, pp. 51–67.","apa":"Godau, M., &#38; Haenisch, M. (2019). How popular musicians learn in the postdigital age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten. In V. Weidner &#38; C. Rolle (Eds.), <i>Praxen und Diskurse aus Sicht musikpädagogischer Forschung</i> (pp. 51–67). Waxmann.","ieee":"M. Godau and M. Haenisch, “How popular musicians learn in the postdigital age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten,” in <i>Praxen und Diskurse aus Sicht musikpädagogischer Forschung</i>, V. Weidner and C. Rolle, Eds. Münster, New York: Waxmann, 2019, pp. 51–67."}},{"abstract":[{"lang":"eng","text":"Inter- and transdisciplinary research are new demands in Higher Education. Aiming to enhance the social relevance, usability and sustainability of technological products and solutions, society and public institutions such as research funding organizations increasingly expect engineers to include inter- and transdisciplinary approaches into the development of new technologies. Engineering research and education, however, are particularly challenging areas to realize inter- and transdisciplinary collaborations, for manifold reasons.\r\nThis contribution presents methods and results of an inter- and transdisciplinary research and education strategy designed to meet the particular requirements of engineers and engineering students. It starts with a brief discussion of typical challenges regarding inter- and transdisciplinary approaches in engineering (research topics, research culture, skills, time, and barriers of lay people to involve in technology development). Secondly, it presents the methods developed to overcome those challenges within the context of the NRW Fortschrittskolleg \"Light - Efficient - Mobile\" (FK LEM). Founded in 2014, the FK LEM is a PhD programm focuses on lightweight construction, but with a special emphasis on how lightweight technologies are connected to different areas of society, to societal actors and technology users, and to the needs of a diversity of social groups. In order to explore these connections, we organized three workshops to bring public service, civil society, industry, practitioners and engineers together to discuss the perceived needs in those areas, and the potential of lightweight solutions. Topically, the workshops were dedicated to the fields of Rescue & Security Services; Care, Mobility & Assisted Living; and Sustainable Ressources & Climate Protection. Methodologically, we applied a pragmatic but valid approach to focus groups and discourse analysis. Results of the workshops in terms of directions for future research, epistemological and ethical dimensions of lightweight engineering are presented in the third part of our contribution. Finally, we discuss how our method and experience can be transferred into other engineering and educational contexts. With other words, how empowering students, engineers and the public to involve in inter- and transdisciplinary engineering processes can be achieved, and how this empowerment supports the development of innovative technologies as well as engineers’ skills to design technology in line with societies’ needs and challenges."}],"publication":"INTED2018 Proceedings","type":"conference","keyword":["Lightweight Design","Interdisciplinarity","Transdisciplinarity","Higher Education","Research Methods"],"department":[{"_id":"603"}],"file":[{"access_level":"closed","file_size":259154,"file_name":"Horwath_etal_2018.pdf","date_updated":"2021-09-14T21:31:21Z","relation":"main_file","success":1,"content_type":"application/pdf","file_id":"24469","creator":"innem","date_created":"2021-09-14T21:31:21Z"}],"date_created":"2021-09-14T21:30:25Z","publication_status":"published","date_updated":"2022-04-21T18:18:23Z","title":"FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING","year":"2018","author":[{"full_name":"Horwath, Ilona","first_name":"Ilona","last_name":"Horwath"},{"full_name":"Dohmeier-Fischer, Silvia","first_name":"Silvia","last_name":"Dohmeier-Fischer"},{"full_name":"Weiß-Borkowski, Nathalie","first_name":"Nathalie","last_name":"Weiß-Borkowski"},{"full_name":"Tröster, Thomas","last_name":"Tröster","first_name":"Thomas"}],"doi":"10.21125/inted.2018.1651","language":[{"iso":"eng"}],"quality_controlled":"1","file_date_updated":"2021-09-14T21:31:21Z","citation":{"ieee":"I. Horwath, S. Dohmeier-Fischer, N. Weiß-Borkowski, and T. Tröster, “FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING,” 2018, doi: <a href=\"https://doi.org/10.21125/inted.2018.1651\">10.21125/inted.2018.1651</a>.","apa":"Horwath, I., Dohmeier-Fischer, S., Weiß-Borkowski, N., &#38; Tröster, T. (2018). FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING. <i>INTED2018 Proceedings</i>. <a href=\"https://doi.org/10.21125/inted.2018.1651\">https://doi.org/10.21125/inted.2018.1651</a>","short":"I. Horwath, S. Dohmeier-Fischer, N. Weiß-Borkowski, T. Tröster, in: INTED2018 Proceedings, 2018.","chicago":"Horwath, Ilona, Silvia Dohmeier-Fischer, Nathalie Weiß-Borkowski, and Thomas Tröster. “FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING.” In <i>INTED2018 Proceedings</i>, 2018. <a href=\"https://doi.org/10.21125/inted.2018.1651\">https://doi.org/10.21125/inted.2018.1651</a>.","mla":"Horwath, Ilona, et al. “FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING.” <i>INTED2018 Proceedings</i>, 2018, doi:<a href=\"https://doi.org/10.21125/inted.2018.1651\">10.21125/inted.2018.1651</a>.","bibtex":"@inproceedings{Horwath_Dohmeier-Fischer_Weiß-Borkowski_Tröster_2018, title={FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING}, DOI={<a href=\"https://doi.org/10.21125/inted.2018.1651\">10.21125/inted.2018.1651</a>}, booktitle={INTED2018 Proceedings}, author={Horwath, Ilona and Dohmeier-Fischer, Silvia and Weiß-Borkowski, Nathalie and Tröster, Thomas}, year={2018} }","ama":"Horwath I, Dohmeier-Fischer S, Weiß-Borkowski N, Tröster T. FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING. In: <i>INTED2018 Proceedings</i>. ; 2018. doi:<a href=\"https://doi.org/10.21125/inted.2018.1651\">10.21125/inted.2018.1651</a>"},"has_accepted_license":"1","status":"public","user_id":"83744","ddc":["620"],"_id":"24468"},{"page":"11-20","_id":"34498","publisher":"Elsevier BV","user_id":"95559","volume":61,"status":"public","oa":"1","citation":{"chicago":"Gorges, Julia, Phillip Neumann, Elke Wild, Daniela Stranghöner, and Birgit Lütje-Klose. “Reciprocal Effects between Self-Concept of Ability and Performance: A Longitudinal Study of Children with Learning Disabilities in Inclusive versus Exclusive Elementary Education.” <i>Learning and Individual Differences</i> 61 (2018): 11–20. <a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">https://doi.org/10.1016/j.lindif.2017.11.005</a>.","short":"J. Gorges, P. Neumann, E. Wild, D. Stranghöner, B. Lütje-Klose, Learning and Individual Differences 61 (2018) 11–20.","apa":"Gorges, J., Neumann, P., Wild, E., Stranghöner, D., &#38; Lütje-Klose, B. (2018). Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. <i>Learning and Individual Differences</i>, <i>61</i>, 11–20. <a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">https://doi.org/10.1016/j.lindif.2017.11.005</a>","ieee":"J. Gorges, P. Neumann, E. Wild, D. Stranghöner, and B. Lütje-Klose, “Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education,” <i>Learning and Individual Differences</i>, vol. 61, pp. 11–20, 2018, doi: <a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>.","ama":"Gorges J, Neumann P, Wild E, Stranghöner D, Lütje-Klose B. Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. <i>Learning and Individual Differences</i>. 2018;61:11-20. doi:<a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>","bibtex":"@article{Gorges_Neumann_Wild_Stranghöner_Lütje-Klose_2018, title={Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education}, volume={61}, DOI={<a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>}, journal={Learning and Individual Differences}, publisher={Elsevier BV}, author={Gorges, Julia and Neumann, Phillip and Wild, Elke and Stranghöner, Daniela and Lütje-Klose, Birgit}, year={2018}, pages={11–20} }","mla":"Gorges, Julia, et al. “Reciprocal Effects between Self-Concept of Ability and Performance: A Longitudinal Study of Children with Learning Disabilities in Inclusive versus Exclusive Elementary Education.” <i>Learning and Individual Differences</i>, vol. 61, Elsevier BV, 2018, pp. 11–20, doi:<a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>."},"main_file_link":[{"open_access":"1","url":"https://www.sciencedirect.com/science/article/pii/S1041608017302030"}],"language":[{"iso":"eng"}],"doi":"10.1016/j.lindif.2017.11.005","title":"Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education","year":"2018","author":[{"full_name":"Gorges, Julia","last_name":"Gorges","first_name":"Julia"},{"full_name":"Neumann, Phillip","first_name":"Phillip","last_name":"Neumann","id":"95559"},{"first_name":"Elke","last_name":"Wild","full_name":"Wild, Elke"},{"full_name":"Stranghöner, Daniela","first_name":"Daniela","last_name":"Stranghöner"},{"first_name":"Birgit","last_name":"Lütje-Klose","full_name":"Lütje-Klose, Birgit"}],"publication_identifier":{"issn":["1041-6080"]},"publication_status":"published","date_updated":"2023-01-10T19:42:56Z","intvolume":"        61","date_created":"2022-12-17T13:20:47Z","type":"journal_article","keyword":["BiLieF","Special educational needs","Learning disability","Academic selfconcept of ability","Reciprocal effects model","Inclusive education"],"department":[{"_id":"479"}],"publication":"Learning and Individual Differences","extern":"1","abstract":[{"text":"Ample empirical research from regular school settings documents reciprocal effects between academic performance and academic self-concept of ability (ASC), supporting what is known as a reciprocal effects model (REM). The present article investigates a REM in the domain of reading performance in a sample of elementary students with special educational needs in learning (SEN-L) who received special educational support in exclusive versus inclusive settings (N = 446). In exclusive settings, SEN-L students attend special schools and are completely separated from regular students. By contrast, SEN-L students in inclusive settings attend regular schools and are educated in classes with regular students. In both settings, SEN-L students are not graded and taught based on individual learning goals, which may affect reciprocal effects between ASC and reading performance. In addition, given that special education for SEN-L students relies heavily on individual reference standards to evaluate performance, we tested individual performance growth of SEN-L students as a predictor of ASC. Analyses of a longitudinal dataset across 3rd and 4th grade revealed some cross-lagged effects and an effect of performance growth on ASC in exclusive settings in particular. The discussion focuses on the role of individualized instruction, grades, peer groups, and individual versus social reference standards for reciprocal effects between ASC and performance as well as practical implications.\r\n","lang":"eng"}]},{"date_created":"2023-01-12T10:55:18Z","keyword":["Education"],"type":"journal_article","department":[{"_id":"453"}],"issue":"1","publication":"Revista Electrónica de Investigación Educativa","extern":"1","abstract":[{"lang":"eng","text":"<jats:p>La provisión de oportunidades para el aprendizaje intercultural a través del contacto con “lo extranjero” es fundamental para el bienestar cultural, social y económico de los países multiculturales. El contexto mexicano es de particular interés tanto por su extraordinaria diversidad sociocultural como por sus niveles epidémicos de analfabetismo intercultural. Con base en una encuesta realizada a 189 estudiantes de la Escuela Normal Superior de México, el presente artículo explora (i) la importancia percibida del contacto con “lo extranjero” como parte de la formación magisterial, (ii) el interés existente por la participación en algún programa de intercambio internacional y (iii) el nivel de experiencias concretas con “lo extranjero”. A partir de una serie de estadísticas descriptivas –que demuestran las percepciones, intereses y experiencias de los futuros maestros de secundaria– se manifiesta la importancia de un mayor compromiso institucional y gubernamental con la formación intercultural del magisterio normalista.</jats:p>"}],"article_number":"83","language":[{"iso":"spa"}],"doi":"10.24320/redie.2018.20.1.1461","year":"2018","title":"La formación intercultural de los futuros maestros mexicanos de secundaria","publication_identifier":{"issn":["1607-4041"]},"author":[{"full_name":"Pöllmann, Andreas","last_name":"Pöllmann","first_name":"Andreas"}],"publication_status":"published","date_updated":"2023-01-12T10:57:14Z","intvolume":"        20","citation":{"mla":"Pöllmann, Andreas. “La formación intercultural de los futuros maestros mexicanos de secundaria.” <i>Revista Electrónica de Investigación Educativa</i>, vol. 20, no. 1, 83, Revista Electronica de Investigacin Educativa, 2018, doi:<a href=\"https://doi.org/10.24320/redie.2018.20.1.1461\">10.24320/redie.2018.20.1.1461</a>.","ama":"Pöllmann A. La formación intercultural de los futuros maestros mexicanos de secundaria. <i>Revista Electrónica de Investigación Educativa</i>. 2018;20(1). doi:<a href=\"https://doi.org/10.24320/redie.2018.20.1.1461\">10.24320/redie.2018.20.1.1461</a>","bibtex":"@article{Pöllmann_2018, title={La formación intercultural de los futuros maestros mexicanos de secundaria}, volume={20}, DOI={<a href=\"https://doi.org/10.24320/redie.2018.20.1.1461\">10.24320/redie.2018.20.1.1461</a>}, number={183}, journal={Revista Electrónica de Investigación Educativa}, publisher={Revista Electronica de Investigacin Educativa}, author={Pöllmann, Andreas}, year={2018} }","apa":"Pöllmann, A. (2018). La formación intercultural de los futuros maestros mexicanos de secundaria. <i>Revista Electrónica de Investigación Educativa</i>, <i>20</i>(1), Article 83. <a href=\"https://doi.org/10.24320/redie.2018.20.1.1461\">https://doi.org/10.24320/redie.2018.20.1.1461</a>","ieee":"A. Pöllmann, “La formación intercultural de los futuros maestros mexicanos de secundaria,” <i>Revista Electrónica de Investigación Educativa</i>, vol. 20, no. 1, Art. no. 83, 2018, doi: <a href=\"https://doi.org/10.24320/redie.2018.20.1.1461\">10.24320/redie.2018.20.1.1461</a>.","chicago":"Pöllmann, Andreas. “La formación intercultural de los futuros maestros mexicanos de secundaria.” <i>Revista Electrónica de Investigación Educativa</i> 20, no. 1 (2018). <a href=\"https://doi.org/10.24320/redie.2018.20.1.1461\">https://doi.org/10.24320/redie.2018.20.1.1461</a>.","short":"A. Pöllmann, Revista Electrónica de Investigación Educativa 20 (2018)."},"publisher":"Revista Electronica de Investigacin Educativa","_id":"36400","user_id":"77437","volume":20,"status":"public"},{"citation":{"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} }","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>","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>.","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>.","short":"L. Wessel, K. Erath, ZDM 50 (2018) 1053–1064.","ieee":"L. Wessel and K. Erath, “Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements,” <i>ZDM</i>, vol. 50, no. 6, pp. 1053–1064, 2018, doi: <a href=\"https://doi.org/10.1007/s11858-018-0980-y\">10.1007/s11858-018-0980-y</a>.","apa":"Wessel, L., &#38; Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements. <i>ZDM</i>, <i>50</i>(6), 1053–1064. <a href=\"https://doi.org/10.1007/s11858-018-0980-y\">https://doi.org/10.1007/s11858-018-0980-y</a>"},"page":"1053-1064","publisher":"Springer Science and Business Media LLC","_id":"48321","user_id":"37888","volume":50,"status":"public","date_created":"2023-10-19T09:28:27Z","type":"journal_article","keyword":["General Mathematics","Education"],"department":[{"_id":"643"}],"issue":"6","publication":"ZDM","language":[{"iso":"eng"}],"doi":"10.1007/s11858-018-0980-y","year":"2018","title":"Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements","author":[{"id":"85190","full_name":"Wessel, Lena","first_name":"Lena","last_name":"Wessel"},{"last_name":"Erath","first_name":"Kirstin","full_name":"Erath, Kirstin"}],"publication_identifier":{"issn":["1863-9690","1863-9704"]},"date_updated":"2024-04-18T09:04:31Z","publication_status":"published","intvolume":"        50"},{"language":[{"iso":"eng"}],"main_file_link":[{"url":"https://hal.archives-ouvertes.fr/INDRUM2018/public/Indrum2018Proceedings.pdf","open_access":"1"}],"date_updated":"2023-01-17T23:36:13Z","author":[{"full_name":"Kuklinski, Christiane","first_name":"Christiane","last_name":"Kuklinski"},{"last_name":"Leis","first_name":"Elena","full_name":"Leis, Elena"},{"full_name":"Liebendörfer, Michael","first_name":"Michael","orcid":"0000-0001-9887-2074","last_name":"Liebendörfer","id":"30933"},{"last_name":"Hochmuth","first_name":"Reinhard","full_name":"Hochmuth, Reinhard"},{"id":"16274","last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf"},{"full_name":"Lankeit, Elisa","last_name":"Lankeit","first_name":"Elisa"},{"full_name":"Neuhaus, Silke","last_name":"Neuhaus","first_name":"Silke"},{"last_name":"Schaper","first_name":"Niclas","full_name":"Schaper, Niclas"},{"id":"59707","full_name":"Schürmann, Mirko","last_name":"Schürmann","orcid":"0000-0003-2646-085X","first_name":"Mirko"}],"title":"Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving","year":"2018","department":[{"_id":"10"}],"keyword":["Beliefs.","Motivational developments","Novel approaches to teaching","Teacher education","Transition to and across university mathematics"],"type":"conference","date_created":"2019-03-25T15:35:42Z","abstract":[{"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.","lang":"eng"}],"extern":"1","publication":"Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)","editor":[{"last_name":"Durand-Guerrier","first_name":"V.","full_name":"Durand-Guerrier, V."},{"full_name":"Hochmuth, R.","first_name":"R.","last_name":"Hochmuth"},{"full_name":"Goodchild, S.","last_name":"Goodchild","first_name":"S."},{"first_name":"N.M.","last_name":"Hogstad","full_name":"Hogstad, N.M."}],"user_id":"14931","publisher":"INDRUM Network, University of Agder","_id":"8575","page":"527-536","status":"public","oa":"1","place":"Kristiansand, Norway","quality_controlled":"1","citation":{"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} }","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. <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>. INDRUM Network, University of Agder; 2018:527-536.","mla":"Kuklinski, Christiane, et al. “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture Focused on Problem-Solving.” <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>, 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.","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 <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>, 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 <i>et al.</i>, “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving,” in <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>, 2018, pp. 527–536.","apa":"Kuklinski, C., Leis, E., Liebendörfer, M., Hochmuth, R., Biehler, R., Lankeit, E., Neuhaus, S., Schaper, N., &#38; 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, &#38; N. M. Hogstad (Eds.), <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i> (pp. 527–536). INDRUM Network, University of Agder."}}]