[{"main_file_link":[{"url":"https://www.igpme.org/wp-content/uploads/2025/07/PME48_ResearchReports_E-ISSN_2790-3648.zip"}],"conference":{"end_date":"2025-08-02","location":"Santiago de Chile","name":"48th PME Conference","start_date":"2025-07-28"},"date_updated":"2026-02-16T07:54:31Z","author":[{"full_name":"Herrmann, Janine","id":"64060","last_name":"Herrmann","first_name":"Janine"}],"volume":1,"citation":{"short":"J. Herrmann, in: C. Cornejo, P. Felmer, D.M. Gómez, P. Dartnell, P. Araya, A. Peri, V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education, 2025.","mla":"Herrmann, Janine. “Which Categories Do Prospective Teachers Apply When Selecting Tasks for the Scalar Product?” <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education</i>, edited by Claudia Cornejo et al., vol. 1, 2025.","bibtex":"@inproceedings{Herrmann_2025, title={Which categories do prospective teachers apply when selecting tasks for the scalar product?}, volume={1}, booktitle={Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education}, author={Herrmann, Janine}, editor={Cornejo, Claudia and Felmer, Patricio and Gómez, David M. and Dartnell, Pablo and Araya, Paulina and Peri, Armando and Randolph, Valeria }, year={2025} }","apa":"Herrmann, J. (2025). Which categories do prospective teachers apply when selecting tasks for the scalar product? In C. Cornejo, P. Felmer, D. M. Gómez, P. Dartnell, P. Araya, A. Peri, &#38; V. Randolph (Eds.), <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education</i> (Vol. 1).","ama":"Herrmann J. Which categories do prospective teachers apply when selecting tasks for the scalar product? In: Cornejo C, Felmer P, Gómez DM, et al., eds. <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education</i>. Vol 1. ; 2025.","chicago":"Herrmann, Janine. “Which Categories Do Prospective Teachers Apply When Selecting Tasks for the Scalar Product?” In <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education</i>, edited by Claudia Cornejo, Patricio Felmer, David M. Gómez, Pablo Dartnell, Paulina Araya, Armando Peri, and Valeria  Randolph, Vol. 1, 2025.","ieee":"J. Herrmann, “Which categories do prospective teachers apply when selecting tasks for the scalar product?,” in <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education</i>, Santiago de Chile, 2025, vol. 1."},"intvolume":"         1","publication_identifier":{"unknown":["2790-3648"]},"has_accepted_license":"1","file_date_updated":"2025-08-26T08:32:39Z","_id":"61017","user_id":"64060","editor":[{"first_name":"Claudia","full_name":"Cornejo, Claudia","last_name":"Cornejo"},{"full_name":"Felmer, Patricio","last_name":"Felmer","first_name":"Patricio"},{"first_name":"David M.","last_name":"Gómez","full_name":"Gómez, David M."},{"last_name":"Dartnell","full_name":"Dartnell, Pablo","first_name":"Pablo"},{"first_name":"Paulina","last_name":"Araya","full_name":"Araya, Paulina"},{"first_name":"Armando","last_name":"Peri","full_name":"Peri, Armando"},{"first_name":"Valeria ","last_name":"Randolph","full_name":"Randolph, Valeria "}],"status":"public","type":"conference","title":"Which categories do prospective teachers apply when selecting tasks for the scalar product?","date_created":"2025-08-26T08:35:10Z","year":"2025","quality_controlled":"1","ddc":["510"],"keyword":["Teacher expertise","noticing","analytical vectorial geometry"],"language":[{"iso":"eng"}],"abstract":[{"text":"Selecting tasks is a typical job in everyday teaching that requires teachers to have content-specific expertise, including categories to think about and perceive conceptual understanding. This contribution investigates the activation of prospective teachers’ categories when solving tasks on the scalar product and evaluating their relevance for teaching in upper secondary school. To further investigate, whether input on content-related aspects could be helpful to promote a professional justification for the selection of tasks, two groups with and without input are to be differentiated. Different ways of dealing with underlying concept elements and evaluating the relevance of tasks are discussed by examples.","lang":"eng"}],"file":[{"access_level":"closed","file_id":"61018","file_name":"RR_Herrmann.pdf","file_size":408502,"creator":"herrmann","date_created":"2025-08-26T08:32:39Z","date_updated":"2025-08-26T08:32:39Z","relation":"main_file","success":1,"content_type":"application/pdf"}],"publication":"Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education"},{"type":"journal_article","status":"public","user_id":"49063","department":[{"_id":"97"},{"_id":"611"}],"_id":"34820","article_type":"original","isi":"1","publication_status":"published","publication_identifier":{"eissn":["2509-3150"],"issn":["2509-3142"]},"citation":{"mla":"Langer, Wiebke, et al. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, Springer, 2022, pp. 386–97, doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>.","short":"W. Langer, J. Bruns, J. Erhorn, German Journal of Exercise and Sport Research 52 (2022) 386–397.","bibtex":"@article{Langer_Bruns_Erhorn_2022, title={Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education}, volume={52}, DOI={<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>}, number={3}, journal={German Journal of Exercise and Sport Research}, publisher={Springer}, author={Langer, Wiebke and Bruns, Julia and Erhorn, Jan}, year={2022}, pages={386–397} }","apa":"Langer, W., Bruns, J., &#38; Erhorn, J. (2022). Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. <i>German Journal of Exercise and Sport Research</i>, <i>52</i>(3), 386–397. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>","ieee":"W. Langer, J. Bruns, and J. Erhorn, “Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education,” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, pp. 386–397, 2022, doi: <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>.","chicago":"Langer, Wiebke, Julia Bruns, and Jan Erhorn. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” <i>German Journal of Exercise and Sport Research</i> 52, no. 3 (2022): 386–97. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>.","ama":"Langer W, Bruns J, Erhorn J. Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. <i>German Journal of Exercise and Sport Research</i>. 2022;52(3):386-397. doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>"},"intvolume":"        52","page":"386-397","author":[{"first_name":"Wiebke","full_name":"Langer, Wiebke","last_name":"Langer"},{"first_name":"Julia","full_name":"Bruns, Julia","id":"72183","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864"},{"first_name":"Jan","full_name":"Erhorn, Jan","last_name":"Erhorn"}],"volume":52,"date_updated":"2023-06-20T19:10:42Z","doi":"10.1007/s12662-022-00807-0","publication":"German Journal of Exercise and Sport Research","abstract":[{"lang":"eng","text":"The construct of noticing is considered to be of crucial importance for professional action of (prospective) physical education (PE) teachers in the context of (inclusive) PE. In order to implement the demands of inclusive PE teaching, noticingwith regard to processes of recognition proves to be particularly significant. Due to the relevance of physicality, the design of recognition relationships that encourage pupils' development results in specific requirements for the selective attention and the theory-based interpretation of processes of recognition and disregard in complex teaching situations. This facet of competence has hardly been studied so far, partly due to the lack of instruments for standardised assessment of this construct. In the context of this paper, the development and validation of a standardised, video vignette-based test instrument for the measurement of noticingwith regard to processes of recognition of prospective PE teachers is presented. The validation focuses on the content of the test and the internal structure of the instrument as well as on correlations with related constructs in terms of content. The results from three consecutive validation studies provide indications of the reliability and validity of the test score interpretation of the instrument ViProQiS_A. The findings so far indicate that the standardised measurement of noticingwith regard to processes of recognitionin inclusive PE could be realized on the basis of the test instrument developed here."}],"external_id":{"isi":["000788945100004"]},"language":[{"iso":"eng"}],"keyword":["Physical education teacher education","Competence modelling and","measurement","Inclusive physical education","Video-based items","Noticing"],"issue":"3","quality_controlled":"1","year":"2022","date_created":"2022-12-22T09:22:45Z","publisher":"Springer","title":"Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education"}]