--- _id: '61017' abstract: - lang: eng 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. author: - first_name: Janine full_name: Herrmann, Janine id: '64060' last_name: Herrmann citation: 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. Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education. Vol 1. ; 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, & V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1). 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} }' chicago: Herrmann, Janine. “Which Categories Do Prospective Teachers Apply When Selecting Tasks for the Scalar Product?” In Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education, 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 Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education, Santiago de Chile, 2025, vol. 1. mla: Herrmann, Janine. “Which Categories Do Prospective Teachers Apply When Selecting Tasks for the Scalar Product?” Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education, edited by Claudia Cornejo et al., vol. 1, 2025. 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.' conference: end_date: 2025-08-02 location: Santiago de Chile name: 48th PME Conference start_date: 2025-07-28 date_created: 2025-08-26T08:35:10Z date_updated: 2026-02-16T07:54:31Z ddc: - '510' editor: - first_name: Claudia full_name: Cornejo, Claudia last_name: Cornejo - first_name: Patricio full_name: Felmer, Patricio last_name: Felmer - first_name: David M. full_name: Gómez, David M. last_name: Gómez - first_name: Pablo full_name: Dartnell, Pablo last_name: Dartnell - first_name: Paulina full_name: Araya, Paulina last_name: Araya - first_name: Armando full_name: Peri, Armando last_name: Peri - first_name: 'Valeria ' full_name: 'Randolph, Valeria ' last_name: Randolph file: - access_level: closed content_type: application/pdf creator: herrmann date_created: 2025-08-26T08:32:39Z date_updated: 2025-08-26T08:32:39Z file_id: '61018' file_name: RR_Herrmann.pdf file_size: 408502 relation: main_file success: 1 file_date_updated: 2025-08-26T08:32:39Z has_accepted_license: '1' intvolume: ' 1' keyword: - Teacher expertise - noticing - analytical vectorial geometry language: - iso: eng main_file_link: - url: https://www.igpme.org/wp-content/uploads/2025/07/PME48_ResearchReports_E-ISSN_2790-3648.zip publication: Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education publication_identifier: unknown: - 2790-3648 quality_controlled: '1' status: public title: Which categories do prospective teachers apply when selecting tasks for the scalar product? type: conference user_id: '64060' volume: 1 year: '2025' ... --- _id: '34820' 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. article_type: original 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 citation: 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. German Journal of Exercise and Sport Research. 2022;52(3):386-397. doi:10.1007/s12662-022-00807-0 apa: Langer, W., Bruns, J., & Erhorn, J. (2022). Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. German Journal of Exercise and Sport Research, 52(3), 386–397. https://doi.org/10.1007/s12662-022-00807-0 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={10.1007/s12662-022-00807-0}, 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} }' 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.” German Journal of Exercise and Sport Research 52, no. 3 (2022): 386–97. https://doi.org/10.1007/s12662-022-00807-0.' 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,” German Journal of Exercise and Sport Research, vol. 52, no. 3, pp. 386–397, 2022, doi: 10.1007/s12662-022-00807-0.' 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.” German Journal of Exercise and Sport Research, vol. 52, no. 3, Springer, 2022, pp. 386–97, doi:10.1007/s12662-022-00807-0. short: W. Langer, J. Bruns, J. Erhorn, German Journal of Exercise and Sport Research 52 (2022) 386–397. date_created: 2022-12-22T09:22:45Z date_updated: 2023-06-20T19:10:42Z department: - _id: '97' - _id: '611' doi: 10.1007/s12662-022-00807-0 external_id: isi: - '000788945100004' intvolume: ' 52' isi: '1' issue: '3' keyword: - Physical education teacher education - Competence modelling and - measurement - Inclusive physical education - Video-based items - Noticing language: - iso: eng page: 386-397 publication: German Journal of Exercise and Sport Research publication_identifier: eissn: - 2509-3150 issn: - 2509-3142 publication_status: published publisher: Springer quality_controlled: '1' status: public title: Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education type: journal_article user_id: '49063' volume: 52 year: '2022' ...