[{"_id":"57895","department":[{"_id":"97"},{"_id":"643"}],"user_id":"32202","file_date_updated":"2025-01-02T10:42:21Z","type":"conference","editor":[{"last_name":"González-Martín","full_name":"González-Martín, Alejandro S.","first_name":"Alejandro S."},{"first_name":"Ghislaine","last_name":"Gueudet","full_name":"Gueudet, Ghislaine"},{"last_name":"Florensa","full_name":"Florensa, Ignasi","first_name":"Ignasi"},{"first_name":"Nathan","last_name":"Lombard","full_name":"Lombard, Nathan"}],"status":"public","oa":"1","date_updated":"2025-01-02T10:45:59Z","author":[{"first_name":"Max","orcid":"0000-0002-6964-7123","last_name":"Hoffmann","id":"32202","full_name":"Hoffmann, Max"},{"full_name":"Schlüter, Sarah","last_name":"Schlüter","first_name":"Sarah"}],"main_file_link":[{"url":"https://indrum2024.sciencesconf.org/data/pages/Proceedings_INDRUM2024.pdf","open_access":"1"}],"has_accepted_license":"1","publication_status":"published","place":"Barcelona","citation":{"bibtex":"@inproceedings{Hoffmann_Schlüter_2024, place={Barcelona}, title={How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?}, booktitle={Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)}, publisher={Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM}, author={Hoffmann, Max and Schlüter, Sarah}, editor={González-Martín, Alejandro S. and Gueudet, Ghislaine and Florensa, Ignasi and Lombard, Nathan}, year={2024} }","mla":"Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?” <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>, edited by Alejandro S. González-Martín et al., Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, 2024.","short":"M. Hoffmann, S. Schlüter, in: A.S. González-Martín, G. Gueudet, I. Florensa, N. Lombard (Eds.), Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024), Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, Barcelona, 2024.","apa":"Hoffmann, M., &#38; Schlüter, S. (2024). How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals? In A. S. González-Martín, G. Gueudet, I. Florensa, &#38; N. Lombard (Eds.), <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>. Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM.","ama":"Hoffmann M, Schlüter S. How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals? In: González-Martín AS, Gueudet G, Florensa I, Lombard N, eds. <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>. Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM; 2024.","chicago":"Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?” In <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>, edited by Alejandro S. González-Martín, Ghislaine Gueudet, Ignasi Florensa, and Nathan Lombard. Barcelona: Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, 2024.","ieee":"M. Hoffmann and S. Schlüter, “How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?,” in <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>, 2024."},"keyword":["Teachers’ and students’ practices at university level","Transition to","across and from university mathematics","Teaching and learning of specific topics in university mathematics","Congruence","Quadrilaterals"],"ddc":["370","510"],"language":[{"iso":"eng"}],"publication":"Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)","abstract":[{"text":"In our paper, we present a study in which we investigate which strategies pre-service teachers (PSTs) use to find and, if necessary, reject possible candidates for congruence theorems for quadrilaterals. This study was conducted before the PTSs attended a university geometry course. In this way, statements about learning prerequisites can be made. For the study, we analyzed group discussions of PSTs to identify typical approaches and evaluate them from a mathematical perspective. The results can be considered for the further development of courses for PSTs and generate hypotheses\r\nfor further research.","lang":"eng"}],"file":[{"success":1,"relation":"main_file","content_type":"application/pdf","file_size":315111,"file_name":"2024_Hoffmann_Schlueter_CongruenceQuadrilaterals.pdf","file_id":"57896","access_level":"closed","date_updated":"2025-01-02T10:42:21Z","creator":"maxh","date_created":"2025-01-02T10:42:21Z"}],"publisher":"Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM","date_created":"2025-01-02T10:45:53Z","title":"How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?","quality_controlled":"1","year":"2024"},{"publication_status":"published","has_accepted_license":"1","publication_identifier":{"eissn":["2064-2199"]},"citation":{"ama":"Kottmann B, Pieper C. Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases. <i>Hungarian Educational Research Journal</i>. 2020;10(3):232-251. doi:<a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>","ieee":"B. Kottmann and C. Pieper, “Project ‘Schule für alle’ as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases,” <i>Hungarian Educational Research Journal</i>, vol. 10, no. 3, pp. 232–251, 2020, doi: <a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>.","chicago":"Kottmann, Brigitte, and Catania Pieper. “Project ‘Schule Für Alle’ as a Mentoring Programme in University Teacher Education: Professionalization Processes of Student Teachers in Different Practical University Phases.” <i>Hungarian Educational Research Journal</i> 10, no. 3 (2020): 232–51. <a href=\"https://doi.org/10.1556/063.2020.00022\">https://doi.org/10.1556/063.2020.00022</a>.","apa":"Kottmann, B., &#38; Pieper, C. (2020). Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases. <i>Hungarian Educational Research Journal</i>, <i>10</i>(3), 232–251. <a href=\"https://doi.org/10.1556/063.2020.00022\">https://doi.org/10.1556/063.2020.00022</a>","bibtex":"@article{Kottmann_Pieper_2020, title={Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases}, volume={10}, DOI={<a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>}, number={3}, journal={Hungarian Educational Research Journal}, author={Kottmann, Brigitte and Pieper, Catania}, year={2020}, pages={232–251} }","mla":"Kottmann, Brigitte, and Catania Pieper. “Project ‘Schule Für Alle’ as a Mentoring Programme in University Teacher Education: Professionalization Processes of Student Teachers in Different Practical University Phases.” <i>Hungarian Educational Research Journal</i>, vol. 10, no. 3, 2020, pp. 232–51, doi:<a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>.","short":"B. Kottmann, C. Pieper, Hungarian Educational Research Journal 10 (2020) 232–251."},"intvolume":"        10","page":"232-251","author":[{"last_name":"Kottmann","full_name":"Kottmann, Brigitte","id":"82466","first_name":"Brigitte"},{"full_name":"Pieper, Catania","last_name":"Pieper","first_name":"Catania"}],"volume":10,"date_updated":"2023-01-29T13:45:29Z","doi":"10.1556/063.2020.00022","type":"journal_article","status":"public","user_id":"77753","department":[{"_id":"479"}],"_id":"39817","issue":"3","year":"2020","date_created":"2023-01-25T07:23:41Z","title":"Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases","publication":"Hungarian Educational Research Journal","abstract":[{"text":"In the mentoring programme project “Schule für alle” (“School for all”) at the University of Bielefeld in North Rhine-Westphalia, university students of primary or special education support a child who is in a situation of crisis for more than one year. In addition, the university students receive ongoing, systematic university support (cf. Kottmann, 2007, p. 32; Kottmann, 2014, p. 380).</jats:p><jats:p>The accompanying research by “Schule für alle” focuses on the professionalization processes of student teachers during practical phases at universities; accordingly, control groups were included on a pro rata basis. In the pre-post design, all students completed a questionnaire (cf. Pieper, Kottmann &amp; Miller, 2018, p. 294), the evaluation of which shows few changes in the professional perception of competence. Students of the mentoring programme also regularly reflected on their practical experience. Based on the objective hermeneutics it was discovered that the conception of the project supports the process of perceiving, acknowledging and becoming more sensitive in regard to heterogeneous realities in life (cf. Pieper &amp; Kottmann 2019b, p. 312) and that students can consciously perceive and reflect their own normative expectations (cf. Pieper &amp; Kottmann 2019a, p. 79).</jats:p><jats:p>The article primarily presents the results of the pre-post survey in detail and adds insights into the qualitative evaluation processes. In the conclusion, the potential of the project and mentoring programmes in general, specifically for teacher training students, is described.","lang":"eng"}],"language":[{"iso":"eng"}],"ddc":["370"],"keyword":["professionalization of teacher training students","practical university phases","teacher training at universities","men-toring programmes"]},{"page":"321-326","citation":{"ama":"Schmitz L, Fechner S. Generation of students’ questions through real-life contexts and their potential use for sustainability issues in chemistry education. In: Eilks I, Markic S, Ralle B, eds. <i>Building Bridges across Disciplines for Transformative Eduction and a Sustainable Future</i>. Shaker Verlag; 2018:321-326.","ieee":"L. Schmitz and S. Fechner, “Generation of students’ questions through real-life contexts and their potential use for sustainability issues in chemistry education,” in <i>Building bridges across disciplines for transformative eduction and a sustainable future</i>, I. Eilks, S. Markic, and B. Ralle, Eds. Aachen: Shaker Verlag, 2018, pp. 321–326.","chicago":"Schmitz, Lisa, and Sabine Fechner. “Generation of Students’ Questions through Real-Life Contexts and Their Potential Use for Sustainability Issues in Chemistry Education.” In <i>Building Bridges across Disciplines for Transformative Eduction and a Sustainable Future</i>, edited by Ingo Eilks, Silvia Markic, and Bernd Ralle, 321–26. Aachen: Shaker Verlag, 2018.","apa":"Schmitz, L., &#38; Fechner, S. (2018). Generation of students’ questions through real-life contexts and their potential use for sustainability issues in chemistry education. In I. Eilks, S. Markic, &#38; B. Ralle (Eds.), <i>Building bridges across disciplines for transformative eduction and a sustainable future</i> (pp. 321–326). Shaker Verlag.","bibtex":"@inbook{Schmitz_Fechner_2018, place={Aachen}, title={Generation of students’ questions through real-life contexts and their potential use for sustainability issues in chemistry education}, booktitle={Building bridges across disciplines for transformative eduction and a sustainable future}, publisher={Shaker Verlag}, author={Schmitz, Lisa and Fechner, Sabine}, editor={Eilks, Ingo and Markic, Silvia and Ralle, Bernd}, year={2018}, pages={321–326} }","mla":"Schmitz, Lisa, and Sabine Fechner. “Generation of Students’ Questions through Real-Life Contexts and Their Potential Use for Sustainability Issues in Chemistry Education.” <i>Building Bridges across Disciplines for Transformative Eduction and a Sustainable Future</i>, edited by Ingo Eilks et al., Shaker Verlag, 2018, pp. 321–26.","short":"L. Schmitz, S. Fechner, in: I. Eilks, S. Markic, B. Ralle (Eds.), Building Bridges across Disciplines for Transformative Eduction and a Sustainable Future, Shaker Verlag, Aachen, 2018, pp. 321–326."},"year":"2018","place":"Aachen","quality_controlled":"1","publication_status":"published","title":"Generation of students' questions through real-life contexts and their potential use for sustainability issues in chemistry education","date_created":"2021-09-04T21:04:54Z","author":[{"full_name":"Schmitz, Lisa","last_name":"Schmitz","first_name":"Lisa"},{"first_name":"Sabine","orcid":"0000-0001-5645-5870","last_name":"Fechner","id":"54823","full_name":"Fechner, Sabine"}],"date_updated":"2025-12-05T13:12:32Z","publisher":"Shaker Verlag","status":"public","editor":[{"first_name":"Ingo","last_name":"Eilks","full_name":"Eilks, Ingo"},{"first_name":"Silvia","last_name":"Markic","full_name":"Markic, Silvia"},{"full_name":"Ralle, Bernd","last_name":"Ralle","first_name":"Bernd"}],"publication":"Building bridges across disciplines for transformative eduction and a sustainable future","type":"book_chapter","language":[{"iso":"eng"}],"keyword":["sustainability education","students' questions"],"department":[{"_id":"386"}],"user_id":"54823","_id":"23774"},{"date_created":"2018-09-18T13:00:01Z","author":[{"first_name":"Tobias","id":"71994","full_name":"Jenert, Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646"},{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"}],"date_updated":"2022-01-06T07:01:05Z","conference":{"name":"American Educational Research Association (AERA) Annual Meeting 2015","start_date":"2015-04-16","end_date":"2015-04-20","location":"Chicago"},"title":"How Do They Find Their Place? A Longitudinal Study of Management Students' Attitudes and Motivations During Their First Year at Business School","citation":{"ama":"Jenert T, Brahm T. How Do They Find Their Place? A Longitudinal Study of Management Students’ Attitudes and Motivations During Their First Year at Business School. In: ; 2015.","ieee":"T. Jenert and T. Brahm, “How Do They Find Their Place? A Longitudinal Study of Management Students’ Attitudes and Motivations During Their First Year at Business School,” presented at the American Educational Research Association (AERA) Annual Meeting 2015, Chicago, 2015.","chicago":"Jenert, Tobias, and Taiga Brahm. “How Do They Find Their Place? A Longitudinal Study of Management Students’ Attitudes and Motivations During Their First Year at Business School,” 2015.","mla":"Jenert, Tobias, and Taiga Brahm. <i>How Do They Find Their Place? A Longitudinal Study of Management Students’ Attitudes and Motivations During Their First Year at Business School</i>. 2015.","short":"T. Jenert, T. Brahm, in: 2015.","bibtex":"@inproceedings{Jenert_Brahm_2015, title={How Do They Find Their Place? A Longitudinal Study of Management Students’ Attitudes and Motivations During Their First Year at Business School}, author={Jenert, Tobias and Brahm, Taiga}, year={2015} }","apa":"Jenert, T., &#38; Brahm, T. (2015). How Do They Find Their Place? A Longitudinal Study of Management Students’ Attitudes and Motivations During Their First Year at Business School. Presented at the American Educational Research Association (AERA) Annual Meeting 2015, Chicago."},"year":"2015","user_id":"51057","department":[{"_id":"208"},{"_id":"518"}],"_id":"4465","extern":"1","keyword":["Enculturation","first-year students","beginning students","retention","drop-out"],"type":"conference","status":"public","abstract":[{"text":"The first year of studying has been extensively researched applying different theoretical lenses to better understand the transition into Higher Education (HE). It is of particular interest to investigate how students deal with frictions between themselves as individuals and what they perceive to be dominant features of the first-year culture of their studies. To tackle this question, a qualitative longitudinal study was conducted. Based on a sociocultural understanding of attitudes and motivations, its aim was to closely follow a relatively small but highly diverse sample of students throughout their first year at a business school in order to develop an in-depth understanding of each individual’s motivational and attitudinal development.","lang":"eng"}]},{"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4474","extern":"1","keyword":["motivation","business school","higher education","latent growth curve model","longitudinal study","mixed methods","interview","students"],"type":"conference","status":"public","abstract":[{"text":"The transition from school to university can be overwhelming for some students. While students' motivation is considered a strong predictor of performance, the development of motivation during students' transition from high school to university has rarely been investigated. Additionally, little is known about the relation of motivational aspects with other influences on study performance. The present mixed methods study addresses this research gap and examines the development of economics students' study motivation. The longitudinal mixed-method study included three waves of data collected using quantitative surveys and a series of five interviews conducted with 14 first-year students over eight months. Regarding students' development over time, the quantitative analysis showed a gradual decline in students' motivation. However, in the interviews, certain events during the first year were identified as critical incidents demotivating students. These insights into the development of students' motivation at a business school show that concrete incidents influence students' motivational development; thus, they could be transformed by structural changes.","lang":"eng"}],"date_created":"2018-09-19T08:06:46Z","author":[{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994","full_name":"Jenert, Tobias"}],"date_updated":"2022-01-06T07:01:06Z","conference":{"start_date":"2014-08-20","name":"SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014","location":"Leuven","end_date":"2014-08-22"},"title":"The crucial first year: The development of students' motivation at a Business School-a Mixed Methods Study","citation":{"ieee":"T. Brahm and T. Jenert, “The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study,” presented at the SIG4 Higher Education &#38; SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven, 2014.","chicago":"Brahm, Taiga, and Tobias Jenert. “The Crucial First Year: The Development of Students’ Motivation at a Business School-a Mixed Methods Study,” 2014.","ama":"Brahm T, Jenert T. The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study. In: ; 2014.","apa":"Brahm, T., &#38; Jenert, T. (2014). The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study. Presented at the SIG4 Higher Education &#38; SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven.","bibtex":"@inproceedings{Brahm_Jenert_2014, title={The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study}, author={Brahm, Taiga and Jenert, Tobias}, year={2014} }","short":"T. Brahm, T. Jenert, in: 2014.","mla":"Brahm, Taiga, and Tobias Jenert. <i>The Crucial First Year: The Development of Students’ Motivation at a Business School-a Mixed Methods Study</i>. 2014."},"year":"2014"}]