---
_id: '57895'
abstract:
- lang: eng
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."
author:
- first_name: Max
full_name: Hoffmann, Max
id: '32202'
last_name: Hoffmann
orcid: 0000-0002-6964-7123
- first_name: Sarah
full_name: Schlüter, Sarah
last_name: Schlüter
citation:
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. 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; 2024.'
apa: Hoffmann, M., & Schlüter, S. (2024). How Do Advanced Pre-Service Teachers
Develop Congruence Theorems for Quadrilaterals? 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.
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}
}'
chicago: 'Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers
Develop Congruence Theorems for Quadrilaterals?” In Proceedings of the Fifth
Conference of the International Network for Didactic Research in University Mathematics
(INDRUM 2024, 10-14 June 2024), 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 Proceedings of the Fifth Conference
of the International Network for Didactic Research in University Mathematics (INDRUM
2024, 10-14 June 2024), 2024.
mla: Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers Develop
Congruence Theorems for Quadrilaterals?” Proceedings of the Fifth Conference
of the International Network for Didactic Research in University Mathematics (INDRUM
2024, 10-14 June 2024), 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.'
date_created: 2025-01-02T10:45:53Z
date_updated: 2025-01-02T10:45:59Z
ddc:
- '370'
- '510'
department:
- _id: '97'
- _id: '643'
editor:
- first_name: Alejandro S.
full_name: González-Martín, Alejandro S.
last_name: González-Martín
- first_name: Ghislaine
full_name: Gueudet, Ghislaine
last_name: Gueudet
- first_name: Ignasi
full_name: Florensa, Ignasi
last_name: Florensa
- first_name: Nathan
full_name: Lombard, Nathan
last_name: Lombard
file:
- access_level: closed
content_type: application/pdf
creator: maxh
date_created: 2025-01-02T10:42:21Z
date_updated: 2025-01-02T10:42:21Z
file_id: '57896'
file_name: 2024_Hoffmann_Schlueter_CongruenceQuadrilaterals.pdf
file_size: 315111
relation: main_file
success: 1
file_date_updated: 2025-01-02T10:42:21Z
has_accepted_license: '1'
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
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://indrum2024.sciencesconf.org/data/pages/Proceedings_INDRUM2024.pdf
oa: '1'
place: Barcelona
publication: Proceedings of the Fifth Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)
publication_status: published
publisher: Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona
and INDRUM
quality_controlled: '1'
status: public
title: How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?
type: conference
user_id: '32202'
year: '2024'
...
---
_id: '39817'
abstract:
- lang: eng
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).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 & 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 & Kottmann 2019b, p. 312) and that students can consciously perceive
and reflect their own normative expectations (cf. Pieper & Kottmann 2019a,
p. 79).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.
author:
- first_name: Brigitte
full_name: Kottmann, Brigitte
id: '82466'
last_name: Kottmann
- first_name: Catania
full_name: Pieper, Catania
last_name: Pieper
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. Hungarian Educational Research Journal.
2020;10(3):232-251. doi:10.1556/063.2020.00022'
apa: 'Kottmann, B., & 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. Hungarian Educational Research
Journal, 10(3), 232–251. https://doi.org/10.1556/063.2020.00022'
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={10.1556/063.2020.00022},
number={3}, journal={Hungarian Educational Research Journal}, author={Kottmann,
Brigitte and Pieper, Catania}, year={2020}, pages={232–251} }'
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.” Hungarian Educational
Research Journal 10, no. 3 (2020): 232–51. https://doi.org/10.1556/063.2020.00022.'
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,” Hungarian Educational Research Journal,
vol. 10, no. 3, pp. 232–251, 2020, doi: 10.1556/063.2020.00022.'
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.” Hungarian Educational Research
Journal, vol. 10, no. 3, 2020, pp. 232–51, doi:10.1556/063.2020.00022.'
short: B. Kottmann, C. Pieper, Hungarian Educational Research Journal 10 (2020)
232–251.
date_created: 2023-01-25T07:23:41Z
date_updated: 2023-01-29T13:45:29Z
ddc:
- '370'
department:
- _id: '479'
doi: 10.1556/063.2020.00022
has_accepted_license: '1'
intvolume: ' 10'
issue: '3'
keyword:
- professionalization of teacher training students
- practical university phases
- teacher training at universities
- men-toring programmes
language:
- iso: eng
page: 232-251
publication: Hungarian Educational Research Journal
publication_identifier:
eissn:
- 2064-2199
publication_status: published
status: public
title: 'Project “Schule für alle” as a mentoring programme in university teacher education:
Professionalization processes of student teachers in different practical university
phases'
type: journal_article
user_id: '77753'
volume: 10
year: '2020'
...
---
_id: '23774'
author:
- first_name: Lisa
full_name: Schmitz, Lisa
last_name: Schmitz
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
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. Building Bridges across Disciplines for
Transformative Eduction and a Sustainable Future. Shaker Verlag; 2018:321-326.'
apa: Schmitz, L., & 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, & B. Ralle (Eds.), Building bridges
across disciplines for transformative eduction and a sustainable future (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} }'
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 Building Bridges across Disciplines for Transformative
Eduction and a Sustainable Future, edited by Ingo Eilks, Silvia Markic, and
Bernd Ralle, 321–26. Aachen: Shaker Verlag, 2018.'
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 Building bridges across disciplines for transformative eduction and a sustainable
future, I. Eilks, S. Markic, and B. Ralle, Eds. Aachen: Shaker Verlag, 2018,
pp. 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.” Building Bridges across Disciplines for Transformative Eduction
and a Sustainable Future, 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.'
date_created: 2021-09-04T21:04:54Z
date_updated: 2025-12-05T13:12:32Z
department:
- _id: '386'
editor:
- first_name: Ingo
full_name: Eilks, Ingo
last_name: Eilks
- first_name: Silvia
full_name: Markic, Silvia
last_name: Markic
- first_name: Bernd
full_name: Ralle, Bernd
last_name: Ralle
keyword:
- sustainability education
- students' questions
language:
- iso: eng
page: 321-326
place: Aachen
publication: Building bridges across disciplines for transformative eduction and a
sustainable future
publication_status: published
publisher: Shaker Verlag
quality_controlled: '1'
status: public
title: Generation of students' questions through real-life contexts and their potential
use for sustainability issues in chemistry education
type: book_chapter
user_id: '54823'
year: '2018'
...
---
_id: '4465'
abstract:
- lang: eng
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.
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
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.'
apa: Jenert, T., & 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.
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} }'
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.
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.
mla: 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.
short: 'T. Jenert, T. Brahm, in: 2015.'
conference:
end_date: 2015-04-20
location: Chicago
name: American Educational Research Association (AERA) Annual Meeting 2015
start_date: 2015-04-16
date_created: 2018-09-18T13:00:01Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '518'
extern: '1'
keyword:
- Enculturation
- first-year students
- beginning students
- retention
- drop-out
status: public
title: How Do They Find Their Place? A Longitudinal Study of Management Students'
Attitudes and Motivations During Their First Year at Business School
type: conference
user_id: '51057'
year: '2015'
...
---
_id: '4474'
abstract:
- lang: eng
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.
author:
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
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., & 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 & 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} }'
chicago: 'Brahm, Taiga, and Tobias Jenert. “The Crucial First Year: The Development
of Students’ Motivation at a Business School-a Mixed Methods Study,” 2014.'
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 & SIG17 Qualitative and Quantitative Approaches to Learning
and Instruction Earli SIG Conference 2014, Leuven, 2014.'
mla: 'Brahm, Taiga, and Tobias Jenert. The Crucial First Year: The Development
of Students’ Motivation at a Business School-a Mixed Methods Study. 2014.'
short: 'T. Brahm, T. Jenert, in: 2014.'
conference:
end_date: 2014-08-22
location: Leuven
name: SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning
and Instruction Earli SIG Conference 2014
start_date: 2014-08-20
date_created: 2018-09-19T08:06:46Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- motivation
- business school
- higher education
- latent growth curve model
- longitudinal study
- mixed methods
- interview
- students
status: public
title: 'The crucial first year: The development of students'' motivation at a Business
School-a Mixed Methods Study'
type: conference
user_id: '51057'
year: '2014'
...