@inproceedings{57895,
  abstract     = {{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
for further research.}},
  author       = {{Hoffmann, Max and Schlüter, Sarah}},
  booktitle    = {{Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)}},
  editor       = {{González-Martín, Alejandro S. and Gueudet, Ghislaine and Florensa, Ignasi and Lombard, Nathan}},
  keywords     = {{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}},
  publisher    = {{Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM}},
  title        = {{{How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?}}},
  year         = {{2024}},
}

@inproceedings{31849,
  author       = {{Hoffmann, Max and Biehler, Rolf}},
  booktitle    = {{Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)}},
  editor       = {{Trigueros, Marı́a and Barquero, Berta and Hochmuth, Reinhard and Peters, Jana}},
  keywords     = {{Teaching and learning of specific topics in university mathematics, Transition to, across and from university mathematics, Student Teachers, Geometry, Congruence, Double Discontinuity.}},
  publisher    = {{University of Hannover and INDRUM.}},
  title        = {{{Student Teachers ’ Knowledge of Congruence before a University Course on Geometry}}},
  year         = {{2023}},
}

@inbook{35323,
  abstract     = {{Der Begriff der „Zwangsdigitalisierung“ beschreibt, dass als eine Folge der Corona-Pandemie Präsenzformate durch digital gestützte Settings ersetzt werden sowie Alter- nativen zur Kommunikation und für das gemeinsame Arbeiten und Lernen in Präsenz gefunden werden mussten. Digital gestützte Lehr-Lernsettings scheinen seit dem ersten Lockdown sowohl an Schulen als auch an Hochschulen eine Möglichkeit dafür darzustellen, die Lern- und Entwicklungsprozesse (z. B. von Schülerinnen und Schülern, angehenden Lehrkräften) trotz physischer Distanz weiterzuführen. In diesem Beitrag werden die mit der Zwangsdigitalisierung an den Hochschulen verbundenen Chancen und Grenzen für die Entwicklung digitalisierungsbezogener Kompetenzen angehender Lehrkräfte herausgearbeitet. Dabei richtet sich der Blick auf den Wert von Erfahrungen für Lernen und Entwicklung. Zudem wird, gemäß der den Angebots-Nutzungs-Modellen inhärenten Logik einer „Wirkkette“, Bezug genommen auf Perspektiven von Studierenden, deren prospektiven Schülerinnen und Schülern sowie von Dozierenden.}},
  author       = {{Caruso, Carina and Bruns, Marike and Harteis, Christian}},
  booktitle    = {{Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern}},
  editor       = {{Heisler, Dietmar and Meier, Jörg}},
  isbn         = {{978-3-7639-7146-6}},
  keywords     = {{Hochschullehre, Lehrer:innenausbildung, Medienkompetenz / teacher education, teaching at university, media literacy}},
  pages        = {{137–157}},
  publisher    = {{wbv}},
  title        = {{{Von der Not zur Tugend!?}}},
  doi          = {{10.3278/9783763972579}},
  volume       = {{65}},
  year         = {{2022}},
}

@article{28349,
  abstract     = {{Das Auftreten der COVID-19-Pandemie stellt Fremdsprachenkurse vielerorts vor Herausforderungen. Unter Zuhilfenahme diverser digitaler Tools werden nicht nur Lernmaterialien online geteilt, sondern auch die Interaktion zwischen Lehrenden und Lernenden sowie der Lernenden untereinander in den virtuellen Raum verlagert. Qualitative Interviews mit den Beteiligten erfassen, wie diese mit den Herausforderungen videogestützten Sprachunterrichts umgehen und welche Strategien sie wählen, um Sprachenlernen zu ermöglichen. Die Ergebnisse zeigen auf, wo seitens der Kursorganisation und -durchführung Handlungsbedarf besteht.
-----
The rise of the COVID-19 pandemic challenges the teaching and learning of foreign languages at many institutions. The implementation of various digital tools aids not only the online sharing of learning materials, but also shifts teacher-learner and learner-learner interaction to the virtual space. Via qualitative interviews, this study examines how both teachers and learners handle the challenges of language instruction based on videoconferences, and what strategies they employ to enable language learning. The results highlight areas in need of improvement in terms of course organization and facilitation.}},
  author       = {{Drumm, Sandra and Müller, Mareike and Stenzel, Nadja}},
  issn         = {{2511-0853}},
  journal      = {{Informationen Deutsch als Fremdsprache}},
  keywords     = {{German language courses at university, interaction, digital space, language learning/teaching via videoconference}},
  number       = {{5}},
  pages        = {{496--515}},
  title        = {{{Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie}}},
  doi          = {{10.1515/infodaf-2021-0069}},
  volume       = {{48}},
  year         = {{2021}},
}

@article{33372,
  abstract     = {{<jats:p>Academics may actively respond to the expectations of the academic status market, which have largely been shaped by the World University Rankings (WURs). This study empirically examines how academics’ citation patterns have changed in response to the rise of an “evaluation environment” in academia. We regard the WURs to be a macro-level trigger for cementing a bibliometric-based evaluation environment in academia. Our analyses of citation patterns in papers published in two higher education journals explicitly considered three distinct periods: the pre-WURs (1990–2003), the period of WURs implementation (2004–2010), and the period of adaption to WURs (2011–2017). We applied the nonparametric Kaplan–Meier method to compare first-citation speeds of papers published across the three periods. We found that not only has first-citation speed become faster, but first-citation probability has also increased following the emergence of the WURs. Applying Cox proportional hazard models to first-citation probabilities, we identified journal impact factors and third-party funding as factors influencing first-citation probability, while other author- and paper-related factors showed limited effects. We also found that the general effects of different factors on first-citation speeds have changed with the emergence of the WURs. The findings expand our understanding of the citation patterns of academics in the rise of WURs and provide practical grounds for research policy as well as higher education policy.</jats:p>}},
  author       = {{Lee, Soo Jeung and Schneijderberg, Christian and Kim, Yangson and Steinhardt, Isabel}},
  issn         = {{2071-1050}},
  journal      = {{Sustainability}},
  keywords     = {{world university rankings, citation, first-citation speed, Minerva, Studies in Higher Education}},
  number       = {{17}},
  publisher    = {{MDPI AG}},
  title        = {{{Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds}}},
  doi          = {{10.3390/su13179515}},
  volume       = {{13}},
  year         = {{2021}},
}

@book{37274,
  abstract     = {{How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.}},
  author       = {{Dahmen, Stephan}},
  keywords     = {{Youth, Welfare State, Transitions, Human Service Organizations, Institutional Ethnography, Activation, Sociology of Conventions, Work, Education, Educational Research, Sociology of Education, Social Pedagogy, History of Education, Bielefeld University Press}},
  pages        = {{312}},
  publisher    = {{Bielefeld University Press}},
  title        = {{{Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}}},
  doi          = {{10.14361/9783839457061}},
  year         = {{2021}},
}

@book{37273,
  abstract     = {{How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.}},
  author       = {{Dahmen, Stephan}},
  keywords     = {{Youth, Welfare State, Transitions, Human Service Organizations, Institutional Ethnography, Activation, Sociology of Conventions, Work, Education, Educational Research, Sociology of Education, Social Pedagogy, History of Education, Bielefeld University Press}},
  pages        = {{312}},
  publisher    = {{Bielefeld University Press}},
  title        = {{{Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}}},
  doi          = {{10.14361/9783839457061}},
  year         = {{2021}},
}

@article{39817,
  abstract     = {{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.}},
  author       = {{Kottmann, Brigitte and Pieper, Catania}},
  issn         = {{2064-2199}},
  journal      = {{Hungarian Educational Research Journal}},
  keywords     = {{professionalization of teacher training students, practical university phases, teacher training at universities, men-toring programmes}},
  number       = {{3}},
  pages        = {{232--251}},
  title        = {{{Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases}}},
  doi          = {{10.1556/063.2020.00022}},
  volume       = {{10}},
  year         = {{2020}},
}

@inbook{35811,
  author       = {{Biehler, Rolf and Durand-Guerrier, Viviane}},
  booktitle    = {{Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)}},
  editor       = {{Hausberger, T. and Bosch, M. and Chelloughi, F.}},
  keywords     = {{Number Theory, Algebra, Discrete Mathematics, Logic, Research in University Mathematics Edcuation}},
  pages        = {{283--287}},
  publisher    = {{University of Carthage and INDRUM}},
  title        = {{{University Mathematics Didactic Research on Number Theory, Algebra, Discrete Mathematics, Logic}}},
  year         = {{2020}},
}

@inproceedings{8575,
  abstract     = {{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.}},
  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}},
  booktitle    = {{Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)}},
  editor       = {{Durand-Guerrier, V. and Hochmuth, R. and Goodchild, S. and Hogstad, N.M.}},
  keywords     = {{Beliefs., Motivational developments, Novel approaches to teaching, Teacher education, Transition to and across university mathematics}},
  pages        = {{527--536}},
  publisher    = {{INDRUM Network, University of Agder}},
  title        = {{{Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving}}},
  year         = {{2018}},
}

@article{4423,
  abstract     = {{This research aims to develop and validate an instrument for the assessment of attitudes towards two particular objects: the Higher Education Institution (HEI) and the process of studying. Investigating attitudes towards studying at a HEI in a comprehensive way addresses an important research gap. It connects students' perception of the institution with teaching and learning. To validate the Assessment of Students' Attitudes towards Studying (ASAtS) Questionnaire, data was gathered at three different universities in Switzerland (820 students), Sweden (167) and Germany (133). Overall, the results show the internal consistency of the ASAtS. Its nomological validity is also supported by correlations with other constructs, such as intrinsic motivation and study performance. The ASAtS contributes to the theory on students learning by broadening the scope of research beyond learning in a narrow sense. From a practical point of view, it provides a tool for HE management to monitor students' perception of their HEI.}},
  author       = {{Brahm, Taiga and Jenert, Tobias}},
  issn         = {{1041-6080}},
  journal      = {{Learning and individual differences : journal of psychology and education}},
  keywords     = {{Attitude, Student learning, Higher Education Institution, university, student experience}},
  pages        = {{233 -- 242}},
  publisher    = {{Elsevier}},
  title        = {{{On the assessment of attitudes towards studying—development and validation of a questionnaire}}},
  volume       = {{43}},
  year         = {{2015}},
}