---
_id: '58516'
abstract:
- lang: eng
  text: "<jats:title>Abstract</jats:title>\r\n          <jats:p>Academic emotions
    play a crucial role in mathematics learning, significantly influencing motivation,
    academic achievement, and career aspirations in mathematics. With the notable
    increase in research on emotions in recent years, our review uses Pekrun’s control-value
    theory with two primary objectives: to systematically describe the characteristics
    of emotions in recent research through a systematic review, and to synthesize
    evidence on the relationships between specific emotions, control-value antecedents,
    and mathematics achievement via a meta-analysis. The systematic review of 112
    studies revealed that more than 100 specific emotions have been addressed in recent
    research, which we analyzed based on key emotion characteristics: valence and
    activation, type of object, temporal stability, and social context. The findings
    from the systematic review provide an overview of mathematics-specific objects
    that emotions have referred to in the most recent research. The subsequent meta-analysis
    demonstrated that mathematics achievement (e.g., test scores and grades) was positively
    related to enjoyment, hope, and pride (<jats:inline-formula>\r\n              <jats:alternatives>\r\n
    \               <jats:tex-math>$$\\overline{r}$$</jats:tex-math>\r\n                <mml:math
    xmlns:mml=\"http://www.w3.org/1998/Math/MathML\">\r\n                  <mml:mover>\r\n
    \                   <mml:mi>r</mml:mi>\r\n                    <mml:mo>¯</mml:mo>\r\n
    \                 </mml:mover>\r\n                </mml:math>\r\n              </jats:alternatives>\r\n
    \           </jats:inline-formula> = .247, .224, and .344, respectively) but negatively
    related to anger, boredom, frustration, hopelessness, and shame (<jats:inline-formula>\r\n
    \             <jats:alternatives>\r\n                <jats:tex-math>$$\\overline{r}$$</jats:tex-math>\r\n
    \               <mml:math xmlns:mml=\"http://www.w3.org/1998/Math/MathML\">\r\n
    \                 <mml:mover>\r\n                    <mml:mi>r</mml:mi>\r\n                    <mml:mo>¯</mml:mo>\r\n
    \                 </mml:mover>\r\n                </mml:math>\r\n              </jats:alternatives>\r\n
    \           </jats:inline-formula>= − .322, − .187, − .207, − .378, and − .291,
    respectively). Theoretical and practical implications of these results are discussed.</jats:p>"
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: Stanislaw
  full_name: Schukajlow, Stanislaw
  last_name: Schukajlow
- first_name: Reinhard
  full_name: Pekrun, Reinhard
  last_name: Pekrun
citation:
  ama: 'Schönherr J, Schukajlow S, Pekrun R. Emotions in mathematics learning: a systematic
    review and meta-analysis. <i>ZDM – Mathematics Education</i>. Published online
    2025. doi:<a href="https://doi.org/10.1007/s11858-025-01651-w">10.1007/s11858-025-01651-w</a>'
  apa: 'Schönherr, J., Schukajlow, S., &#38; Pekrun, R. (2025). Emotions in mathematics
    learning: a systematic review and meta-analysis. <i>ZDM – Mathematics Education</i>.
    <a href="https://doi.org/10.1007/s11858-025-01651-w">https://doi.org/10.1007/s11858-025-01651-w</a>'
  bibtex: '@article{Schönherr_Schukajlow_Pekrun_2025, title={Emotions in mathematics
    learning: a systematic review and meta-analysis}, DOI={<a href="https://doi.org/10.1007/s11858-025-01651-w">10.1007/s11858-025-01651-w</a>},
    journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
    Media LLC}, author={Schönherr, Johanna and Schukajlow, Stanislaw and Pekrun, Reinhard},
    year={2025} }'
  chicago: 'Schönherr, Johanna, Stanislaw Schukajlow, and Reinhard Pekrun. “Emotions
    in Mathematics Learning: A Systematic Review and Meta-Analysis.” <i>ZDM – Mathematics
    Education</i>, 2025. <a href="https://doi.org/10.1007/s11858-025-01651-w">https://doi.org/10.1007/s11858-025-01651-w</a>.'
  ieee: 'J. Schönherr, S. Schukajlow, and R. Pekrun, “Emotions in mathematics learning:
    a systematic review and meta-analysis,” <i>ZDM – Mathematics Education</i>, 2025,
    doi: <a href="https://doi.org/10.1007/s11858-025-01651-w">10.1007/s11858-025-01651-w</a>.'
  mla: 'Schönherr, Johanna, et al. “Emotions in Mathematics Learning: A Systematic
    Review and Meta-Analysis.” <i>ZDM – Mathematics Education</i>, Springer Science
    and Business Media LLC, 2025, doi:<a href="https://doi.org/10.1007/s11858-025-01651-w">10.1007/s11858-025-01651-w</a>.'
  short: J. Schönherr, S. Schukajlow, R. Pekrun, ZDM – Mathematics Education (2025).
date_created: 2025-02-05T08:19:34Z
date_updated: 2025-05-27T12:16:26Z
department:
- _id: '913'
doi: 10.1007/s11858-025-01651-w
language:
- iso: eng
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Emotions in mathematics learning: a systematic review and meta-analysis'
type: journal_article
user_id: '99409'
year: '2025'
...
---
_id: '59703'
article_number: '102369'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: Richard E.
  full_name: Mayer, Richard E.
  last_name: Mayer
citation:
  ama: Schönherr J, Mayer RE. Maximizing the benefits of student-generated drawing
    for real-world problem solving. <i>Contemporary Educational Psychology</i>. 2025;81.
    doi:<a href="https://doi.org/10.1016/j.cedpsych.2025.102369">10.1016/j.cedpsych.2025.102369</a>
  apa: Schönherr, J., &#38; Mayer, R. E. (2025). Maximizing the benefits of student-generated
    drawing for real-world problem solving. <i>Contemporary Educational Psychology</i>,
    <i>81</i>, Article 102369. <a href="https://doi.org/10.1016/j.cedpsych.2025.102369">https://doi.org/10.1016/j.cedpsych.2025.102369</a>
  bibtex: '@article{Schönherr_Mayer_2025, title={Maximizing the benefits of student-generated
    drawing for real-world problem solving}, volume={81}, DOI={<a href="https://doi.org/10.1016/j.cedpsych.2025.102369">10.1016/j.cedpsych.2025.102369</a>},
    number={102369}, journal={Contemporary Educational Psychology}, publisher={Elsevier
    BV}, author={Schönherr, Johanna and Mayer, Richard E.}, year={2025} }'
  chicago: Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated
    Drawing for Real-World Problem Solving.” <i>Contemporary Educational Psychology</i>
    81 (2025). <a href="https://doi.org/10.1016/j.cedpsych.2025.102369">https://doi.org/10.1016/j.cedpsych.2025.102369</a>.
  ieee: 'J. Schönherr and R. E. Mayer, “Maximizing the benefits of student-generated
    drawing for real-world problem solving,” <i>Contemporary Educational Psychology</i>,
    vol. 81, Art. no. 102369, 2025, doi: <a href="https://doi.org/10.1016/j.cedpsych.2025.102369">10.1016/j.cedpsych.2025.102369</a>.'
  mla: Schönherr, Johanna, and Richard E. Mayer. “Maximizing the Benefits of Student-Generated
    Drawing for Real-World Problem Solving.” <i>Contemporary Educational Psychology</i>,
    vol. 81, 102369, Elsevier BV, 2025, doi:<a href="https://doi.org/10.1016/j.cedpsych.2025.102369">10.1016/j.cedpsych.2025.102369</a>.
  short: J. Schönherr, R.E. Mayer, Contemporary Educational Psychology 81 (2025).
date_created: 2025-04-28T14:44:15Z
date_updated: 2025-05-27T12:15:42Z
department:
- _id: '913'
doi: 10.1016/j.cedpsych.2025.102369
intvolume: '        81'
language:
- iso: eng
publication: Contemporary Educational Psychology
publication_identifier:
  issn:
  - 0361-476X
publication_status: published
publisher: Elsevier BV
status: public
title: Maximizing the benefits of student-generated drawing for real-world problem
  solving
type: journal_article
user_id: '99409'
volume: 81
year: '2025'
...
---
_id: '56236'
abstract:
- lang: eng
  text: <jats:title>Abstract</jats:title><jats:sec><jats:title>Background</jats:title><jats:p>Real‐world
    problems are important in math instruction, but they do not necessarily trigger
    students' task motivation. Personalizing real‐world problems by (1) matching problems
    to students' shared living environment (context personalization) and (2) asking
    students to pose their own problems (active personalization) might be two interventions
    to increase students' task motivation.</jats:p></jats:sec><jats:sec><jats:title>Aim</jats:title><jats:p>In
    the current study, we investigated the effects of context personalization and
    active personalization on students' self‐efficacy expectations, intrinsic value,
    attainment value, utility value, and cost.</jats:p></jats:sec><jats:sec><jats:title>Sample</jats:title><jats:p>The
    participants were 28 fifth‐ and sixth‐grade students who voluntarily took part
    in a six‐month afterschool program in which they posed problems with the aim of
    creating a math walk in their hometown.</jats:p></jats:sec><jats:sec><jats:title>Method</jats:title><jats:p>Using
    a within‐subjects design, at the end of the afterschool program, the students
    rated their self‐efficacy expectations and task values for four self‐developed
    problems associated with their hometown, four peer‐developed problems associated
    with their hometown, and four instructor‐provided problems associated with unfamiliar
    locations.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>Students
    reported higher self‐efficacy expectations, intrinsic value, attainment value,
    and utility value for active‐personalized than non‐personalized problems. To a
    lesser extent, context personalization promoted intrinsic value and attainment
    value. No effect was found for cost.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>Active
    personalization (i.e. asking students to pose their own real‐world problems) is
    suited to enhance students' task motivation, specifically their self‐efficacy
    expectations, intrinsic value, attainment value, and utility value. Context personalization
    still boosts students' intrinsic value and attainment value. Implementation in
    classroom instruction is discussed.</jats:p></jats:sec>
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
citation:
  ama: 'Schönherr J. Personalizing real‐world problems: Posing own problems increases
    self‐efficacy expectations, intrinsic value, attainment value, and utility value.
    <i>British Journal of Educational Psychology</i>. 2024;94(2):407-424. doi:<a href="https://doi.org/10.1111/bjep.12653">10.1111/bjep.12653</a>'
  apa: 'Schönherr, J. (2024). Personalizing real‐world problems: Posing own problems
    increases self‐efficacy expectations, intrinsic value, attainment value, and utility
    value. <i>British Journal of Educational Psychology</i>, <i>94</i>(2), 407–424.
    <a href="https://doi.org/10.1111/bjep.12653">https://doi.org/10.1111/bjep.12653</a>'
  bibtex: '@article{Schönherr_2024, title={Personalizing real‐world problems: Posing
    own problems increases self‐efficacy expectations, intrinsic value, attainment
    value, and utility value}, volume={94}, DOI={<a href="https://doi.org/10.1111/bjep.12653">10.1111/bjep.12653</a>},
    number={2}, journal={British Journal of Educational Psychology}, publisher={Wiley},
    author={Schönherr, Johanna}, year={2024}, pages={407–424} }'
  chicago: 'Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems
    Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility
    Value.” <i>British Journal of Educational Psychology</i> 94, no. 2 (2024): 407–24.
    <a href="https://doi.org/10.1111/bjep.12653">https://doi.org/10.1111/bjep.12653</a>.'
  ieee: 'J. Schönherr, “Personalizing real‐world problems: Posing own problems increases
    self‐efficacy expectations, intrinsic value, attainment value, and utility value,”
    <i>British Journal of Educational Psychology</i>, vol. 94, no. 2, pp. 407–424,
    2024, doi: <a href="https://doi.org/10.1111/bjep.12653">10.1111/bjep.12653</a>.'
  mla: 'Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems
    Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility
    Value.” <i>British Journal of Educational Psychology</i>, vol. 94, no. 2, Wiley,
    2024, pp. 407–24, doi:<a href="https://doi.org/10.1111/bjep.12653">10.1111/bjep.12653</a>.'
  short: J. Schönherr, British Journal of Educational Psychology 94 (2024) 407–424.
date_created: 2024-09-24T18:02:43Z
date_updated: 2025-05-27T12:15:31Z
department:
- _id: '913'
doi: 10.1111/bjep.12653
intvolume: '        94'
issue: '2'
language:
- iso: eng
page: 407-424
publication: British Journal of Educational Psychology
publication_identifier:
  issn:
  - 0007-0998
  - 2044-8279
publication_status: published
publisher: Wiley
status: public
title: 'Personalizing real‐world problems: Posing own problems increases self‐efficacy
  expectations, intrinsic value, attainment value, and utility value'
type: journal_article
user_id: '99409'
volume: 94
year: '2024'
...
---
_id: '54836'
article_number: '104659'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: Stanislaw
  full_name: Schukajlow, Stanislaw
  last_name: Schukajlow
citation:
  ama: 'Schönherr J, Schukajlow S. Preservice teachers’ judgments of students’ expectations
    of success and task values: Close relations with their personal task motivation.
    <i>Teaching and Teacher Education</i>. 2024;148. doi:<a href="https://doi.org/10.1016/j.tate.2024.104659">10.1016/j.tate.2024.104659</a>'
  apa: 'Schönherr, J., &#38; Schukajlow, S. (2024). Preservice teachers’ judgments
    of students’ expectations of success and task values: Close relations with their
    personal task motivation. <i>Teaching and Teacher Education</i>, <i>148</i>, Article
    104659. <a href="https://doi.org/10.1016/j.tate.2024.104659">https://doi.org/10.1016/j.tate.2024.104659</a>'
  bibtex: '@article{Schönherr_Schukajlow_2024, title={Preservice teachers’ judgments
    of students’ expectations of success and task values: Close relations with their
    personal task motivation}, volume={148}, DOI={<a href="https://doi.org/10.1016/j.tate.2024.104659">10.1016/j.tate.2024.104659</a>},
    number={104659}, journal={Teaching and Teacher Education}, publisher={Elsevier
    BV}, author={Schönherr, Johanna and Schukajlow, Stanislaw}, year={2024} }'
  chicago: 'Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments
    of Students’ Expectations of Success and Task Values: Close Relations with Their
    Personal Task Motivation.” <i>Teaching and Teacher Education</i> 148 (2024). <a
    href="https://doi.org/10.1016/j.tate.2024.104659">https://doi.org/10.1016/j.tate.2024.104659</a>.'
  ieee: 'J. Schönherr and S. Schukajlow, “Preservice teachers’ judgments of students’
    expectations of success and task values: Close relations with their personal task
    motivation,” <i>Teaching and Teacher Education</i>, vol. 148, Art. no. 104659,
    2024, doi: <a href="https://doi.org/10.1016/j.tate.2024.104659">10.1016/j.tate.2024.104659</a>.'
  mla: 'Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments
    of Students’ Expectations of Success and Task Values: Close Relations with Their
    Personal Task Motivation.” <i>Teaching and Teacher Education</i>, vol. 148, 104659,
    Elsevier BV, 2024, doi:<a href="https://doi.org/10.1016/j.tate.2024.104659">10.1016/j.tate.2024.104659</a>.'
  short: J. Schönherr, S. Schukajlow, Teaching and Teacher Education 148 (2024).
date_created: 2024-06-20T12:30:38Z
date_updated: 2025-05-27T12:16:47Z
department:
- _id: '913'
doi: 10.1016/j.tate.2024.104659
intvolume: '       148'
language:
- iso: eng
publication: Teaching and Teacher Education
publication_identifier:
  issn:
  - 0742-051X
publication_status: published
publisher: Elsevier BV
status: public
title: 'Preservice teachers'' judgments of students’ expectations of success and task
  values: Close relations with their personal task motivation'
type: journal_article
user_id: '99409'
volume: 148
year: '2024'
...
---
_id: '56235'
article_number: '100639'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: Anselm R.
  full_name: Strohmaier, Anselm R.
  last_name: Strohmaier
- first_name: Stanislaw
  full_name: Schukajlow, Stanislaw
  last_name: Schukajlow
citation:
  ama: 'Schönherr J, Strohmaier AR, Schukajlow S. Learning with visualizations helps:
    A meta-analysis of visualization interventions in mathematics education. <i>Educational
    Research Review</i>. 2024;45. doi:<a href="https://doi.org/10.1016/j.edurev.2024.100639">10.1016/j.edurev.2024.100639</a>'
  apa: 'Schönherr, J., Strohmaier, A. R., &#38; Schukajlow, S. (2024). Learning with
    visualizations helps: A meta-analysis of visualization interventions in mathematics
    education. <i>Educational Research Review</i>, <i>45</i>, Article 100639. <a href="https://doi.org/10.1016/j.edurev.2024.100639">https://doi.org/10.1016/j.edurev.2024.100639</a>'
  bibtex: '@article{Schönherr_Strohmaier_Schukajlow_2024, title={Learning with visualizations
    helps: A meta-analysis of visualization interventions in mathematics education},
    volume={45}, DOI={<a href="https://doi.org/10.1016/j.edurev.2024.100639">10.1016/j.edurev.2024.100639</a>},
    number={100639}, journal={Educational Research Review}, publisher={Elsevier BV},
    author={Schönherr, Johanna and Strohmaier, Anselm R. and Schukajlow, Stanislaw},
    year={2024} }'
  chicago: 'Schönherr, Johanna, Anselm R. Strohmaier, and Stanislaw Schukajlow. “Learning
    with Visualizations Helps: A Meta-Analysis of Visualization Interventions in Mathematics
    Education.” <i>Educational Research Review</i> 45 (2024). <a href="https://doi.org/10.1016/j.edurev.2024.100639">https://doi.org/10.1016/j.edurev.2024.100639</a>.'
  ieee: 'J. Schönherr, A. R. Strohmaier, and S. Schukajlow, “Learning with visualizations
    helps: A meta-analysis of visualization interventions in mathematics education,”
    <i>Educational Research Review</i>, vol. 45, Art. no. 100639, 2024, doi: <a href="https://doi.org/10.1016/j.edurev.2024.100639">10.1016/j.edurev.2024.100639</a>.'
  mla: 'Schönherr, Johanna, et al. “Learning with Visualizations Helps: A Meta-Analysis
    of Visualization Interventions in Mathematics Education.” <i>Educational Research
    Review</i>, vol. 45, 100639, Elsevier BV, 2024, doi:<a href="https://doi.org/10.1016/j.edurev.2024.100639">10.1016/j.edurev.2024.100639</a>.'
  short: J. Schönherr, A.R. Strohmaier, S. Schukajlow, Educational Research Review
    45 (2024).
date_created: 2024-09-24T17:59:41Z
date_updated: 2025-05-27T12:16:09Z
department:
- _id: '913'
doi: 10.1016/j.edurev.2024.100639
intvolume: '        45'
language:
- iso: eng
publication: Educational Research Review
publication_identifier:
  issn:
  - 1747-938X
publication_status: published
publisher: Elsevier BV
status: public
title: 'Learning with visualizations helps: A meta-analysis of visualization interventions
  in mathematics education'
type: journal_article
user_id: '99409'
volume: 45
year: '2024'
...
---
_id: '56237'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: Richard E.
  full_name: Mayer, Richard E.
  last_name: Mayer
citation:
  ama: 'Schönherr J, Mayer RE. Anxiety Moderates the Effects of Drawing Support on
    Drawing Accuracy in Mathematical Modeling. In: <i>Lecture Notes in Computer Science</i>.
    Springer Nature Switzerland; 2024. doi:<a href="https://doi.org/10.1007/978-3-031-71291-3_26">10.1007/978-3-031-71291-3_26</a>'
  apa: Schönherr, J., &#38; Mayer, R. E. (2024). Anxiety Moderates the Effects of
    Drawing Support on Drawing Accuracy in Mathematical Modeling. In <i>Lecture Notes
    in Computer Science</i>. Springer Nature Switzerland. <a href="https://doi.org/10.1007/978-3-031-71291-3_26">https://doi.org/10.1007/978-3-031-71291-3_26</a>
  bibtex: '@inbook{Schönherr_Mayer_2024, place={Cham}, title={Anxiety Moderates the
    Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling}, DOI={<a
    href="https://doi.org/10.1007/978-3-031-71291-3_26">10.1007/978-3-031-71291-3_26</a>},
    booktitle={Lecture Notes in Computer Science}, publisher={Springer Nature Switzerland},
    author={Schönherr, Johanna and Mayer, Richard E.}, year={2024} }'
  chicago: 'Schönherr, Johanna, and Richard E. Mayer. “Anxiety Moderates the Effects
    of Drawing Support on Drawing Accuracy in Mathematical Modeling.” In <i>Lecture
    Notes in Computer Science</i>. Cham: Springer Nature Switzerland, 2024. <a href="https://doi.org/10.1007/978-3-031-71291-3_26">https://doi.org/10.1007/978-3-031-71291-3_26</a>.'
  ieee: 'J. Schönherr and R. E. Mayer, “Anxiety Moderates the Effects of Drawing Support
    on Drawing Accuracy in Mathematical Modeling,” in <i>Lecture Notes in Computer
    Science</i>, Cham: Springer Nature Switzerland, 2024.'
  mla: Schönherr, Johanna, and Richard E. Mayer. “Anxiety Moderates the Effects of
    Drawing Support on Drawing Accuracy in Mathematical Modeling.” <i>Lecture Notes
    in Computer Science</i>, Springer Nature Switzerland, 2024, doi:<a href="https://doi.org/10.1007/978-3-031-71291-3_26">10.1007/978-3-031-71291-3_26</a>.
  short: 'J. Schönherr, R.E. Mayer, in: Lecture Notes in Computer Science, Springer
    Nature Switzerland, Cham, 2024.'
date_created: 2024-09-24T18:03:42Z
date_updated: 2025-05-27T12:15:57Z
department:
- _id: '913'
doi: 10.1007/978-3-031-71291-3_26
language:
- iso: eng
place: Cham
publication: Lecture Notes in Computer Science
publication_identifier:
  isbn:
  - '9783031712906'
  - '9783031712913'
  issn:
  - 0302-9743
  - 1611-3349
publication_status: published
publisher: Springer Nature Switzerland
status: public
title: Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical
  Modeling
type: book_chapter
user_id: '99409'
year: '2024'
...
---
_id: '45334'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
- first_name: J.
  full_name: Blomberg, J.
  last_name: Blomberg
- first_name: C.
  full_name: Leopold, C.
  last_name: Leopold
citation:
  ama: 'Schönherr J, Schukajlow S, Blomberg J, Leopold C. Effects of drawing instructions
    and strategic knowledge on mathematical modeling performance: Mediated by the
    use of the drawing strategy. <i>Applied Cognitive Psychology, ac3930</i>. 2022;36(2):402-417.
    doi:<a href="https://doi.org/10.1002/acp.3930">10.1002/acp.3930</a>'
  apa: 'Schönherr, J., Schukajlow, S., Blomberg, J., &#38; Leopold, C. (2022). Effects
    of drawing instructions and strategic knowledge on mathematical modeling performance:
    Mediated by the use of the drawing strategy. <i>Applied Cognitive Psychology,
    Ac3930</i>, <i>36</i>(2), 402–417. <a href="https://doi.org/10.1002/acp.3930">https://doi.org/10.1002/acp.3930</a>'
  bibtex: '@article{Schönherr_Schukajlow_Blomberg_Leopold_2022, title={Effects of
    drawing instructions and strategic knowledge on mathematical modeling performance:
    Mediated by the use of the drawing strategy}, volume={36}, DOI={<a href="https://doi.org/10.1002/acp.3930">10.1002/acp.3930</a>},
    number={2}, journal={Applied Cognitive Psychology, ac3930}, author={Schönherr,
    Johanna and Schukajlow, S. and Blomberg, J. and Leopold, C.}, year={2022}, pages={402–417}
    }'
  chicago: 'Schönherr, Johanna, S. Schukajlow, J. Blomberg, and C. Leopold. “Effects
    of Drawing Instructions and Strategic Knowledge on Mathematical Modeling Performance:
    Mediated by the Use of the Drawing Strategy.” <i>Applied Cognitive Psychology,
    Ac3930</i> 36, no. 2 (2022): 402–17. <a href="https://doi.org/10.1002/acp.3930">https://doi.org/10.1002/acp.3930</a>.'
  ieee: 'J. Schönherr, S. Schukajlow, J. Blomberg, and C. Leopold, “Effects of drawing
    instructions and strategic knowledge on mathematical modeling performance: Mediated
    by the use of the drawing strategy,” <i>Applied Cognitive Psychology, ac3930</i>,
    vol. 36, no. 2, pp. 402–417, 2022, doi: <a href="https://doi.org/10.1002/acp.3930">10.1002/acp.3930</a>.'
  mla: 'Schönherr, Johanna, et al. “Effects of Drawing Instructions and Strategic
    Knowledge on Mathematical Modeling Performance: Mediated by the Use of the Drawing
    Strategy.” <i>Applied Cognitive Psychology, Ac3930</i>, vol. 36, no. 2, 2022,
    pp. 402–17, doi:<a href="https://doi.org/10.1002/acp.3930">10.1002/acp.3930</a>.'
  short: J. Schönherr, S. Schukajlow, J. Blomberg, C. Leopold, Applied Cognitive Psychology,
    Ac3930 36 (2022) 402–417.
date_created: 2023-05-29T17:25:47Z
date_updated: 2024-05-02T07:56:23Z
department:
- _id: '913'
doi: 10.1002/acp.3930
extern: '1'
intvolume: '        36'
issue: '2'
language:
- iso: eng
page: 402-417
publication: Applied Cognitive Psychology, ac3930
publication_status: published
status: public
title: 'Effects of drawing instructions and strategic knowledge on mathematical modeling
  performance: Mediated by the use of the drawing strategy'
type: journal_article
user_id: '99409'
volume: 36
year: '2022'
...
---
_id: '45339'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
- first_name: C.
  full_name: Leopold, C.
  last_name: Leopold
citation:
  ama: 'Schönherr J, Schukajlow S, Leopold C. Drawing instructions, strategic knowledge,
    strategy-based motivation, and students’ use of drawings. In: <i>Proceedings of
    the 45th PME Conference</i>. Vol 3. ; 2022:347–354.'
  apa: Schönherr, J., Schukajlow, S., &#38; Leopold, C. (2022). Drawing instructions,
    strategic knowledge, strategy-based motivation, and students’ use of drawings.
    <i>Proceedings of the 45th PME Conference</i>, <i>3</i>, 347–354.
  bibtex: '@inproceedings{Schönherr_Schukajlow_Leopold_2022, title={Drawing instructions,
    strategic knowledge, strategy-based motivation, and students’ use of drawings},
    volume={3}, booktitle={Proceedings of the 45th PME Conference}, author={Schönherr,
    Johanna and Schukajlow, S. and Leopold, C.}, year={2022}, pages={347–354} }'
  chicago: Schönherr, Johanna, S. Schukajlow, and C. Leopold. “Drawing Instructions,
    Strategic Knowledge, Strategy-Based Motivation, and Students’ Use of Drawings.”
    In <i>Proceedings of the 45th PME Conference</i>, 3:347–354, 2022.
  ieee: J. Schönherr, S. Schukajlow, and C. Leopold, “Drawing instructions, strategic
    knowledge, strategy-based motivation, and students’ use of drawings,” in <i>Proceedings
    of the 45th PME Conference</i>, 2022, vol. 3, pp. 347–354.
  mla: Schönherr, Johanna, et al. “Drawing Instructions, Strategic Knowledge, Strategy-Based
    Motivation, and Students’ Use of Drawings.” <i>Proceedings of the 45th PME Conference</i>,
    vol. 3, 2022, pp. 347–354.
  short: 'J. Schönherr, S. Schukajlow, C. Leopold, in: Proceedings of the 45th PME
    Conference, 2022, pp. 347–354.'
date_created: 2023-05-29T17:34:03Z
date_updated: 2024-05-02T07:56:41Z
department:
- _id: '913'
extern: '1'
intvolume: '         3'
language:
- iso: eng
page: 347–354
publication: Proceedings of the 45th PME Conference
publication_status: published
status: public
title: Drawing instructions, strategic knowledge, strategy-based motivation, and students'
  use of drawings
type: conference
user_id: '99409'
volume: 3
year: '2022'
...
---
_id: '45335'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
- first_name: J.
  full_name: Blomberg, J.
  last_name: Blomberg
citation:
  ama: Schönherr J, Schukajlow S, Blomberg J. Was ist eine gute Skizze? Strategiewissen
    beim mathematischen Modellieren im Bereich der Geometrie fördern. <i>mathematik
    lehren</i>. 2021;224:22–27.
  apa: Schönherr, J., Schukajlow, S., &#38; Blomberg, J. (2021). Was ist eine gute
    Skizze? Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie
    fördern. <i>mathematik lehren</i>, <i>224</i>, 22–27.
  bibtex: '@article{Schönherr_Schukajlow_Blomberg_2021, title={Was ist eine gute Skizze?
    Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie fördern},
    volume={224}, journal={mathematik lehren}, author={Schönherr, Johanna and Schukajlow,
    S. and Blomberg, J.}, year={2021}, pages={22–27} }'
  chicago: 'Schönherr, Johanna, S. Schukajlow, and J. Blomberg. “Was ist eine gute
    Skizze? Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie
    fördern.” <i>mathematik lehren</i> 224 (2021): 22–27.'
  ieee: J. Schönherr, S. Schukajlow, and J. Blomberg, “Was ist eine gute Skizze? Strategiewissen
    beim mathematischen Modellieren im Bereich der Geometrie fördern,” <i>mathematik
    lehren</i>, vol. 224, pp. 22–27, 2021.
  mla: Schönherr, Johanna, et al. “Was ist eine gute Skizze? Strategiewissen beim
    mathematischen Modellieren im Bereich der Geometrie fördern.” <i>mathematik lehren</i>,
    vol. 224, 2021, pp. 22–27.
  short: J. Schönherr, S. Schukajlow, J. Blomberg, mathematik lehren 224 (2021) 22–27.
date_created: 2023-05-29T17:28:42Z
date_updated: 2024-04-30T13:43:43Z
department:
- _id: '913'
extern: '1'
intvolume: '       224'
language:
- iso: ger
page: 22–27
publication: mathematik lehren
publication_status: published
status: public
title: Was ist eine gute Skizze? Strategiewissen beim mathematischen Modellieren im
  Bereich der Geometrie fördern
type: journal_article
user_id: '99409'
volume: 224
year: '2021'
...
---
_id: '45333'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
- first_name: J.
  full_name: Blomberg, J.
  last_name: Blomberg
- first_name: C.
  full_name: Leopold, C.
  last_name: Leopold
citation:
  ama: Schönherr J, Schukajlow S, Blomberg J, Leopold C. Does strategic knowledge
    matter? Effects of strategic knowledge about drawing on students’ modeling competencies
    in the domain of geometry. <i>Mathematical Thinking and Learning</i>. Published
    online 2021. doi:<a href="https://doi.org/10.1080/10986065.2021.2012741">10.1080/10986065.2021.2012741</a>
  apa: Schönherr, J., Schukajlow, S., Blomberg, J., &#38; Leopold, C. (2021). Does
    strategic knowledge matter? Effects of strategic knowledge about drawing on students’
    modeling competencies in the domain of geometry. <i>Mathematical Thinking and
    Learning</i>. <a href="https://doi.org/10.1080/10986065.2021.2012741">https://doi.org/10.1080/10986065.2021.2012741</a>
  bibtex: '@article{Schönherr_Schukajlow_Blomberg_Leopold_2021, title={Does strategic
    knowledge matter? Effects of strategic knowledge about drawing on students’ modeling
    competencies in the domain of geometry}, DOI={<a href="https://doi.org/10.1080/10986065.2021.2012741">10.1080/10986065.2021.2012741</a>},
    journal={Mathematical Thinking and Learning}, author={Schönherr, Johanna and Schukajlow,
    S. and Blomberg, J. and Leopold, C.}, year={2021} }'
  chicago: Schönherr, Johanna, S. Schukajlow, J. Blomberg, and C. Leopold. “Does Strategic
    Knowledge Matter? Effects of Strategic Knowledge about Drawing on Students’ Modeling
    Competencies in the Domain of Geometry.” <i>Mathematical Thinking and Learning</i>,
    2021. <a href="https://doi.org/10.1080/10986065.2021.2012741">https://doi.org/10.1080/10986065.2021.2012741</a>.
  ieee: 'J. Schönherr, S. Schukajlow, J. Blomberg, and C. Leopold, “Does strategic
    knowledge matter? Effects of strategic knowledge about drawing on students’ modeling
    competencies in the domain of geometry,” <i>Mathematical Thinking and Learning</i>,
    2021, doi: <a href="https://doi.org/10.1080/10986065.2021.2012741">10.1080/10986065.2021.2012741</a>.'
  mla: Schönherr, Johanna, et al. “Does Strategic Knowledge Matter? Effects of Strategic
    Knowledge about Drawing on Students’ Modeling Competencies in the Domain of Geometry.”
    <i>Mathematical Thinking and Learning</i>, 2021, doi:<a href="https://doi.org/10.1080/10986065.2021.2012741">10.1080/10986065.2021.2012741</a>.
  short: J. Schönherr, S. Schukajlow, J. Blomberg, C. Leopold, Mathematical Thinking
    and Learning (2021).
date_created: 2023-05-29T17:22:24Z
date_updated: 2024-05-02T07:55:51Z
department:
- _id: '913'
doi: 10.1080/10986065.2021.2012741
extern: '1'
language:
- iso: eng
publication: Mathematical Thinking and Learning
publication_status: published
status: public
title: Does strategic knowledge matter? Effects of strategic knowledge about drawing
  on students’ modeling competencies in the domain of geometry
type: journal_article
user_id: '99409'
year: '2021'
...
---
_id: '45342'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: J.
  full_name: Blomberg, J.
  last_name: Blomberg
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
- first_name: C.
  full_name: Leopold, C.
  last_name: Leopold
citation:
  ama: Schönherr J, Blomberg J, Schukajlow S, Leopold C. Do emotions and prior performance
    facilitate the use of the learner-generated drawing strategy? Effects of enjoyment,
    anxiety, and intramathematical performance on the use of the drawing strategy
    and modelling performance. <i>Contemporary Educational Psychology</i>. 2021;65.
    doi:<a href="https://doi.org/10.1016/j.cedpsych.2021.101967">10.1016/j.cedpsych.2021.101967</a>
  apa: Schönherr, J., Blomberg, J., Schukajlow, S., &#38; Leopold, C. (2021). Do emotions
    and prior performance facilitate the use of the learner-generated drawing strategy?
    Effects of enjoyment, anxiety, and intramathematical performance on the use of
    the drawing strategy and modelling performance. <i>Contemporary Educational Psychology</i>,
    <i>65</i>. <a href="https://doi.org/10.1016/j.cedpsych.2021.101967">https://doi.org/10.1016/j.cedpsych.2021.101967</a>
  bibtex: '@article{Schönherr_Blomberg_Schukajlow_Leopold_2021, title={Do emotions
    and prior performance facilitate the use of the learner-generated drawing strategy?
    Effects of enjoyment, anxiety, and intramathematical performance on the use of
    the drawing strategy and modelling performance}, volume={65}, DOI={<a href="https://doi.org/10.1016/j.cedpsych.2021.101967">10.1016/j.cedpsych.2021.101967</a>},
    journal={Contemporary Educational Psychology}, author={Schönherr, Johanna and
    Blomberg, J. and Schukajlow, S. and Leopold, C.}, year={2021} }'
  chicago: Schönherr, Johanna, J. Blomberg, S. Schukajlow, and C. Leopold. “Do Emotions
    and Prior Performance Facilitate the Use of the Learner-Generated Drawing Strategy?
    Effects of Enjoyment, Anxiety, and Intramathematical Performance on the Use of
    the Drawing Strategy and Modelling Performance.” <i>Contemporary Educational Psychology</i>
    65 (2021). <a href="https://doi.org/10.1016/j.cedpsych.2021.101967">https://doi.org/10.1016/j.cedpsych.2021.101967</a>.
  ieee: 'J. Schönherr, J. Blomberg, S. Schukajlow, and C. Leopold, “Do emotions and
    prior performance facilitate the use of the learner-generated drawing strategy?
    Effects of enjoyment, anxiety, and intramathematical performance on the use of
    the drawing strategy and modelling performance,” <i>Contemporary Educational Psychology</i>,
    vol. 65, 2021, doi: <a href="https://doi.org/10.1016/j.cedpsych.2021.101967">10.1016/j.cedpsych.2021.101967</a>.'
  mla: Schönherr, Johanna, et al. “Do Emotions and Prior Performance Facilitate the
    Use of the Learner-Generated Drawing Strategy? Effects of Enjoyment, Anxiety,
    and Intramathematical Performance on the Use of the Drawing Strategy and Modelling
    Performance.” <i>Contemporary Educational Psychology</i>, vol. 65, 2021, doi:<a
    href="https://doi.org/10.1016/j.cedpsych.2021.101967">10.1016/j.cedpsych.2021.101967</a>.
  short: J. Schönherr, J. Blomberg, S. Schukajlow, C. Leopold, Contemporary Educational
    Psychology 65 (2021).
date_created: 2023-05-29T17:37:24Z
date_updated: 2024-05-02T07:57:08Z
department:
- _id: '913'
doi: 10.1016/j.cedpsych.2021.101967
extern: '1'
intvolume: '        65'
language:
- iso: eng
publication: Contemporary Educational Psychology
publication_status: published
status: public
title: Do emotions and prior performance facilitate the use of the learner-generated
  drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance
  on the use of the drawing strategy and modelling performance
type: journal_article
user_id: '99409'
volume: 65
year: '2021'
...
---
_id: '45343'
article_number: '101561'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
- first_name: J.
  full_name: Blomberg, J.
  last_name: Blomberg
- first_name: C.
  full_name: Leopold, C.
  last_name: Leopold
citation:
  ama: 'Schönherr J, Schukajlow S, Blomberg J, Leopold C. The role of strategy-based
    motivation in mathematical problem solving: The case of learner-generated drawings.
    <i>Learning and Instruction</i>. 2021;80. doi:<a href="https://doi.org/10.1016/j.learninstruc.2021.101561">10.1016/j.learninstruc.2021.101561</a>'
  apa: 'Schönherr, J., Schukajlow, S., Blomberg, J., &#38; Leopold, C. (2021). The
    role of strategy-based motivation in mathematical problem solving: The case of
    learner-generated drawings. <i>Learning and Instruction</i>, <i>80</i>, Article
    101561. <a href="https://doi.org/10.1016/j.learninstruc.2021.101561">https://doi.org/10.1016/j.learninstruc.2021.101561</a>'
  bibtex: '@article{Schönherr_Schukajlow_Blomberg_Leopold_2021, title={The role of
    strategy-based motivation in mathematical problem solving: The case of learner-generated
    drawings}, volume={80}, DOI={<a href="https://doi.org/10.1016/j.learninstruc.2021.101561">10.1016/j.learninstruc.2021.101561</a>},
    number={101561}, journal={Learning and Instruction}, author={Schönherr, Johanna
    and Schukajlow, S. and Blomberg, J. and Leopold, C.}, year={2021} }'
  chicago: 'Schönherr, Johanna, S. Schukajlow, J. Blomberg, and C. Leopold. “The Role
    of Strategy-Based Motivation in Mathematical Problem Solving: The Case of Learner-Generated
    Drawings.” <i>Learning and Instruction</i> 80 (2021). <a href="https://doi.org/10.1016/j.learninstruc.2021.101561">https://doi.org/10.1016/j.learninstruc.2021.101561</a>.'
  ieee: 'J. Schönherr, S. Schukajlow, J. Blomberg, and C. Leopold, “The role of strategy-based
    motivation in mathematical problem solving: The case of learner-generated drawings,”
    <i>Learning and Instruction</i>, vol. 80, Art. no. 101561, 2021, doi: <a href="https://doi.org/10.1016/j.learninstruc.2021.101561">10.1016/j.learninstruc.2021.101561</a>.'
  mla: 'Schönherr, Johanna, et al. “The Role of Strategy-Based Motivation in Mathematical
    Problem Solving: The Case of Learner-Generated Drawings.” <i>Learning and Instruction</i>,
    vol. 80, 101561, 2021, doi:<a href="https://doi.org/10.1016/j.learninstruc.2021.101561">10.1016/j.learninstruc.2021.101561</a>.'
  short: J. Schönherr, S. Schukajlow, J. Blomberg, C. Leopold, Learning and Instruction
    80 (2021).
date_created: 2023-05-29T17:39:15Z
date_updated: 2023-06-20T19:29:54Z
department:
- _id: '97'
doi: 10.1016/j.learninstruc.2021.101561
extern: '1'
intvolume: '        80'
language:
- iso: eng
publication: Learning and Instruction
publication_status: published
status: public
title: 'The role of strategy-based motivation in mathematical problem solving: The
  case of learner-generated drawings'
type: journal_article
user_id: '49063'
volume: 80
year: '2021'
...
---
_id: '45330'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: J.
  full_name: Blomberg, J.
  last_name: Blomberg
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
- first_name: J.
  full_name: Rellensmann, J.
  last_name: Rellensmann
citation:
  ama: 'Schönherr J, Blomberg J, Schukajlow S, Rellensmann J. “Why don’t you make
    a drawing?" Motivation and strategy use in mathematical modelling. In: Inprasitha
    M, Changsri N, Boonsena N, eds. <i>Proceedings of the 44th Conference of the International
    Group for the Psychology of Mathematics Education: PME</i>. ; 2020:46–54.'
  apa: 'Schönherr, J., Blomberg, J., Schukajlow, S., &#38; Rellensmann, J. (2020).
    “Why don’t you make a drawing?" Motivation and strategy use in mathematical modelling.
    In M. Inprasitha, N. Changsri, &#38; N. Boonsena (Eds.), <i>Proceedings of the
    44th Conference of the International Group for the Psychology of Mathematics Education:
    PME</i> (pp. 46–54).'
  bibtex: '@inproceedings{Schönherr_Blomberg_Schukajlow_Rellensmann_2020, title={“Why
    don’t you make a drawing?" Motivation and strategy use in mathematical modelling},
    booktitle={Proceedings of the 44th Conference of the International Group for the
    Psychology of Mathematics Education: PME}, author={Schönherr, Johanna and Blomberg,
    J. and Schukajlow, S. and Rellensmann, J.}, editor={Inprasitha, M. and Changsri,
    N. and Boonsena, N.}, year={2020}, pages={46–54} }'
  chicago: 'Schönherr, Johanna, J. Blomberg, S. Schukajlow, and J. Rellensmann. ““Why
    Don’t You Make a Drawing?" Motivation and Strategy Use in Mathematical Modelling.”
    In <i>Proceedings of the 44th Conference of the International Group for the Psychology
    of Mathematics Education: PME</i>, edited by M. Inprasitha, N. Changsri, and N.
    Boonsena, 46–54, 2020.'
  ieee: 'J. Schönherr, J. Blomberg, S. Schukajlow, and J. Rellensmann, ““Why don’t
    you make a drawing?" Motivation and strategy use in mathematical modelling,” in
    <i>Proceedings of the 44th Conference of the International Group for the Psychology
    of Mathematics Education: PME</i>, 2020, pp. 46–54.'
  mla: 'Schönherr, Johanna, et al. ““Why Don’t You Make a Drawing?" Motivation and
    Strategy Use in Mathematical Modelling.” <i>Proceedings of the 44th Conference
    of the International Group for the Psychology of Mathematics Education: PME</i>,
    edited by M. Inprasitha et al., 2020, pp. 46–54.'
  short: 'J. Schönherr, J. Blomberg, S. Schukajlow, J. Rellensmann, in: M. Inprasitha,
    N. Changsri, N. Boonsena (Eds.), Proceedings of the 44th Conference of the International
    Group for the Psychology of Mathematics Education: PME, 2020, pp. 46–54.'
date_created: 2023-05-29T17:14:34Z
date_updated: 2023-06-20T19:29:15Z
department:
- _id: '97'
editor:
- first_name: M.
  full_name: Inprasitha, M.
  last_name: Inprasitha
- first_name: N.
  full_name: Changsri, N.
  last_name: Changsri
- first_name: N.
  full_name: Boonsena, N.
  last_name: Boonsena
extern: '1'
language:
- iso: eng
page: 46–54
publication: 'Proceedings of the 44th Conference of the International Group for the
  Psychology of Mathematics Education: PME'
publication_status: published
status: public
title: “Why don’t you make a drawing?" Motivation and strategy use in mathematical
  modelling
type: conference
user_id: '49063'
year: '2020'
...
---
_id: '45338'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
- first_name: C.
  full_name: Leopold, C.
  last_name: Leopold
citation:
  ama: Schönherr J, Schukajlow S, Leopold C. Measuring and investigating strategic
    knowledge about drawing to solve geometry modelling problems. <i>ZDM – Mathematics
    Education</i>. 2020;52(1):97–110. doi:<a href="https://doi.org/10.1007/s11858-019-01085-1">10.1007/s11858-019-01085-1</a>
  apa: Schönherr, J., Schukajlow, S., &#38; Leopold, C. (2020). Measuring and investigating
    strategic knowledge about drawing to solve geometry modelling problems. <i>ZDM
    – Mathematics Education</i>, <i>52</i>(1), 97–110. <a href="https://doi.org/10.1007/s11858-019-01085-1">https://doi.org/10.1007/s11858-019-01085-1</a>
  bibtex: '@article{Schönherr_Schukajlow_Leopold_2020, title={Measuring and investigating
    strategic knowledge about drawing to solve geometry modelling problems}, volume={52},
    DOI={<a href="https://doi.org/10.1007/s11858-019-01085-1">10.1007/s11858-019-01085-1</a>},
    number={1}, journal={ZDM – Mathematics Education}, author={Schönherr, Johanna
    and Schukajlow, S. and Leopold, C.}, year={2020}, pages={97–110} }'
  chicago: 'Schönherr, Johanna, S. Schukajlow, and C. Leopold. “Measuring and Investigating
    Strategic Knowledge about Drawing to Solve Geometry Modelling Problems.” <i>ZDM
    – Mathematics Education</i> 52, no. 1 (2020): 97–110. <a href="https://doi.org/10.1007/s11858-019-01085-1">https://doi.org/10.1007/s11858-019-01085-1</a>.'
  ieee: 'J. Schönherr, S. Schukajlow, and C. Leopold, “Measuring and investigating
    strategic knowledge about drawing to solve geometry modelling problems,” <i>ZDM
    – Mathematics Education</i>, vol. 52, no. 1, pp. 97–110, 2020, doi: <a href="https://doi.org/10.1007/s11858-019-01085-1">10.1007/s11858-019-01085-1</a>.'
  mla: Schönherr, Johanna, et al. “Measuring and Investigating Strategic Knowledge
    about Drawing to Solve Geometry Modelling Problems.” <i>ZDM – Mathematics Education</i>,
    vol. 52, no. 1, 2020, pp. 97–110, doi:<a href="https://doi.org/10.1007/s11858-019-01085-1">10.1007/s11858-019-01085-1</a>.
  short: J. Schönherr, S. Schukajlow, C. Leopold, ZDM – Mathematics Education 52 (2020)
    97–110.
date_created: 2023-05-29T17:32:02Z
date_updated: 2023-06-20T19:29:35Z
department:
- _id: '97'
doi: 10.1007/s11858-019-01085-1
extern: '1'
intvolume: '        52'
issue: '1'
language:
- iso: eng
page: 97–110
publication: ZDM – Mathematics Education
publication_status: published
status: public
title: Measuring and investigating strategic knowledge about drawing to solve geometry
  modelling problems
type: journal_article
user_id: '49063'
volume: 52
year: '2020'
...
---
_id: '45331'
alternative_title:
- (Studien zur theoretischen und empirischen Forschung in der Mathematikdidaktik)
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
citation:
  ama: 'Schönherr J. <i>Selbst erstellte Skizzen beim mathematischen Modellieren:
    Ergebnisse einer empirischen Untersuchung [Self-generated drawings for modelling
    problems: Findings of an empirical study]</i>. Springer Spektrum; 2019.'
  apa: 'Schönherr, J. (2019). <i>Selbst erstellte Skizzen beim mathematischen Modellieren:
    Ergebnisse einer empirischen Untersuchung [Self-generated drawings for modelling
    problems: Findings of an empirical study]</i>. Springer Spektrum.'
  bibtex: '@book{Schönherr_2019, place={Wiesbaden}, title={Selbst erstellte Skizzen
    beim mathematischen Modellieren: Ergebnisse einer empirischen Untersuchung [Self-generated
    drawings for modelling problems: Findings of an empirical study]}, publisher={Springer
    Spektrum}, author={Schönherr, Johanna}, year={2019} }'
  chicago: 'Schönherr, Johanna. <i>Selbst erstellte Skizzen beim mathematischen Modellieren:
    Ergebnisse einer empirischen Untersuchung [Self-generated drawings for modelling
    problems: Findings of an empirical study]</i>. Wiesbaden: Springer Spektrum, 2019.'
  ieee: 'J. Schönherr, <i>Selbst erstellte Skizzen beim mathematischen Modellieren:
    Ergebnisse einer empirischen Untersuchung [Self-generated drawings for modelling
    problems: Findings of an empirical study]</i>. Wiesbaden: Springer Spektrum, 2019.'
  mla: 'Schönherr, Johanna. <i>Selbst erstellte Skizzen beim mathematischen Modellieren:
    Ergebnisse einer empirischen Untersuchung [Self-generated drawings for modelling
    problems: Findings of an empirical study]</i>. Springer Spektrum, 2019.'
  short: 'J. Schönherr, Selbst erstellte Skizzen beim mathematischen Modellieren:
    Ergebnisse einer empirischen Untersuchung [Self-generated drawings for modelling
    problems: Findings of an empirical study], Springer Spektrum, Wiesbaden, 2019.'
date_created: 2023-05-29T17:17:11Z
date_updated: 2023-06-20T19:29:45Z
department:
- _id: '97'
extern: '1'
language:
- iso: ger
place: Wiesbaden
publication_status: published
publisher: Springer Spektrum
status: public
title: 'Selbst erstellte Skizzen beim mathematischen Modellieren: Ergebnisse einer
  empirischen Untersuchung [Self-generated drawings for modelling problems: Findings
  of an empirical study]'
type: book
user_id: '49063'
year: '2019'
...
---
_id: '45341'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
citation:
  ama: Schönherr J, Schukajlow S. Does students’ interest in a mathematical problem
    depend on the problem’s connection to reality? An analysis of students’ interest
    and pre-service teachers’ judgments of students’ interest in problems with and
    without a connection to reality. <i>ZDM Mathematics Education</i>. 2017;49(3):367–378.
    doi:<a href="https://doi.org/10.1007/s11858-016-0819-3">10.1007/s11858-016-0819-3</a>
  apa: Schönherr, J., &#38; Schukajlow, S. (2017). Does students’ interest in a mathematical
    problem depend on the problem’s connection to reality? An analysis of students’
    interest and pre-service teachers’ judgments of students’ interest in problems
    with and without a connection to reality. <i>ZDM Mathematics Education</i>, <i>49</i>(3),
    367–378. <a href="https://doi.org/10.1007/s11858-016-0819-3">https://doi.org/10.1007/s11858-016-0819-3</a>
  bibtex: '@article{Schönherr_Schukajlow_2017, title={Does students’ interest in a
    mathematical problem depend on the problem’s connection to reality? An analysis
    of students’ interest and pre-service teachers’ judgments of students’ interest
    in problems with and without a connection to reality}, volume={49}, DOI={<a href="https://doi.org/10.1007/s11858-016-0819-3">10.1007/s11858-016-0819-3</a>},
    number={3}, journal={ZDM Mathematics Education}, author={Schönherr, Johanna and
    Schukajlow, S.}, year={2017}, pages={367–378} }'
  chicago: 'Schönherr, Johanna, and S. Schukajlow. “Does Students’ Interest in a Mathematical
    Problem Depend on the Problem’s Connection to Reality? An Analysis of Students’
    Interest and Pre-Service Teachers’ Judgments of Students’ Interest in Problems
    with and without a Connection to Reality.” <i>ZDM Mathematics Education</i> 49,
    no. 3 (2017): 367–378. <a href="https://doi.org/10.1007/s11858-016-0819-3">https://doi.org/10.1007/s11858-016-0819-3</a>.'
  ieee: 'J. Schönherr and S. Schukajlow, “Does students’ interest in a mathematical
    problem depend on the problem’s connection to reality? An analysis of students’
    interest and pre-service teachers’ judgments of students’ interest in problems
    with and without a connection to reality,” <i>ZDM Mathematics Education</i>, vol.
    49, no. 3, pp. 367–378, 2017, doi: <a href="https://doi.org/10.1007/s11858-016-0819-3">10.1007/s11858-016-0819-3</a>.'
  mla: Schönherr, Johanna, and S. Schukajlow. “Does Students’ Interest in a Mathematical
    Problem Depend on the Problem’s Connection to Reality? An Analysis of Students’
    Interest and Pre-Service Teachers’ Judgments of Students’ Interest in Problems
    with and without a Connection to Reality.” <i>ZDM Mathematics Education</i>, vol.
    49, no. 3, 2017, pp. 367–378, doi:<a href="https://doi.org/10.1007/s11858-016-0819-3">10.1007/s11858-016-0819-3</a>.
  short: J. Schönherr, S. Schukajlow, ZDM Mathematics Education 49 (2017) 367–378.
date_created: 2023-05-29T17:36:26Z
date_updated: 2023-06-20T19:24:05Z
department:
- _id: '97'
doi: 10.1007/s11858-016-0819-3
extern: '1'
intvolume: '        49'
issue: '3'
language:
- iso: eng
page: 367–378
publication: ZDM Mathematics Education
publication_status: published
status: public
title: Does students’ interest in a mathematical problem depend on the problem’s connection
  to reality? An analysis of students’ interest and pre-service teachers’ judgments
  of students’ interest in problems with and without a connection to reality
type: journal_article
user_id: '49063'
volume: 49
year: '2017'
...
---
_id: '45340'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
citation:
  ama: Schönherr J, Schukajlow S. Do students enjoy computing a triangle’s side? Enjoyment
    and boredom while solving problems with and without a connection to reality from
    students’ and pre-service teachers’ perspectives. <i>Journal für Mathematik-Didaktik</i>.
    2017;39:171–196. doi:<a href="https://doi.org/10.1007/s13138-017-0123-y">10.1007/s13138-017-0123-y</a>
  apa: Schönherr, J., &#38; Schukajlow, S. (2017). Do students enjoy computing a triangle’s
    side? Enjoyment and boredom while solving problems with and without a connection
    to reality from students’ and pre-service teachers’ perspectives. <i>Journal Für
    Mathematik-Didaktik</i>, <i>39</i>, 171–196. <a href="https://doi.org/10.1007/s13138-017-0123-y">https://doi.org/10.1007/s13138-017-0123-y</a>
  bibtex: '@article{Schönherr_Schukajlow_2017, title={Do students enjoy computing
    a triangle’s side? Enjoyment and boredom while solving problems with and without
    a connection to reality from students’ and pre-service teachers’ perspectives},
    volume={39}, DOI={<a href="https://doi.org/10.1007/s13138-017-0123-y">10.1007/s13138-017-0123-y</a>},
    journal={Journal für Mathematik-Didaktik}, author={Schönherr, Johanna and Schukajlow,
    S.}, year={2017}, pages={171–196} }'
  chicago: 'Schönherr, Johanna, and S. Schukajlow. “Do Students Enjoy Computing a
    Triangle’s Side? Enjoyment and Boredom While Solving Problems with and without
    a Connection to Reality from Students’ and Pre-Service Teachers’ Perspectives.”
    <i>Journal Für Mathematik-Didaktik</i> 39 (2017): 171–196. <a href="https://doi.org/10.1007/s13138-017-0123-y">https://doi.org/10.1007/s13138-017-0123-y</a>.'
  ieee: 'J. Schönherr and S. Schukajlow, “Do students enjoy computing a triangle’s
    side? Enjoyment and boredom while solving problems with and without a connection
    to reality from students’ and pre-service teachers’ perspectives,” <i>Journal
    für Mathematik-Didaktik</i>, vol. 39, pp. 171–196, 2017, doi: <a href="https://doi.org/10.1007/s13138-017-0123-y">10.1007/s13138-017-0123-y</a>.'
  mla: Schönherr, Johanna, and S. Schukajlow. “Do Students Enjoy Computing a Triangle’s
    Side? Enjoyment and Boredom While Solving Problems with and without a Connection
    to Reality from Students’ and Pre-Service Teachers’ Perspectives.” <i>Journal
    Für Mathematik-Didaktik</i>, vol. 39, 2017, pp. 171–196, doi:<a href="https://doi.org/10.1007/s13138-017-0123-y">10.1007/s13138-017-0123-y</a>.
  short: J. Schönherr, S. Schukajlow, Journal Für Mathematik-Didaktik 39 (2017) 171–196.
date_created: 2023-05-29T17:35:31Z
date_updated: 2023-06-20T19:27:09Z
department:
- _id: '97'
doi: 10.1007/s13138-017-0123-y
extern: '1'
intvolume: '        39'
language:
- iso: eng
page: 171–196
publication: Journal für Mathematik-Didaktik
publication_status: published
status: public
title: Do students enjoy computing a triangle’s side? Enjoyment and boredom while
  solving problems with and without a connection to reality from students’ and pre-service
  teachers’ perspectives
type: journal_article
user_id: '49063'
volume: 39
year: '2017'
...
---
_id: '45336'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
- first_name: C.
  full_name: Leopold, C.
  last_name: Leopold
citation:
  ama: Schönherr J, Schukajlow S, Leopold C. Make a drawing. Effects of strategic
    knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling
    performance. <i>Educational Studies in Mathematics</i>. 2017;95(1):53–78. doi:<a
    href="https://doi.org/10.1007/s10649-016-9736-1">10.1007/s10649-016-9736-1</a>
  apa: Schönherr, J., Schukajlow, S., &#38; Leopold, C. (2017). Make a drawing. Effects
    of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical
    modelling performance. <i>Educational Studies in Mathematics</i>, <i>95</i>(1),
    53–78. <a href="https://doi.org/10.1007/s10649-016-9736-1">https://doi.org/10.1007/s10649-016-9736-1</a>
  bibtex: '@article{Schönherr_Schukajlow_Leopold_2017, title={Make a drawing. Effects
    of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical
    modelling performance}, volume={95}, DOI={<a href="https://doi.org/10.1007/s10649-016-9736-1">10.1007/s10649-016-9736-1</a>},
    number={1}, journal={Educational Studies in Mathematics}, author={Schönherr, Johanna
    and Schukajlow, S. and Leopold, C.}, year={2017}, pages={53–78} }'
  chicago: 'Schönherr, Johanna, S. Schukajlow, and C. Leopold. “Make a Drawing. Effects
    of Strategic Knowledge, Drawing Accuracy, and Type of Drawing on Students’ Mathematical
    Modelling Performance.” <i>Educational Studies in Mathematics</i> 95, no. 1 (2017):
    53–78. <a href="https://doi.org/10.1007/s10649-016-9736-1">https://doi.org/10.1007/s10649-016-9736-1</a>.'
  ieee: 'J. Schönherr, S. Schukajlow, and C. Leopold, “Make a drawing. Effects of
    strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical
    modelling performance,” <i>Educational Studies in Mathematics</i>, vol. 95, no.
    1, pp. 53–78, 2017, doi: <a href="https://doi.org/10.1007/s10649-016-9736-1">10.1007/s10649-016-9736-1</a>.'
  mla: Schönherr, Johanna, et al. “Make a Drawing. Effects of Strategic Knowledge,
    Drawing Accuracy, and Type of Drawing on Students’ Mathematical Modelling Performance.”
    <i>Educational Studies in Mathematics</i>, vol. 95, no. 1, 2017, pp. 53–78, doi:<a
    href="https://doi.org/10.1007/s10649-016-9736-1">10.1007/s10649-016-9736-1</a>.
  short: J. Schönherr, S. Schukajlow, C. Leopold, Educational Studies in Mathematics
    95 (2017) 53–78.
date_created: 2023-05-29T17:30:08Z
date_updated: 2023-06-20T19:26:57Z
department:
- _id: '97'
doi: 10.1007/s10649-016-9736-1
extern: '1'
intvolume: '        95'
issue: '1'
language:
- iso: eng
page: 53–78
publication: Educational Studies in Mathematics
publication_status: published
status: public
title: Make a drawing. Effects of strategic knowledge, drawing accuracy, and type
  of drawing on students’ mathematical modelling performance
type: journal_article
user_id: '49063'
volume: 95
year: '2017'
...
---
_id: '45332'
author:
- first_name: Johanna
  full_name: Schönherr, Johanna
  id: '99409'
  last_name: Schönherr
- first_name: S.
  full_name: Schukajlow, S.
  last_name: Schukajlow
citation:
  ama: 'Schönherr J, Schukajlow S. Are mathematical problems boring? Boredom while
    solving problems with and without a connection to reality from students’ and pre-service
    teachers’ perspectives. In: Csíkos C, Rausch A, Szitányi J, eds. <i>Proceedings
    of the 40th Conference of the International Group for the Psychology of Mathematics
    Education</i>. Vol 4. PME; 2016:131–138.'
  apa: Schönherr, J., &#38; Schukajlow, S. (2016). Are mathematical problems boring?
    Boredom while solving problems with and without a connection to reality from students’
    and pre-service teachers’ perspectives. In C. Csíkos, A. Rausch, &#38; J. Szitányi
    (Eds.), <i>Proceedings of the 40th Conference of the International Group for the
    Psychology of Mathematics Education</i> (Vol. 4, pp. 131–138). PME.
  bibtex: '@inproceedings{Schönherr_Schukajlow_2016, place={Szeged, Hungary}, title={Are
    mathematical problems boring? Boredom while solving problems with and without
    a connection to reality from students’ and pre-service teachers’ perspectives},
    volume={4}, booktitle={Proceedings of the 40th Conference of the International
    Group for the Psychology of Mathematics Education}, publisher={PME}, author={Schönherr,
    Johanna and Schukajlow, S.}, editor={Csíkos, C. and Rausch, A. and Szitányi, J.},
    year={2016}, pages={131–138} }'
  chicago: 'Schönherr, Johanna, and S. Schukajlow. “Are Mathematical Problems Boring?
    Boredom While Solving Problems with and without a Connection to Reality from Students’
    and Pre-Service Teachers’ Perspectives.” In <i>Proceedings of the 40th Conference
    of the International Group for the Psychology of Mathematics Education</i>, edited
    by C. Csíkos, A. Rausch, and J. Szitányi, 4:131–138. Szeged, Hungary: PME, 2016.'
  ieee: J. Schönherr and S. Schukajlow, “Are mathematical problems boring? Boredom
    while solving problems with and without a connection to reality from students’
    and pre-service teachers’ perspectives,” in <i>Proceedings of the 40th Conference
    of the International Group for the Psychology of Mathematics Education</i>, 2016,
    vol. 4, pp. 131–138.
  mla: Schönherr, Johanna, and S. Schukajlow. “Are Mathematical Problems Boring? Boredom
    While Solving Problems with and without a Connection to Reality from Students’
    and Pre-Service Teachers’ Perspectives.” <i>Proceedings of the 40th Conference
    of the International Group for the Psychology of Mathematics Education</i>, edited
    by C. Csíkos et al., vol. 4, PME, 2016, pp. 131–138.
  short: 'J. Schönherr, S. Schukajlow, in: C. Csíkos, A. Rausch, J. Szitányi (Eds.),
    Proceedings of the 40th Conference of the International Group for the Psychology
    of Mathematics Education, PME, Szeged, Hungary, 2016, pp. 131–138.'
date_created: 2023-05-29T17:19:30Z
date_updated: 2023-06-20T19:28:57Z
department:
- _id: '97'
editor:
- first_name: C.
  full_name: Csíkos, C.
  last_name: Csíkos
- first_name: A.
  full_name: Rausch, A.
  last_name: Rausch
- first_name: J.
  full_name: Szitányi, J.
  last_name: Szitányi
extern: '1'
intvolume: '         4'
language:
- iso: eng
page: 131–138
place: Szeged, Hungary
publication: Proceedings of the 40th Conference of the International Group for the
  Psychology of Mathematics Education
publication_status: published
publisher: PME
status: public
title: Are mathematical problems boring? Boredom while solving problems with and without
  a connection to reality from students’ and pre-service teachers’ perspectives
type: conference_abstract
user_id: '49063'
volume: 4
year: '2016'
...