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Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik  Vom 29.08.2022 Bis 02.09.2022 in Frankfurt Am Main</i>, 1125–1128. <a href=\"https://doi.org/10.17877/DE290R-23392\">https://doi.org/10.17877/DE290R-23392</a>"},"file_date_updated":"2024-04-12T07:03:22Z","place":"Münster","has_accepted_license":"1","status":"public","ddc":["370","510"],"user_id":"31132","publisher":"WTM-Verlag","_id":"53439","page":"1125–1128"},{"citation":{"ama":"Leifeld M, Rezat S. Verstehen schriftlicher Rechenverfahren durch algorithmisches Denken am Beispiel der schriftlichen Subtraktion. In: <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik  Vom 29.08.2022 Bis 02.09.2022 in Frankfurt Am Main</i>. 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Hattermann, S. Rezat, R. Sträßer, in: Handbuch Der Mathematikdidaktik, Springer, Berlin, Heidelberg, 2023, pp. 201–242.","chicago":"Hattermann, Mathias, Sebastian Rezat, and Rudolf Sträßer. “Geometrie: Leitidee Raum Und Form.” In <i>Handbuch Der Mathematikdidaktik</i>, 201–242. Berlin, Heidelberg: Springer, 2023. <a href=\"https://doi.org/10.1007/978-3-662-66604-3_7\">https://doi.org/10.1007/978-3-662-66604-3_7</a>.","ieee":"M. Hattermann, S. Rezat, and R. Sträßer, “Geometrie: Leitidee Raum und Form,” in <i>Handbuch der Mathematikdidaktik</i>, Berlin, Heidelberg: Springer, 2023, pp. 201–242.","apa":"Hattermann, M., Rezat, S., &#38; Sträßer, R. (2023). Geometrie: Leitidee Raum und Form. In <i>Handbuch der Mathematikdidaktik</i> (pp. 201–242). Springer. <a href=\"https://doi.org/10.1007/978-3-662-66604-3_7\">https://doi.org/10.1007/978-3-662-66604-3_7</a>","bibtex":"@inbook{Hattermann_Rezat_Sträßer_2023, place={Berlin, Heidelberg}, title={Geometrie: Leitidee Raum und Form}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-66604-3_7\">10.1007/978-3-662-66604-3_7</a>}, booktitle={Handbuch der Mathematikdidaktik}, publisher={Springer}, author={Hattermann, Mathias and Rezat, Sebastian and Sträßer, Rudolf}, year={2023}, pages={201–242} }","ama":"Hattermann M, Rezat S, Sträßer R. Geometrie: Leitidee Raum und Form. In: <i>Handbuch Der Mathematikdidaktik</i>. 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Algebra: Leitidee Symbol und Formalisierung. In: <i>Handbuch Der Mathematikdidaktik</i>. Springer; 2023:123–158. doi:<a href=\"https://doi.org/10.1007/978-3-662-66604-3_5\">10.1007/978-3-662-66604-3_5</a>","mla":"Hefendehl-Hebeker, Lisa, and Sebastian Rezat. “Algebra: Leitidee Symbol Und Formalisierung.” <i>Handbuch Der Mathematikdidaktik</i>, Springer, 2023, pp. 123–158, doi:<a href=\"https://doi.org/10.1007/978-3-662-66604-3_5\">10.1007/978-3-662-66604-3_5</a>.","short":"L. Hefendehl-Hebeker, S. Rezat, in: Handbuch Der Mathematikdidaktik, Springer, Berlin, Heidelberg, 2023, pp. 123–158.","chicago":"Hefendehl-Hebeker, Lisa, and Sebastian Rezat. “Algebra: Leitidee Symbol Und Formalisierung.” In <i>Handbuch Der Mathematikdidaktik</i>, 123–158. Berlin, Heidelberg: Springer, 2023. <a href=\"https://doi.org/10.1007/978-3-662-66604-3_5\">https://doi.org/10.1007/978-3-662-66604-3_5</a>.","ieee":"L. Hefendehl-Hebeker and S. Rezat, “Algebra: Leitidee Symbol und Formalisierung,” in <i>Handbuch der Mathematikdidaktik</i>, Berlin, Heidelberg: Springer, 2023, pp. 123–158.","apa":"Hefendehl-Hebeker, L., &#38; Rezat, S. (2023). Algebra: Leitidee Symbol und Formalisierung. In <i>Handbuch der Mathematikdidaktik</i> (pp. 123–158). Springer. <a href=\"https://doi.org/10.1007/978-3-662-66604-3_5\">https://doi.org/10.1007/978-3-662-66604-3_5</a>"},"page":"123–158","publisher":"Springer","_id":"46955","language":[{"iso":"eng"}],"user_id":"31132","doi":"10.1007/978-3-662-66604-3_5","title":"Algebra: Leitidee Symbol und Formalisierung","year":"2023","status":"public","publication_identifier":{"isbn":["9783662666036","9783662666043"]},"author":[{"first_name":"Lisa","last_name":"Hefendehl-Hebeker","full_name":"Hefendehl-Hebeker, Lisa"},{"full_name":"Rezat, Sebastian","first_name":"Sebastian","last_name":"Rezat","id":"31132"}],"publication_status":"published","date_updated":"2024-04-18T08:21:29Z"},{"doi":"10.1007/s11858-023-01505-3","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://link.springer.com/article/10.1007/s11858-023-01505-3"}],"article_type":"original","publication_status":"published","date_updated":"2024-04-18T09:01:29Z","author":[{"last_name":"Hoffmann","orcid":"0000-0002-6964-7123","first_name":"Max","full_name":"Hoffmann, Max","id":"32202"},{"first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274"}],"publication_identifier":{"issn":["1863-9690","1863-9704"]},"title":"Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course","year":"2023","department":[{"_id":"643"}],"keyword":["General Mathematics","Education"],"type":"journal_article","date_created":"2023-06-27T11:45:25Z","file":[{"date_created":"2023-07-13T09:40:02Z","creator":"maxh","content_type":"application/pdf","success":1,"file_id":"46041","date_updated":"2023-07-13T09:40:02Z","relation":"main_file","file_size":1460246,"access_level":"closed","file_name":"s11858-023-01505-3.pdf"}],"abstract":[{"lang":"eng","text":"Intending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “interface ePortfolio” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of profession orientation. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers."}],"publication":"ZDM – Mathematics Education","user_id":"37888","ddc":["510","370"],"_id":"45786","publisher":"Springer","has_accepted_license":"1","status":"public","oa":"1","quality_controlled":"1","citation":{"mla":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” <i>ZDM – Mathematics Education</i>, Springer, 2023, doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>.","bibtex":"@article{Hoffmann_Biehler_2023, title={Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course}, DOI={<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>}, journal={ZDM – Mathematics Education}, publisher={Springer}, author={Hoffmann, Max and Biehler, Rolf}, year={2023} }","ama":"Hoffmann M, Biehler R. Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. <i>ZDM – Mathematics Education</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>","ieee":"M. Hoffmann and R. Biehler, “Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course,” <i>ZDM – Mathematics Education</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>.","apa":"Hoffmann, M., &#38; Biehler, R. (2023). Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>","chicago":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” <i>ZDM – Mathematics Education</i>, 2023. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>.","short":"M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2023)."},"file_date_updated":"2023-07-13T09:40:02Z"},{"citation":{"ieee":"D. Leiss, K. Gerlach, L. Wessel, and B. Schmidt-Thieme, “Sprache und Mathematiklernen,” in <i>Handbuch der Mathematikdidaktik</i>, Berlin, Heidelberg: Springer Berlin Heidelberg, 2023, pp. 561–595.","apa":"Leiss, D., Gerlach, K., Wessel, L., &#38; Schmidt-Thieme, B. (2023). Sprache und Mathematiklernen. In <i>Handbuch der Mathematikdidaktik</i> (pp. 561–595). Springer Berlin Heidelberg. <a href=\"https://doi.org/10.1007/978-3-662-66604-3_18\">https://doi.org/10.1007/978-3-662-66604-3_18</a>","short":"D. Leiss, K. Gerlach, L. Wessel, B. Schmidt-Thieme, in: Handbuch der Mathematikdidaktik, Springer Berlin Heidelberg, Berlin, Heidelberg, 2023, pp. 561–595.","chicago":"Leiss, Dominik, Kerstin Gerlach, Lena Wessel, and Barbara Schmidt-Thieme. “Sprache und Mathematiklernen.” In <i>Handbuch der Mathematikdidaktik</i>, 561–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2023. <a href=\"https://doi.org/10.1007/978-3-662-66604-3_18\">https://doi.org/10.1007/978-3-662-66604-3_18</a>.","mla":"Leiss, Dominik, et al. “Sprache und Mathematiklernen.” <i>Handbuch der Mathematikdidaktik</i>, Springer Berlin Heidelberg, 2023, pp. 561–95, doi:<a href=\"https://doi.org/10.1007/978-3-662-66604-3_18\">10.1007/978-3-662-66604-3_18</a>.","bibtex":"@inbook{Leiss_Gerlach_Wessel_Schmidt-Thieme_2023, place={Berlin, Heidelberg}, title={Sprache und Mathematiklernen}, DOI={<a href=\"https://doi.org/10.1007/978-3-662-66604-3_18\">10.1007/978-3-662-66604-3_18</a>}, booktitle={Handbuch der Mathematikdidaktik}, publisher={Springer Berlin Heidelberg}, author={Leiss, Dominik and Gerlach, Kerstin and Wessel, Lena and Schmidt-Thieme, Barbara}, year={2023}, pages={561–595} }","ama":"Leiss D, Gerlach K, Wessel L, Schmidt-Thieme B. Sprache und Mathematiklernen. In: <i>Handbuch der Mathematikdidaktik</i>. Springer Berlin Heidelberg; 2023:561-595. doi:<a href=\"https://doi.org/10.1007/978-3-662-66604-3_18\">10.1007/978-3-662-66604-3_18</a>"},"publication":"Handbuch der Mathematikdidaktik","place":"Berlin, Heidelberg","date_created":"2023-10-19T09:12:45Z","department":[{"_id":"643"}],"type":"book_chapter","author":[{"first_name":"Dominik","last_name":"Leiss","full_name":"Leiss, Dominik"},{"full_name":"Gerlach, Kerstin","first_name":"Kerstin","last_name":"Gerlach"},{"full_name":"Wessel, Lena","last_name":"Wessel","first_name":"Lena","id":"85190"},{"full_name":"Schmidt-Thieme, Barbara","last_name":"Schmidt-Thieme","first_name":"Barbara"}],"publication_identifier":{"isbn":["9783662666036","9783662666043"]},"status":"public","year":"2023","title":"Sprache und Mathematiklernen","date_updated":"2024-04-18T09:04:54Z","publication_status":"published","language":[{"iso":"ger"}],"_id":"48319","publisher":"Springer Berlin Heidelberg","page":"561-595","doi":"10.1007/978-3-662-66604-3_18","user_id":"37888"},{"publication_identifier":{"issn":["1869-4918","1869-4926"],"isbn":["9783031141744","9783031141751"]},"author":[{"last_name":"Ostsieker","first_name":"Laura","full_name":"Ostsieker, Laura"},{"id":"16274","first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf"}],"status":"public","year":"2023","title":"Supporting Students in Developing Adequate Concept Images and Definitions at University: The Case of the Convergence of Sequences","date_updated":"2024-04-18T09:45:13Z","publication_status":"published","language":[{"iso":"eng"}],"_id":"35697","publisher":"Springer International Publishing","page":"181-201","doi":"10.1007/978-3-031-14175-1_9","user_id":"37888","citation":{"apa":"Ostsieker, L., &#38; Biehler, R. 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S.","full_name":"Gonzalez-Martin, A. S."},{"full_name":"Nardi, E.","first_name":"E.","last_name":"Nardi"},{"full_name":"Monaghan, J.","last_name":"Monaghan","first_name":"J."},{"first_name":"P. W.","last_name":"Thompson","full_name":"Thompson, P. W."}],"publication":"The Learning and Teaching of Calculus Across Disciplines – Proceedings of the Second Calculus Conference","file_date_updated":"2023-10-26T07:00:55Z","citation":{"mla":"Kortmeyer, Jörg, and Rolf Biehler. “The Use of Integrals for Accumulation and Mean Values in Basic Electrical Engineering Courses.” <i>The Learning and Teaching of Calculus Across Disciplines – Proceedings of the Second Calculus Conference</i>, edited by T. Dreyfus et al., MatRIC, 2023, pp. 121–24.","ama":"Kortmeyer J, Biehler R. The use of integrals for accumulation and mean values in basic electrical engineering courses. 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Schmitz. “Lernvideos und ihre Erstellung - Das Projekt studiVEMINTvideos.” <i>Mitteilungen der Gesellschaft für Didaktik der Mathematik</i> 114 (2023): 8–12."},"page":"8-12","language":[{"iso":"ger"}],"_id":"43504","user_id":"37888","volume":114,"year":"2023","title":"Lernvideos und ihre Erstellung - Das Projekt studiVEMINTvideos","status":"public","author":[{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler","id":"16274"},{"id":"30933","orcid":"0000-0001-9887-2074","last_name":"Liebendörfer","first_name":"Michael","full_name":"Liebendörfer, Michael"},{"first_name":"A.","last_name":"Schmitz","full_name":"Schmitz, A."}],"date_updated":"2024-04-18T10:10:59Z","intvolume":"       114"}]