---
_id: '44689'
abstract:
- lang: eng
text: AbstractEven in the digital age, learning
mathematics at an academic level still requires much reading of mathematical text.
Research has shown that reading mathematical text requires readers to engage with
all the structures of the book and with its pedagogical voice, making connections,
and plausible reasoning. Specific practices and strategies that support the close
reading of mathematical text have been suggested; however, descriptions and empirical
evaluations of materials designed to support these activities are rare. We present
the design and first evaluation cycle of materials developed in a design research
project that aims to scaffold close reading of mathematical text. The materials
were designed and evaluated in a German university course on elementary geometry
for first-year teacher education students who study mathematics to become primary
teachers. The reading strategies were explained and modeled for students in reading-strategy
videos. Additionally, close reading of mathematical text was scaffolded by close-reading
tasks and homework tasks and problems that build on the reading strategies and
were specifically designed to foster understanding of the mathematical text. Survey
data were collected from 296 students to evaluate their use of and attitude toward
the different materials. The quantitative results indicate that students used
the materials and were generally able to learn the course content by themselves.
From all provided materials, they found the close-reading tasks most helpful.
A qualitative analysis of answers to open questions revealed issues with different
materials, particularly with the script, and requests for additional materials.
The issues with the script were categorized inductively. The categories are presented
as a qualitative result of the study and discussed.
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Sara Naseem
full_name: Malik, Sara Naseem
id: '38640'
last_name: Malik
- first_name: Markus
full_name: Leifeld, Markus
last_name: Leifeld
citation:
ama: 'Rezat S, Malik SN, Leifeld M. Scaffolding Close Reading of Mathematical Text
in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation.
International Journal of Science and Mathematics Education. 2022;20(S1):215-236.
doi:10.1007/s10763-022-10309-y'
apa: 'Rezat, S., Malik, S. N., & Leifeld, M. (2022). Scaffolding Close Reading
of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary
Level: Design and Evaluation. International Journal of Science and Mathematics
Education, 20(S1), 215–236. https://doi.org/10.1007/s10763-022-10309-y'
bibtex: '@article{Rezat_Malik_Leifeld_2022, title={Scaffolding Close Reading of
Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level:
Design and Evaluation}, volume={20}, DOI={10.1007/s10763-022-10309-y},
number={S1}, journal={International Journal of Science and Mathematics Education},
publisher={Springer}, author={Rezat, Sebastian and Malik, Sara Naseem and Leifeld,
Markus}, year={2022}, pages={215–236} }'
chicago: 'Rezat, Sebastian, Sara Naseem Malik, and Markus Leifeld. “Scaffolding
Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at
the Tertiary Level: Design and Evaluation.” International Journal of Science
and Mathematics Education 20, no. S1 (2022): 215–36. https://doi.org/10.1007/s10763-022-10309-y.'
ieee: 'S. Rezat, S. N. Malik, and M. Leifeld, “Scaffolding Close Reading of Mathematical
Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and
Evaluation,” International Journal of Science and Mathematics Education,
vol. 20, no. S1, pp. 215–236, 2022, doi: 10.1007/s10763-022-10309-y.'
mla: 'Rezat, Sebastian, et al. “Scaffolding Close Reading of Mathematical Text in
Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.”
International Journal of Science and Mathematics Education, vol. 20, no.
S1, Springer, 2022, pp. 215–36, doi:10.1007/s10763-022-10309-y.'
short: S. Rezat, S.N. Malik, M. Leifeld, International Journal of Science and Mathematics
Education 20 (2022) 215–236.
date_created: 2023-05-09T14:03:15Z
date_updated: 2024-04-18T08:22:47Z
department:
- _id: '360'
doi: 10.1007/s10763-022-10309-y
intvolume: ' 20'
issue: S1
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 215-236
publication: International Journal of Science and Mathematics Education
publication_identifier:
issn:
- 1571-0068
- 1573-1774
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
title: 'Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher
Education at the Tertiary Level: Design and Evaluation'
type: journal_article
user_id: '31132'
volume: 20
year: '2022'
...
---
_id: '48389'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
- first_name: Birgit
full_name: Griese, Birgit
last_name: Griese
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
ama: 'Dröse J, Griese B, Wessel L. Prospective teachers’ diagnostic judgments on
students’ understanding of conditional probabilities. In: Twelfth Congress
of the European Society for Research in Mathematics Education (CERME12). ;
2022.'
apa: Dröse, J., Griese, B., & Wessel, L. (2022). Prospective teachers’ diagnostic
judgments on students’ understanding of conditional probabilities. Twelfth
Congress of the European Society for Research in Mathematics Education (CERME12).
TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12),
Bozen-Bolzano,Italy.
bibtex: '@inproceedings{Dröse_Griese_Wessel_2022, title={Prospective teachers’ diagnostic
judgments on students’ understanding of conditional probabilities}, booktitle={Twelfth
Congress of the European Society for Research in Mathematics Education (CERME12)},
author={Dröse, Jennifer and Griese, Birgit and Wessel, Lena}, year={2022} }'
chicago: Dröse, Jennifer, Birgit Griese, and Lena Wessel. “Prospective Teachers’
Diagnostic Judgments on Students’ Understanding of Conditional Probabilities.”
In Twelfth Congress of the European Society for Research in Mathematics Education
(CERME12), 2022.
ieee: J. Dröse, B. Griese, and L. Wessel, “Prospective teachers’ diagnostic judgments
on students’ understanding of conditional probabilities,” presented at the TwelfthCongressoftheEuropeanSocietyforResearchin
Mathematics Education(CERME12), Bozen-Bolzano,Italy, 2022.
mla: Dröse, Jennifer, et al. “Prospective Teachers’ Diagnostic Judgments on Students’
Understanding of Conditional Probabilities.” Twelfth Congress of the European
Society for Research in Mathematics Education (CERME12), 2022.
short: 'J. Dröse, B. Griese, L. Wessel, in: Twelfth Congress of the European Society
for Research in Mathematics Education (CERME12), 2022.'
conference:
location: Bozen-Bolzano,Italy
name: TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12)
start_date: Feb2022
date_created: 2023-10-23T10:56:02Z
date_updated: 2024-04-18T08:59:49Z
department:
- _id: '643'
language:
- iso: eng
main_file_link:
- url: https://hal.science/hal-03744585/
publication: Twelfth Congress of the European Society for Research in Mathematics
Education (CERME12)
quality_controlled: '1'
status: public
title: Prospective teachers’ diagnostic judgments on students’ understanding of conditional
probabilities
type: conference
user_id: '37888'
year: '2022'
...
---
_id: '48325'
author:
- first_name: Anna
full_name: Dellori, Anna
id: '57818'
last_name: Dellori
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
ama: Dellori A, Wessel L. Entwicklung und Erprobung von professionsorientierten
Lernumgebungen zur Wissensvernetzung in der Algebra. Beiträge zum Mathematikunterricht
2022. Published online 2022:665-668. doi:10.17877/DE290R-23598
apa: Dellori, A., & Wessel, L. (2022). Entwicklung und Erprobung von professionsorientierten
Lernumgebungen zur Wissensvernetzung in der Algebra. Beiträge zum Mathematikunterricht
2022, 665–668. https://doi.org/10.17877/DE290R-23598
bibtex: '@article{Dellori_Wessel_2022, title={Entwicklung und Erprobung von professionsorientierten
Lernumgebungen zur Wissensvernetzung in der Algebra}, DOI={10.17877/DE290R-23598},
journal={Beiträge zum Mathematikunterricht 2022}, publisher={LibreCat University},
author={Dellori, Anna and Wessel, Lena}, year={2022}, pages={665–668} }'
chicago: Dellori, Anna, and Lena Wessel. “Entwicklung und Erprobung von professionsorientierten
Lernumgebungen zur Wissensvernetzung in der Algebra.” Beiträge zum Mathematikunterricht
2022, 2022, 665–68. https://doi.org/10.17877/DE290R-23598.
ieee: 'A. Dellori and L. Wessel, “Entwicklung und Erprobung von professionsorientierten
Lernumgebungen zur Wissensvernetzung in der Algebra,” Beiträge zum Mathematikunterricht
2022, pp. 665–668, 2022, doi: 10.17877/DE290R-23598.'
mla: Dellori, Anna, and Lena Wessel. “Entwicklung und Erprobung von professionsorientierten
Lernumgebungen zur Wissensvernetzung in der Algebra.” Beiträge zum Mathematikunterricht
2022, LibreCat University, 2022, pp. 665–68, doi:10.17877/DE290R-23598.
short: A. Dellori, L. Wessel, Beiträge zum Mathematikunterricht 2022 (2022) 665–668.
date_created: 2023-10-19T09:37:24Z
date_updated: 2024-04-18T09:14:52Z
department:
- _id: '643'
doi: 10.17877/DE290R-23598
language:
- iso: ger
main_file_link:
- url: http://dx.doi.org/10.17877/DE290R-23598
page: 665-668
publication: Beiträge zum Mathematikunterricht 2022
publisher: LibreCat University
status: public
title: Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung
in der Algebra
type: journal_article
user_id: '37888'
year: '2022'
...
---
_id: '48385'
author:
- first_name: Anna
full_name: Dellori, Anna
id: '57818'
last_name: Dellori
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
ama: 'Dellori A, Wessel L. Design principles for intertwining local and nonlocal
mathematics - The case of relating registers and representations in abstract algebra.
In: Trigueros M, Barquero B, Hochmuth R, Peters J, eds. Proceedings of INDRUM2022.
; 2022:572-573.'
apa: Dellori, A., & Wessel, L. (2022). Design principles for intertwining local
and nonlocal mathematics - The case of relating registers and representations
in abstract algebra. In M. Trigueros, B. Barquero, R. Hochmuth, & J. Peters
(Eds.), Proceedings of INDRUM2022 (pp. 572–573).
bibtex: '@inbook{Dellori_Wessel_2022, title={Design principles for intertwining
local and nonlocal mathematics - The case of relating registers and representations
in abstract algebra}, booktitle={Proceedings of INDRUM2022}, author={Dellori,
Anna and Wessel, Lena}, editor={Trigueros, M. and Barquero, B. and Hochmuth, R.
and Peters, J.}, year={2022}, pages={572–573} }'
chicago: Dellori, Anna, and Lena Wessel. “Design Principles for Intertwining Local
and Nonlocal Mathematics - The Case of Relating Registers and Representations
in Abstract Algebra.” In Proceedings of INDRUM2022, edited by M. Trigueros,
B. Barquero, R. Hochmuth, and J. Peters, 572–73, 2022.
ieee: A. Dellori and L. Wessel, “Design principles for intertwining local and nonlocal
mathematics - The case of relating registers and representations in abstract algebra,”
in Proceedings of INDRUM2022, M. Trigueros, B. Barquero, R. Hochmuth, and
J. Peters, Eds. 2022, pp. 572–573.
mla: Dellori, Anna, and Lena Wessel. “Design Principles for Intertwining Local and
Nonlocal Mathematics - The Case of Relating Registers and Representations in Abstract
Algebra.” Proceedings of INDRUM2022, edited by M. Trigueros et al., 2022,
pp. 572–73.
short: 'A. Dellori, L. Wessel, in: M. Trigueros, B. Barquero, R. Hochmuth, J. Peters
(Eds.), Proceedings of INDRUM2022, 2022, pp. 572–573.'
date_created: 2023-10-23T09:40:30Z
date_updated: 2024-04-18T09:16:53Z
department:
- _id: '643'
editor:
- first_name: M.
full_name: Trigueros, M.
last_name: Trigueros
- first_name: B.
full_name: Barquero, B.
last_name: Barquero
- first_name: R.
full_name: Hochmuth, R.
last_name: Hochmuth
- first_name: J.
full_name: Peters, J.
last_name: Peters
language:
- iso: eng
page: 572-573
publication: Proceedings of INDRUM2022
status: public
title: Design principles for intertwining local and nonlocal mathematics - The case
of relating registers and representations in abstract algebra
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '48407'
author:
- first_name: Anna
full_name: Dellori, Anna
id: '57818'
last_name: Dellori
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
ama: 'Dellori A, Wessel L. Pre-service Teachers’ Professional Development: Relating
Abstract Algebra and School Algebra. In: Karunakaran SS, Higgins A, eds. Proceedings
of the 24th Annual Conference on Research in Undergraduate Mathematics Education.
MA; 2022:1177.'
apa: 'Dellori, A., & Wessel, L. (2022). Pre-service Teachers’ Professional Development:
Relating Abstract Algebra and School Algebra. In S. S. Karunakaran & A. Higgins
(Eds.), Proceedings of the 24th Annual Conference on Research in Undergraduate
Mathematics Education (p. 1177). MA.'
bibtex: '@inbook{Dellori_Wessel_2022, place={Boston}, title={Pre-service Teachers’
Professional Development: Relating Abstract Algebra and School Algebra}, booktitle={Proceedings
of the 24th Annual Conference on Research in Undergraduate Mathematics Education},
publisher={MA}, author={Dellori, Anna and Wessel, Lena}, editor={Karunakaran,
S.S. and Higgins, A.}, year={2022}, pages={1177} }'
chicago: 'Dellori, Anna, and Lena Wessel. “Pre-Service Teachers’ Professional Development:
Relating Abstract Algebra and School Algebra.” In Proceedings of the 24th Annual
Conference on Research in Undergraduate Mathematics Education, edited by S.S.
Karunakaran and A. Higgins, 1177. Boston: MA, 2022.'
ieee: 'A. Dellori and L. Wessel, “Pre-service Teachers’ Professional Development:
Relating Abstract Algebra and School Algebra,” in Proceedings of the 24th Annual
Conference on Research in Undergraduate Mathematics Education, S. S. Karunakaran
and A. Higgins, Eds. Boston: MA, 2022, p. 1177.'
mla: 'Dellori, Anna, and Lena Wessel. “Pre-Service Teachers’ Professional Development:
Relating Abstract Algebra and School Algebra.” Proceedings of the 24th Annual
Conference on Research in Undergraduate Mathematics Education, edited by S.S.
Karunakaran and A. Higgins, MA, 2022, p. 1177.'
short: 'A. Dellori, L. Wessel, in: S.S. Karunakaran, A. Higgins (Eds.), Proceedings
of the 24th Annual Conference on Research in Undergraduate Mathematics Education,
MA, Boston, 2022, p. 1177.'
date_created: 2023-10-24T07:28:19Z
date_updated: 2024-04-18T09:18:08Z
department:
- _id: '643'
editor:
- first_name: S.S.
full_name: Karunakaran, S.S.
last_name: Karunakaran
- first_name: A.
full_name: Higgins, A.
last_name: Higgins
language:
- iso: eng
page: '1177'
place: Boston
publication: Proceedings of the 24th Annual Conference on Research in Undergraduate
Mathematics Education
publisher: MA
status: public
title: 'Pre-service Teachers'' Professional Development: Relating Abstract Algebra
and School Algebra'
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '48408'
author:
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
citation:
ama: 'Wessel L, Dröse J. Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv
gestalten. mathematik lehren. 2022;233:33-36.'
apa: 'Wessel, L., & Dröse, J. (2022). Schreiben will gelernt sein: Schreiblerngelegenheiten
adaptiv gestalten. mathematik lehren, 233, 33–36.'
bibtex: '@article{Wessel_Dröse_2022, title={Schreiben will gelernt sein: Schreiblerngelegenheiten
adaptiv gestalten}, volume={233}, journal={mathematik lehren}, author={Wessel,
Lena and Dröse, Jennifer}, year={2022}, pages={33–36} }'
chicago: 'Wessel, Lena, and Jennifer Dröse. “Schreiben will gelernt sein: Schreiblerngelegenheiten
adaptiv gestalten.” mathematik lehren 233 (2022): 33–36.'
ieee: 'L. Wessel and J. Dröse, “Schreiben will gelernt sein: Schreiblerngelegenheiten
adaptiv gestalten,” mathematik lehren, vol. 233, pp. 33–36, 2022.'
mla: 'Wessel, Lena, and Jennifer Dröse. “Schreiben will gelernt sein: Schreiblerngelegenheiten
adaptiv gestalten.” mathematik lehren, vol. 233, 2022, pp. 33–36.'
short: L. Wessel, J. Dröse, mathematik lehren 233 (2022) 33–36.
date_created: 2023-10-24T07:33:17Z
date_updated: 2024-04-18T09:18:16Z
department:
- _id: '643'
intvolume: ' 233'
language:
- iso: ger
page: 33-36
publication: mathematik lehren
status: public
title: 'Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten'
type: journal_article
user_id: '37888'
volume: 233
year: '2022'
...
---
_id: '35741'
abstract:
- lang: eng
text: AbstractBusiness process management (BPM)
drives corporate success through effective and efficient processes. In recent
decades, knowledge has been accumulated regarding the identification, discovery,
analysis, design, implementation, and monitoring of business processes. This includes
methods and tools for tackling various kinds of process change such as continuous
process improvement, process reengineering, process innovation, and process drift.
However, exogenous shocks, which lead to unintentional and radical process change,
have been neglected in BPM research although they severely affect an organization’s
context, strategy, and business processes. This research note conceptualizes the
interplay of exogenous shocks and BPM in terms of the effects that such shocks
can have on organizations’ overall process performance over time. On this foundation,
related challenges and opportunities for BPM via several rounds of idea generation
and consolidation within a diverse team of BPM scholars are identified. The paper
discusses findings in light of extant literature from BPM and related disciplines,
as well as present avenues for future (BPM) research to invigorate the academic
discourse on the topic.
alternative_title:
- A Scholars’ Perspective on Challenges and Opportunities
author:
- first_name: Maximilian
full_name: Röglinger, Maximilian
last_name: Röglinger
- first_name: Ralf
full_name: Plattfaut, Ralf
last_name: Plattfaut
- first_name: Vincent
full_name: Borghoff, Vincent
last_name: Borghoff
- first_name: Georgi
full_name: Kerpedzhiev, Georgi
last_name: Kerpedzhiev
- first_name: Jörg
full_name: Becker, Jörg
last_name: Becker
- first_name: Daniel
full_name: Beverungen, Daniel
id: '59677'
last_name: Beverungen
- first_name: Jan
full_name: vom Brocke, Jan
last_name: vom Brocke
- first_name: Amy
full_name: Van Looy, Amy
last_name: Van Looy
- first_name: Adela
full_name: del-Río-Ortega, Adela
last_name: del-Río-Ortega
- first_name: Stefanie
full_name: Rinderle-Ma, Stefanie
last_name: Rinderle-Ma
- first_name: Michael
full_name: Rosemann, Michael
last_name: Rosemann
- first_name: Flavia Maria
full_name: Santoro, Flavia Maria
last_name: Santoro
- first_name: Peter
full_name: Trkman, Peter
last_name: Trkman
citation:
ama: Röglinger M, Plattfaut R, Borghoff V, et al. Exogenous Shocks and Business
Process Management. Business & Information Systems Engineering. 2022;64(5):669-687.
doi:10.1007/s12599-021-00740-w
apa: Röglinger, M., Plattfaut, R., Borghoff, V., Kerpedzhiev, G., Becker, J., Beverungen,
D., vom Brocke, J., Van Looy, A., del-Río-Ortega, A., Rinderle-Ma, S., Rosemann,
M., Santoro, F. M., & Trkman, P. (2022). Exogenous Shocks and Business Process
Management. Business & Information Systems Engineering, 64(5),
669–687. https://doi.org/10.1007/s12599-021-00740-w
bibtex: '@article{Röglinger_Plattfaut_Borghoff_Kerpedzhiev_Becker_Beverungen_vom
Brocke_Van Looy_del-Río-Ortega_Rinderle-Ma_et al._2022, title={Exogenous Shocks
and Business Process Management}, volume={64}, DOI={10.1007/s12599-021-00740-w},
number={5}, journal={Business & Information Systems Engineering}, publisher={Springer
Science and Business Media LLC}, author={Röglinger, Maximilian and Plattfaut,
Ralf and Borghoff, Vincent and Kerpedzhiev, Georgi and Becker, Jörg and Beverungen,
Daniel and vom Brocke, Jan and Van Looy, Amy and del-Río-Ortega, Adela and Rinderle-Ma,
Stefanie and et al.}, year={2022}, pages={669–687} }'
chicago: 'Röglinger, Maximilian, Ralf Plattfaut, Vincent Borghoff, Georgi Kerpedzhiev,
Jörg Becker, Daniel Beverungen, Jan vom Brocke, et al. “Exogenous Shocks and Business
Process Management.” Business & Information Systems Engineering 64,
no. 5 (2022): 669–87. https://doi.org/10.1007/s12599-021-00740-w.'
ieee: 'M. Röglinger et al., “Exogenous Shocks and Business Process Management,”
Business & Information Systems Engineering, vol. 64, no. 5, pp. 669–687,
2022, doi: 10.1007/s12599-021-00740-w.'
mla: Röglinger, Maximilian, et al. “Exogenous Shocks and Business Process Management.”
Business & Information Systems Engineering, vol. 64, no. 5, Springer
Science and Business Media LLC, 2022, pp. 669–87, doi:10.1007/s12599-021-00740-w.
short: M. Röglinger, R. Plattfaut, V. Borghoff, G. Kerpedzhiev, J. Becker, D. Beverungen,
J. vom Brocke, A. Van Looy, A. del-Río-Ortega, S. Rinderle-Ma, M. Rosemann, F.M.
Santoro, P. Trkman, Business & Information Systems Engineering 64 (2022) 669–687.
date_created: 2023-01-10T10:11:16Z
date_updated: 2024-04-18T09:19:01Z
ddc:
- '000'
department:
- _id: '526'
doi: 10.1007/s12599-021-00740-w
file:
- access_level: closed
content_type: application/pdf
creator: dabe
date_created: 2024-04-18T09:16:27Z
date_updated: 2024-04-18T09:16:27Z
file_id: '53566'
file_name: ExogenousShocksAndBusinessProcessManagement.pdf
file_size: 787983
relation: main_file
success: 1
file_date_updated: 2024-04-18T09:16:27Z
has_accepted_license: '1'
intvolume: ' 64'
issue: '5'
keyword:
- Information Systems
- Business process management
- Exogenous shocks
- Challenges
- Opportunities
language:
- iso: eng
page: 669-687
publication: Business & Information Systems Engineering
publication_identifier:
issn:
- 2363-7005
- 1867-0202
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: Exogenous Shocks and Business Process Management
type: journal_article
user_id: '59677'
volume: 64
year: '2022'
...
---
_id: '35696'
abstract:
- lang: eng
text: 'The data age has led to curriculum developments promoting the relevance
of stochastics in mathematics education. This has resulted in an increased demand
for teacher professional development (PD) courses, and thus in a rising number
of facilitators for this purpose. Their expertise, however, remains under-researched,
even though facilitators are the crucial factor in PD success. Our study aims
at revealing how one aspect of facilitator expertise, orientation, is connected
to other aspects: views on content goals, perception of possible challenges, and
attitude towards teaching resources. The explorations reveal differing orientations
and learning goals with identical teaching resources for two facilitators who
had also been working as a team for the re-design of the PD course for years.'
author:
- first_name: Ralf
full_name: Nieszporek, Ralf
last_name: Nieszporek
- first_name: Birgit
full_name: Griese, Birgit
last_name: Griese
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Nieszporek R, Griese B, Biehler R. Facilitators’ Orientations Towards Learning
Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional
Probability. In: Peters SA, Zapata-Cardona L, Bonafini F, Fan A, eds. Bridging
the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings
of the Eleventh International Conference on Teaching Statistics. International
Association for Statistical Education; 2022. doi:10.52041/iase.icots11.t4b2'
apa: 'Nieszporek, R., Griese, B., & Biehler, R. (2022). Facilitators’ Orientations
Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD
Course on Conditional Probability. In S. A. Peters, L. Zapata-Cardona, F. Bonafini,
& A. Fan (Eds.), Bridging the Gap: Empowering and Educating Today’s Learners
in Statistics. Proceedings of the Eleventh International Conference on Teaching
Statistics. International Association for Statistical Education. https://doi.org/10.52041/iase.icots11.t4b2'
bibtex: '@inbook{Nieszporek_Griese_Biehler_2022, place={Rosario, Argentina}, title={Facilitators’
Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources
for a PD Course on Conditional Probability}, DOI={10.52041/iase.icots11.t4b2},
booktitle={Bridging the Gap: Empowering and Educating Today’s Learners in Statistics.
Proceedings of the Eleventh International Conference on Teaching Statistics},
publisher={International Association for Statistical Education}, author={Nieszporek,
Ralf and Griese, Birgit and Biehler, Rolf}, editor={Peters, S. A. and Zapata-Cardona,
L. and Bonafini, F. and Fan, A.}, year={2022} }'
chicago: 'Nieszporek, Ralf, Birgit Griese, and Rolf Biehler. “Facilitators’ Orientations
Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD
Course on Conditional Probability.” In Bridging the Gap: Empowering and Educating
Today’s Learners in Statistics. Proceedings of the Eleventh International Conference
on Teaching Statistics, edited by S. A. Peters, L. Zapata-Cardona, F. Bonafini,
and A. Fan. Rosario, Argentina: International Association for Statistical Education,
2022. https://doi.org/10.52041/iase.icots11.t4b2.'
ieee: 'R. Nieszporek, B. Griese, and R. Biehler, “Facilitators’ Orientations Towards
Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on
Conditional Probability,” in Bridging the Gap: Empowering and Educating Today’s
Learners in Statistics. Proceedings of the Eleventh International Conference on
Teaching Statistics, S. A. Peters, L. Zapata-Cardona, F. Bonafini, and A.
Fan, Eds. Rosario, Argentina: International Association for Statistical Education,
2022.'
mla: 'Nieszporek, Ralf, et al. “Facilitators’ Orientations Towards Learning Goals,
Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability.”
Bridging the Gap: Empowering and Educating Today’s Learners in Statistics.
Proceedings of the Eleventh International Conference on Teaching Statistics,
edited by S. A. Peters et al., International Association for Statistical Education,
2022, doi:10.52041/iase.icots11.t4b2.'
short: 'R. Nieszporek, B. Griese, R. Biehler, in: S.A. Peters, L. Zapata-Cardona,
F. Bonafini, A. Fan (Eds.), Bridging the Gap: Empowering and Educating Today’s
Learners in Statistics. Proceedings of the Eleventh International Conference on
Teaching Statistics, International Association for Statistical Education, Rosario,
Argentina, 2022.'
date_created: 2023-01-10T09:01:02Z
date_updated: 2024-04-18T09:45:05Z
department:
- _id: '363'
doi: 10.52041/iase.icots11.t4b2
editor:
- first_name: S. A.
full_name: Peters, S. A.
last_name: Peters
- first_name: L.
full_name: Zapata-Cardona, L.
last_name: Zapata-Cardona
- first_name: F.
full_name: Bonafini, F.
last_name: Bonafini
- first_name: A.
full_name: Fan, A.
last_name: Fan
language:
- iso: eng
place: Rosario, Argentina
publication: 'Bridging the Gap: Empowering and Educating Today’s Learners in Statistics.
Proceedings of the Eleventh International Conference on Teaching Statistics'
publication_status: published
publisher: International Association for Statistical Education
status: public
title: Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and
Teaching Resources for a PD Course on Conditional Probability
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '34919'
abstract:
- lang: eng
text: Fundamental ideas (Burrill & Biehler, 2011) have been specified
to structure the curriculum across different age levels and to focus on and revisit
the most important ideas. Such ideas must be based on an epistemological analysis
of the scientific domain of statistics and its applications. Because these domains
are changing, fundamental ideas have to be revisited from time to time. In particular,
data science and machine learning have led to new methods and applications in
society that must be considered for updating fundamental ideas.
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Biehler R. Revisiting Fundamental Ideas for Statistics Education From the
Perspective of Machine Learning and Its Applications. In: Peters SA, Zapata-Cardona
L, Bonafini F, Fan A, eds. Bridging the Gap: Empowering and Educating Today’s
Learners in Statistics. Proceedings of the Eleventh International Conference on
Teaching Statistics. International Association for Statistical Education;
2022. doi:10.52041/iase.icots11.t1a2'
apa: 'Biehler, R. (2022). Revisiting Fundamental Ideas for Statistics Education
From the Perspective of Machine Learning and Its Applications. In S. A. Peters,
L. Zapata-Cardona, F. Bonafini, & A. Fan (Eds.), Bridging the Gap: Empowering
and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International
Conference on Teaching Statistics. International Association for Statistical
Education. https://doi.org/10.52041/iase.icots11.t1a2'
bibtex: '@inproceedings{Biehler_2022, title={Revisiting Fundamental Ideas for Statistics
Education From the Perspective of Machine Learning and Its Applications}, DOI={10.52041/iase.icots11.t1a2},
booktitle={Bridging the Gap: Empowering and Educating Today’s Learners in Statistics.
Proceedings of the Eleventh International Conference on Teaching Statistics},
publisher={International Association for Statistical Education}, author={Biehler,
Rolf}, editor={Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan,
A.}, year={2022} }'
chicago: 'Biehler, Rolf. “Revisiting Fundamental Ideas for Statistics Education
From the Perspective of Machine Learning and Its Applications.” In Bridging
the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings
of the Eleventh International Conference on Teaching Statistics, edited by
S. A. Peters, L. Zapata-Cardona, F. Bonafini, and A. Fan. International Association
for Statistical Education, 2022. https://doi.org/10.52041/iase.icots11.t1a2.'
ieee: 'R. Biehler, “Revisiting Fundamental Ideas for Statistics Education From the
Perspective of Machine Learning and Its Applications,” in Bridging the Gap:
Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh
International Conference on Teaching Statistics, 2022, doi: 10.52041/iase.icots11.t1a2.'
mla: 'Biehler, Rolf. “Revisiting Fundamental Ideas for Statistics Education From
the Perspective of Machine Learning and Its Applications.” Bridging the Gap:
Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh
International Conference on Teaching Statistics, edited by S. A. Peters et
al., International Association for Statistical Education, 2022, doi:10.52041/iase.icots11.t1a2.'
short: 'R. Biehler, in: S.A. Peters, L. Zapata-Cardona, F. Bonafini, A. Fan (Eds.),
Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings
of the Eleventh International Conference on Teaching Statistics, International
Association for Statistical Education, 2022.'
date_created: 2022-12-23T11:09:52Z
date_updated: 2024-04-18T09:45:43Z
department:
- _id: '363'
doi: 10.52041/iase.icots11.t1a2
editor:
- first_name: S. A.
full_name: Peters, S. A.
last_name: Peters
- first_name: L.
full_name: Zapata-Cardona, L.
last_name: Zapata-Cardona
- first_name: F.
full_name: Bonafini, F.
last_name: Bonafini
- first_name: A.
full_name: Fan, A.
last_name: Fan
language:
- iso: eng
publication: 'Bridging the Gap: Empowering and Educating Today’s Learners in Statistics.
Proceedings of the Eleventh International Conference on Teaching Statistics'
publication_status: published
publisher: International Association for Statistical Education
status: public
title: Revisiting Fundamental Ideas for Statistics Education From the Perspective
of Machine Learning and Its Applications
type: conference
user_id: '37888'
year: '2022'
...
---
_id: '34920'
abstract:
- lang: eng
text: A very warm welcome to this Special Issue of the Statistics Education
Research Journal (SERJ) on data science education. Our hope is to give an overview
of selected theoretical thoughts and empirical studies on data science education
from a statistics education research perspective. Data science education is rapidly
developing but research into data science education is still in its infancy. The
current issue presents a snapshot of this developing field.
article_number: '1'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Richard
full_name: De Veaux, Richard
last_name: De Veaux
- first_name: Joachim
full_name: Engel, Joachim
last_name: Engel
- first_name: Sibel
full_name: Kazak, Sibel
last_name: Kazak
- first_name: Daniel
full_name: Frischemeier, Daniel
last_name: Frischemeier
citation:
ama: 'Biehler R, De Veaux R, Engel J, Kazak S, Frischemeier D. Editorial: Research
on Data Science Education. Statistics Education Research Journal. 2022;21(2).
doi:10.52041/serj.v21i2.606'
apa: 'Biehler, R., De Veaux, R., Engel, J., Kazak, S., & Frischemeier, D. (2022).
Editorial: Research on Data Science Education. Statistics Education Research
Journal, 21(2), Article 1. https://doi.org/10.52041/serj.v21i2.606'
bibtex: '@article{Biehler_De Veaux_Engel_Kazak_Frischemeier_2022, title={Editorial:
Research on Data Science Education}, volume={21}, DOI={10.52041/serj.v21i2.606},
number={21}, journal={Statistics Education Research Journal}, publisher={International
Association for Statistical Education}, author={Biehler, Rolf and De Veaux, Richard
and Engel, Joachim and Kazak, Sibel and Frischemeier, Daniel}, year={2022} }'
chicago: 'Biehler, Rolf, Richard De Veaux, Joachim Engel, Sibel Kazak, and Daniel
Frischemeier. “Editorial: Research on Data Science Education.” Statistics Education
Research Journal 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.606.'
ieee: 'R. Biehler, R. De Veaux, J. Engel, S. Kazak, and D. Frischemeier, “Editorial:
Research on Data Science Education,” Statistics Education Research Journal,
vol. 21, no. 2, Art. no. 1, 2022, doi: 10.52041/serj.v21i2.606.'
mla: 'Biehler, Rolf, et al. “Editorial: Research on Data Science Education.” Statistics
Education Research Journal, vol. 21, no. 2, 1, International Association for
Statistical Education, 2022, doi:10.52041/serj.v21i2.606.'
short: R. Biehler, R. De Veaux, J. Engel, S. Kazak, D. Frischemeier, Statistics
Education Research Journal 21 (2022).
date_created: 2022-12-23T11:20:39Z
date_updated: 2024-04-18T09:45:53Z
department:
- _id: '363'
doi: 10.52041/serj.v21i2.606
intvolume: ' 21'
issue: '2'
keyword:
- Education
- Statistics and Probability
language:
- iso: eng
publication: Statistics Education Research Journal
publication_identifier:
issn:
- 1570-1824
publication_status: published
publisher: International Association for Statistical Education
status: public
title: 'Editorial: Research on Data Science Education'
type: journal_article
user_id: '37888'
volume: 21
year: '2022'
...
---
_id: '35718'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Hubert
full_name: Langlotz, Hubert
last_name: Langlotz
- first_name: Wilfried
full_name: Zappe, Wilfried
last_name: Zappe
citation:
ama: Biehler R, Langlotz H, Zappe W. Alles normal?! Daten auf Normalverteilung prüfen–mit
schulischen Mitteln. mathematik lehren. 2022;2022(232):41–45.
apa: Biehler, R., Langlotz, H., & Zappe, W. (2022). Alles normal?! Daten auf
Normalverteilung prüfen–mit schulischen Mitteln. Mathematik Lehren, 2022(232),
41–45.
bibtex: '@article{Biehler_Langlotz_Zappe_2022, title={Alles normal?! Daten auf Normalverteilung
prüfen–mit schulischen Mitteln}, volume={2022}, number={232}, journal={mathematik
lehren}, publisher={Friedrich Verlag}, author={Biehler, Rolf and Langlotz, Hubert
and Zappe, Wilfried}, year={2022}, pages={41–45} }'
chicago: 'Biehler, Rolf, Hubert Langlotz, and Wilfried Zappe. “Alles Normal?! Daten
Auf Normalverteilung Prüfen–Mit Schulischen Mitteln.” Mathematik Lehren
2022, no. 232 (2022): 41–45.'
ieee: R. Biehler, H. Langlotz, and W. Zappe, “Alles normal?! Daten auf Normalverteilung
prüfen–mit schulischen Mitteln,” mathematik lehren, vol. 2022, no. 232,
pp. 41–45, 2022.
mla: Biehler, Rolf, et al. “Alles Normal?! Daten Auf Normalverteilung Prüfen–Mit
Schulischen Mitteln.” Mathematik Lehren, vol. 2022, no. 232, Friedrich
Verlag, 2022, pp. 41–45.
short: R. Biehler, H. Langlotz, W. Zappe, Mathematik Lehren 2022 (2022) 41–45.
date_created: 2023-01-10T09:25:23Z
date_updated: 2024-04-18T09:44:51Z
department:
- _id: '363'
intvolume: ' 2022'
issue: '232'
language:
- iso: eng
page: 41–45
publication: mathematik lehren
publisher: Friedrich Verlag
status: public
title: Alles normal?! Daten auf Normalverteilung prüfen–mit schulischen Mitteln
type: journal_article
user_id: '37888'
volume: 2022
year: '2022'
...
---
_id: '35926'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Birgit
full_name: Griese, Birgit
last_name: Griese
citation:
ama: 'Biehler R, Griese B. Modellieren im Stochastikunterricht: Annahmen hinterfragen,
Ergebnisse validieren. mathematik lehren. 2022;2022(232):2–6.'
apa: 'Biehler, R., & Griese, B. (2022). Modellieren im Stochastikunterricht:
Annahmen hinterfragen, Ergebnisse validieren. Mathematik Lehren, 2022(232),
2–6.'
bibtex: '@article{Biehler_Griese_2022, title={Modellieren im Stochastikunterricht:
Annahmen hinterfragen, Ergebnisse validieren}, volume={2022}, number={232}, journal={mathematik
lehren}, publisher={Friedrich Verlag}, author={Biehler, Rolf and Griese, Birgit},
year={2022}, pages={2–6} }'
chicago: 'Biehler, Rolf, and Birgit Griese. “Modellieren Im Stochastikunterricht:
Annahmen Hinterfragen, Ergebnisse Validieren.” Mathematik Lehren 2022,
no. 232 (2022): 2–6.'
ieee: 'R. Biehler and B. Griese, “Modellieren im Stochastikunterricht: Annahmen
hinterfragen, Ergebnisse validieren,” mathematik lehren, vol. 2022, no.
232, pp. 2–6, 2022.'
mla: 'Biehler, Rolf, and Birgit Griese. “Modellieren Im Stochastikunterricht: Annahmen
Hinterfragen, Ergebnisse Validieren.” Mathematik Lehren, vol. 2022, no.
232, Friedrich Verlag, 2022, pp. 2–6.'
short: R. Biehler, B. Griese, Mathematik Lehren 2022 (2022) 2–6.
date_created: 2023-01-11T08:49:12Z
date_updated: 2024-04-18T09:46:03Z
department:
- _id: '363'
intvolume: ' 2022'
issue: '232'
language:
- iso: eng
page: 2–6
publication: mathematik lehren
publisher: Friedrich Verlag
status: public
title: 'Modellieren im Stochastikunterricht: Annahmen hinterfragen, Ergebnisse validieren'
type: journal_article
user_id: '37888'
volume: 2022
year: '2022'
...
---
_id: '39058'
author:
- first_name: Birgit
full_name: Griese, Birgit
last_name: Griese
- first_name: Ralf
full_name: Nieszporek, Ralf
id: '59608'
last_name: Nieszporek
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Griese B, Nieszporek R, Biehler R. Facilitators’ views on content goals, learning
obstacles, and teaching resources in reference to conditional probability. In:
; 2022.'
apa: Griese, B., Nieszporek, R., & Biehler, R. (2022). Facilitators’ views
on content goals, learning obstacles, and teaching resources in reference to conditional
probability. Twelfth Congress of the European Society for Research in Mathematics
Education (CERME12), Bozen-Bolzano, Italy.
bibtex: '@inproceedings{Griese_Nieszporek_Biehler_2022, title={Facilitators’ views
on content goals, learning obstacles, and teaching resources in reference to conditional
probability}, author={Griese, Birgit and Nieszporek, Ralf and Biehler, Rolf},
year={2022} }'
chicago: Griese, Birgit, Ralf Nieszporek, and Rolf Biehler. “Facilitators’ Views
on Content Goals, Learning Obstacles, and Teaching Resources in Reference to Conditional
Probability,” 2022.
ieee: B. Griese, R. Nieszporek, and R. Biehler, “Facilitators’ views on content
goals, learning obstacles, and teaching resources in reference to conditional
probability,” presented at the Twelfth Congress of the European Society for Research
in Mathematics Education (CERME12), Bozen-Bolzano, Italy, 2022.
mla: Griese, Birgit, et al. Facilitators’ Views on Content Goals, Learning Obstacles,
and Teaching Resources in Reference to Conditional Probability. 2022.
short: 'B. Griese, R. Nieszporek, R. Biehler, in: 2022.'
conference:
end_date: 2022-02-06
location: Bozen-Bolzano, Italy
name: Twelfth Congress of the European Society for Research in Mathematics Education
(CERME12)
start_date: 2022-02-02
date_created: 2023-01-24T08:49:24Z
date_updated: 2024-04-18T10:05:43Z
department:
- _id: '363'
language:
- iso: eng
related_material:
link:
- relation: confirmation
url: https://hal.science/hal-03746264
status: public
title: Facilitators’ views on content goals, learning obstacles, and teaching resources
in reference to conditional probability
type: conference
user_id: '37888'
year: '2022'
...
---
_id: '42653'
author:
- first_name: Elisa
full_name: Lankeit, Elisa
last_name: Lankeit
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Lankeit E, Biehler R. Mathematik-Vorkurse zur Vorbereitung auf das Studium
– Zielsetzungen und didaktische Konzepte. In: Hochmuth R, Biehler R, Liebendörfer
M, Schaper N, eds. Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen
- Konzepte, Praxisbeispiele und Untersuchungsergebnisse. Springer; 2022:117-141.
doi:10.1007/978-3-662-64833-9_4'
apa: Lankeit, E., & Biehler, R. (2022). Mathematik-Vorkurse zur Vorbereitung
auf das Studium – Zielsetzungen und didaktische Konzepte. In R. Hochmuth, R. Biehler,
M. Liebendörfer, & N. Schaper (Eds.), Unterstützungsmaßnahmen in mathematikbezogenen
Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse (pp.
117–141). Springer. https://doi.org/10.1007/978-3-662-64833-9_4
bibtex: '@inbook{Lankeit_Biehler_2022, place={Berlin, Heidelberg}, title={Mathematik-Vorkurse
zur Vorbereitung auf das Studium – Zielsetzungen und didaktische Konzepte}, DOI={10.1007/978-3-662-64833-9_4},
booktitle={Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte,
Praxisbeispiele und Untersuchungsergebnisse}, publisher={Springer}, author={Lankeit,
Elisa and Biehler, Rolf}, editor={Hochmuth, Reinhard and Biehler, Rolf and Liebendörfer,
Michael and Schaper, Niclas}, year={2022}, pages={117–141} }'
chicago: 'Lankeit, Elisa, and Rolf Biehler. “Mathematik-Vorkurse zur Vorbereitung
auf das Studium – Zielsetzungen und didaktische Konzepte.” In Unterstützungsmaßnahmen
in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse,
edited by Reinhard Hochmuth, Rolf Biehler, Michael Liebendörfer, and Niclas Schaper,
117–41. Berlin, Heidelberg: Springer, 2022. https://doi.org/10.1007/978-3-662-64833-9_4.'
ieee: 'E. Lankeit and R. Biehler, “Mathematik-Vorkurse zur Vorbereitung auf das
Studium – Zielsetzungen und didaktische Konzepte,” in Unterstützungsmaßnahmen
in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse,
R. Hochmuth, R. Biehler, M. Liebendörfer, and N. Schaper, Eds. Berlin, Heidelberg:
Springer, 2022, pp. 117–141.'
mla: Lankeit, Elisa, and Rolf Biehler. “Mathematik-Vorkurse zur Vorbereitung auf
das Studium – Zielsetzungen und didaktische Konzepte.” Unterstützungsmaßnahmen
in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse,
edited by Reinhard Hochmuth et al., Springer, 2022, pp. 117–41, doi:10.1007/978-3-662-64833-9_4.
short: 'E. Lankeit, R. Biehler, in: R. Hochmuth, R. Biehler, M. Liebendörfer, N.
Schaper (Eds.), Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen -
Konzepte, Praxisbeispiele und Untersuchungsergebnisse, Springer, Berlin, Heidelberg,
2022, pp. 117–141.'
date_created: 2023-03-02T10:36:32Z
date_updated: 2024-04-18T10:08:12Z
department:
- _id: '363'
doi: 10.1007/978-3-662-64833-9_4
editor:
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Rolf
full_name: Biehler, Rolf
last_name: Biehler
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://doi.org/10.1007/978-3-662-64833-9_4
oa: '1'
page: 117-141
place: Berlin, Heidelberg
publication: Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte,
Praxisbeispiele und Untersuchungsergebnisse
publication_identifier:
isbn:
- '9783662648322'
- '9783662648339'
issn:
- 2197-8751
- 2197-876X
publication_status: published
publisher: Springer
status: public
title: Mathematik-Vorkurse zur Vorbereitung auf das Studium – Zielsetzungen und didaktische
Konzepte
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '35685'
author:
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: Robin
full_name: Göller, Robin
last_name: Göller
- first_name: Lara
full_name: Gildehaus, Lara
last_name: Gildehaus
- first_name: Jörg
full_name: Kortemeyer, Jörg
last_name: Kortemeyer
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Laura
full_name: Ostsieker, Laura
last_name: Ostsieker
- first_name: Jana
full_name: Rode, Jana
last_name: Rode
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
citation:
ama: Liebendörfer M, Göller R, Gildehaus L, et al. The role of learning strategies
for performance in mathematics courses for engineers. International Journal
of Mathematical Education in Science and Technology. 2022;53(5):1133-1152.
doi:10.1080/0020739x.2021.2023772
apa: Liebendörfer, M., Göller, R., Gildehaus, L., Kortemeyer, J., Biehler, R., Hochmuth,
R., Ostsieker, L., Rode, J., & Schaper, N. (2022). The role of learning strategies
for performance in mathematics courses for engineers. International Journal
of Mathematical Education in Science and Technology, 53(5), 1133–1152.
https://doi.org/10.1080/0020739x.2021.2023772
bibtex: '@article{Liebendörfer_Göller_Gildehaus_Kortemeyer_Biehler_Hochmuth_Ostsieker_Rode_Schaper_2022,
title={The role of learning strategies for performance in mathematics courses
for engineers}, volume={53}, DOI={10.1080/0020739x.2021.2023772},
number={5}, journal={International Journal of Mathematical Education in Science
and Technology}, publisher={Informa UK Limited}, author={Liebendörfer, Michael
and Göller, Robin and Gildehaus, Lara and Kortemeyer, Jörg and Biehler, Rolf and
Hochmuth, Reinhard and Ostsieker, Laura and Rode, Jana and Schaper, Niclas}, year={2022},
pages={1133–1152} }'
chicago: 'Liebendörfer, Michael, Robin Göller, Lara Gildehaus, Jörg Kortemeyer,
Rolf Biehler, Reinhard Hochmuth, Laura Ostsieker, Jana Rode, and Niclas Schaper.
“The Role of Learning Strategies for Performance in Mathematics Courses for Engineers.”
International Journal of Mathematical Education in Science and Technology
53, no. 5 (2022): 1133–52. https://doi.org/10.1080/0020739x.2021.2023772.'
ieee: 'M. Liebendörfer et al., “The role of learning strategies for performance
in mathematics courses for engineers,” International Journal of Mathematical
Education in Science and Technology, vol. 53, no. 5, pp. 1133–1152, 2022,
doi: 10.1080/0020739x.2021.2023772.'
mla: Liebendörfer, Michael, et al. “The Role of Learning Strategies for Performance
in Mathematics Courses for Engineers.” International Journal of Mathematical
Education in Science and Technology, vol. 53, no. 5, Informa UK Limited, 2022,
pp. 1133–52, doi:10.1080/0020739x.2021.2023772.
short: M. Liebendörfer, R. Göller, L. Gildehaus, J. Kortemeyer, R. Biehler, R. Hochmuth,
L. Ostsieker, J. Rode, N. Schaper, International Journal of Mathematical Education
in Science and Technology 53 (2022) 1133–1152.
date_created: 2023-01-10T08:56:30Z
date_updated: 2024-04-18T10:08:30Z
department:
- _id: '363'
- _id: '625'
doi: 10.1080/0020739x.2021.2023772
intvolume: ' 53'
issue: '5'
keyword:
- Applied Mathematics
- Education
- Mathematics (miscellaneous)
language:
- iso: eng
page: 1133-1152
publication: International Journal of Mathematical Education in Science and Technology
publication_identifier:
issn:
- 0020-739X
- 1464-5211
publication_status: published
publisher: Informa UK Limited
status: public
title: The role of learning strategies for performance in mathematics courses for
engineers
type: journal_article
user_id: '37888'
volume: 53
year: '2022'
...
---
_id: '42650'
citation:
ama: Hochmuth R, Biehler R, Liebendörfer M, Schaper N, eds. Unterstützungsmaßnahmen
in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse.
Springer; 2022. doi:10.1007/978-3-662-64833-9
apa: Hochmuth, R., Biehler, R., Liebendörfer, M., & Schaper, N. (Eds.). (2022).
Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele
und Untersuchungsergebnisse. Springer. https://doi.org/10.1007/978-3-662-64833-9
bibtex: '@book{Hochmuth_Biehler_Liebendörfer_Schaper_2022, place={Berlin, Heidelberg},
title={Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte,
Praxisbeispiele und Untersuchungsergebnisse}, DOI={10.1007/978-3-662-64833-9},
publisher={Springer}, year={2022} }'
chicago: 'Hochmuth, Reinhard, Rolf Biehler, Michael Liebendörfer, and Niclas Schaper,
eds. Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte,
Praxisbeispiele und Untersuchungsergebnisse. Berlin, Heidelberg: Springer,
2022. https://doi.org/10.1007/978-3-662-64833-9.'
ieee: 'R. Hochmuth, R. Biehler, M. Liebendörfer, and N. Schaper, Eds., Unterstützungsmaßnahmen
in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse.
Berlin, Heidelberg: Springer, 2022.'
mla: Hochmuth, Reinhard, et al., editors. Unterstützungsmaßnahmen in mathematikbezogenen
Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse. Springer,
2022, doi:10.1007/978-3-662-64833-9.
short: R. Hochmuth, R. Biehler, M. Liebendörfer, N. Schaper, eds., Unterstützungsmaßnahmen
in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse,
Springer, Berlin, Heidelberg, 2022.
date_created: 2023-03-02T10:27:21Z
date_updated: 2024-04-18T10:09:22Z
department:
- _id: '363'
- _id: '625'
doi: 10.1007/978-3-662-64833-9
editor:
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
language:
- iso: ger
main_file_link:
- open_access: '1'
url: 'https://doi.org/10.1007/978-3-662-64833-9 '
oa: '1'
place: Berlin, Heidelberg
publication_identifier:
isbn:
- '9783662648322'
- '9783662648339'
issn:
- 2197-8751
- 2197-876X
publication_status: published
publisher: Springer
status: public
title: Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele
und Untersuchungsergebnisse
type: book_editor
user_id: '37888'
year: '2022'
...
---
_id: '43232'
author:
- first_name: Jim
full_name: Ridgway, Jim
last_name: Ridgway
- first_name: Pedro
full_name: Campos, Pedro
last_name: Campos
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Ridgway J, Campos P, Biehler R. Data Science, Statistics, and Civic Statistics:
Education for a Fast Changing World. In: Statistics for Empowerment and Social
Engagement. Springer International Publishing; 2022. doi:10.1007/978-3-031-20748-8_22'
apa: 'Ridgway, J., Campos, P., & Biehler, R. (2022). Data Science, Statistics,
and Civic Statistics: Education for a Fast Changing World. In Statistics for
Empowerment and Social Engagement. Springer International Publishing. https://doi.org/10.1007/978-3-031-20748-8_22'
bibtex: '@inbook{Ridgway_Campos_Biehler_2022, place={Cham}, title={Data Science,
Statistics, and Civic Statistics: Education for a Fast Changing World}, DOI={10.1007/978-3-031-20748-8_22},
booktitle={Statistics for Empowerment and Social Engagement}, publisher={Springer
International Publishing}, author={Ridgway, Jim and Campos, Pedro and Biehler,
Rolf}, year={2022} }'
chicago: 'Ridgway, Jim, Pedro Campos, and Rolf Biehler. “Data Science, Statistics,
and Civic Statistics: Education for a Fast Changing World.” In Statistics for
Empowerment and Social Engagement. Cham: Springer International Publishing,
2022. https://doi.org/10.1007/978-3-031-20748-8_22.'
ieee: 'J. Ridgway, P. Campos, and R. Biehler, “Data Science, Statistics, and Civic
Statistics: Education for a Fast Changing World,” in Statistics for Empowerment
and Social Engagement, Cham: Springer International Publishing, 2022.'
mla: 'Ridgway, Jim, et al. “Data Science, Statistics, and Civic Statistics: Education
for a Fast Changing World.” Statistics for Empowerment and Social Engagement,
Springer International Publishing, 2022, doi:10.1007/978-3-031-20748-8_22.'
short: 'J. Ridgway, P. Campos, R. Biehler, in: Statistics for Empowerment and Social
Engagement, Springer International Publishing, Cham, 2022.'
date_created: 2023-03-30T13:12:59Z
date_updated: 2024-04-18T10:07:16Z
department:
- _id: '363'
doi: 10.1007/978-3-031-20748-8_22
language:
- iso: eng
place: Cham
publication: Statistics for Empowerment and Social Engagement
publication_identifier:
isbn:
- '9783031207471'
- '9783031207488'
publication_status: published
publisher: Springer International Publishing
related_material:
link:
- relation: confirmation
url: https://doi.org/10.1007/978-3-031-20748-8_22
status: public
title: 'Data Science, Statistics, and Civic Statistics: Education for a Fast Changing
World'
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '42649'
author:
- first_name: Thomas
full_name: Bauer, Thomas
last_name: Bauer
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Elisa
full_name: Lankeit, Elisa
last_name: Lankeit
citation:
ama: 'Bauer T, Biehler R, Lankeit E. Mini-Aufgaben in mathematischen Übungsgruppen
zur Analysis: Charakteristika von Aufgaben und Abstimmungsverhalten von Studierenden.
In: Hochmuth R, Biehler R, Liebendörfer M, Schaper N, eds. Unterstützungsmaßnahmen
in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse.
Springer Berlin Heidelberg; 2022:515-543. doi:10.1007/978-3-662-64833-9_19'
apa: 'Bauer, T., Biehler, R., & Lankeit, E. (2022). Mini-Aufgaben in mathematischen
Übungsgruppen zur Analysis: Charakteristika von Aufgaben und Abstimmungsverhalten
von Studierenden. In R. Hochmuth, R. Biehler, M. Liebendörfer, & N. Schaper
(Eds.), Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte,
Praxisbeispiele und Untersuchungsergebnisse (pp. 515–543). Springer Berlin
Heidelberg. https://doi.org/10.1007/978-3-662-64833-9_19'
bibtex: '@inbook{Bauer_Biehler_Lankeit_2022, place={Berlin, Heidelberg}, title={Mini-Aufgaben
in mathematischen Übungsgruppen zur Analysis: Charakteristika von Aufgaben und
Abstimmungsverhalten von Studierenden}, DOI={10.1007/978-3-662-64833-9_19},
booktitle={Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte,
Praxisbeispiele und Untersuchungsergebnisse}, publisher={Springer Berlin Heidelberg},
author={Bauer, Thomas and Biehler, Rolf and Lankeit, Elisa}, editor={Hochmuth,
Reinhard and Biehler, Rolf and Liebendörfer, Michael and Schaper, Niclas}, year={2022},
pages={515–543} }'
chicago: 'Bauer, Thomas, Rolf Biehler, and Elisa Lankeit. “Mini-Aufgaben in mathematischen
Übungsgruppen zur Analysis: Charakteristika von Aufgaben und Abstimmungsverhalten
von Studierenden.” In Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen
- Konzepte, Praxisbeispiele und Untersuchungsergebnisse, edited by Reinhard
Hochmuth, Rolf Biehler, Michael Liebendörfer, and Niclas Schaper, 515–43. Berlin,
Heidelberg: Springer Berlin Heidelberg, 2022. https://doi.org/10.1007/978-3-662-64833-9_19.'
ieee: 'T. Bauer, R. Biehler, and E. Lankeit, “Mini-Aufgaben in mathematischen Übungsgruppen
zur Analysis: Charakteristika von Aufgaben und Abstimmungsverhalten von Studierenden,”
in Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte,
Praxisbeispiele und Untersuchungsergebnisse, R. Hochmuth, R. Biehler, M. Liebendörfer,
and N. Schaper, Eds. Berlin, Heidelberg: Springer Berlin Heidelberg, 2022, pp.
515–543.'
mla: 'Bauer, Thomas, et al. “Mini-Aufgaben in mathematischen Übungsgruppen zur Analysis:
Charakteristika von Aufgaben und Abstimmungsverhalten von Studierenden.” Unterstützungsmaßnahmen
in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse,
edited by Reinhard Hochmuth et al., Springer Berlin Heidelberg, 2022, pp. 515–43,
doi:10.1007/978-3-662-64833-9_19.'
short: 'T. Bauer, R. Biehler, E. Lankeit, in: R. Hochmuth, R. Biehler, M. Liebendörfer,
N. Schaper (Eds.), Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen
- Konzepte, Praxisbeispiele und Untersuchungsergebnisse, Springer Berlin Heidelberg,
Berlin, Heidelberg, 2022, pp. 515–543.'
date_created: 2023-03-02T10:23:38Z
date_updated: 2024-04-18T10:09:45Z
department:
- _id: '363'
doi: 10.1007/978-3-662-64833-9_19
editor:
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Rolf
full_name: Biehler, Rolf
last_name: Biehler
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://doi.org/10.1007/978-3-662-64833-9_19
oa: '1'
page: 515-543
place: Berlin, Heidelberg
publication: Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte,
Praxisbeispiele und Untersuchungsergebnisse
publication_identifier:
isbn:
- '9783662648322'
- '9783662648339'
issn:
- 2197-8751
- 2197-876X
publication_status: published
publisher: Springer Berlin Heidelberg
status: public
title: 'Mini-Aufgaben in mathematischen Übungsgruppen zur Analysis: Charakteristika
von Aufgaben und Abstimmungsverhalten von Studierenden'
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '42652'
author:
- first_name: Elisa
full_name: Lankeit, Elisa
last_name: Lankeit
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Lankeit E, Biehler R. Vorkurse und ihre Wirkungen im Übergang Schule – Hochschule.
In: Hochmuth R, Biehler R, Liebendörfer M, Schaper N, eds. Unterstützungsmaßnahmen
in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse.
Springer; 2022:293-363. doi:10.1007/978-3-662-64833-9_12'
apa: Lankeit, E., & Biehler, R. (2022). Vorkurse und ihre Wirkungen im Übergang
Schule – Hochschule. In R. Hochmuth, R. Biehler, M. Liebendörfer, & N. Schaper
(Eds.), Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte,
Praxisbeispiele und Untersuchungsergebnisse (pp. 293–363). Springer. https://doi.org/10.1007/978-3-662-64833-9_12
bibtex: '@inbook{Lankeit_Biehler_2022, place={Berlin, Heidelberg}, title={Vorkurse
und ihre Wirkungen im Übergang Schule – Hochschule}, DOI={10.1007/978-3-662-64833-9_12},
booktitle={Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte,
Praxisbeispiele und Untersuchungsergebnisse}, publisher={Springer}, author={Lankeit,
Elisa and Biehler, Rolf}, editor={Hochmuth, Reinhard and Biehler, Rolf and Liebendörfer,
Michael and Schaper, Niclas}, year={2022}, pages={293–363} }'
chicago: 'Lankeit, Elisa, and Rolf Biehler. “Vorkurse und ihre Wirkungen im Übergang
Schule – Hochschule.” In Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen
- Konzepte, Praxisbeispiele und Untersuchungsergebnisse, edited by Reinhard
Hochmuth, Rolf Biehler, Michael Liebendörfer, and Niclas Schaper, 293–363. Berlin,
Heidelberg: Springer, 2022. https://doi.org/10.1007/978-3-662-64833-9_12.'
ieee: 'E. Lankeit and R. Biehler, “Vorkurse und ihre Wirkungen im Übergang Schule
– Hochschule,” in Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen
- Konzepte, Praxisbeispiele und Untersuchungsergebnisse, R. Hochmuth, R. Biehler,
M. Liebendörfer, and N. Schaper, Eds. Berlin, Heidelberg: Springer, 2022, pp.
293–363.'
mla: Lankeit, Elisa, and Rolf Biehler. “Vorkurse und ihre Wirkungen im Übergang
Schule – Hochschule.” Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen
- Konzepte, Praxisbeispiele und Untersuchungsergebnisse, edited by Reinhard
Hochmuth et al., Springer, 2022, pp. 293–363, doi:10.1007/978-3-662-64833-9_12.
short: 'E. Lankeit, R. Biehler, in: R. Hochmuth, R. Biehler, M. Liebendörfer, N.
Schaper (Eds.), Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen -
Konzepte, Praxisbeispiele und Untersuchungsergebnisse, Springer, Berlin, Heidelberg,
2022, pp. 293–363.'
date_created: 2023-03-02T10:34:09Z
date_updated: 2024-04-18T10:09:33Z
department:
- _id: '363'
doi: 10.1007/978-3-662-64833-9_12
editor:
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Rolf
full_name: Biehler, Rolf
last_name: Biehler
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
language:
- iso: ger
main_file_link:
- url: https://doi.org/10.1007/978-3-662-64833-9_12
page: 293-363
place: Berlin, Heidelberg
publication: Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte,
Praxisbeispiele und Untersuchungsergebnisse
publication_identifier:
isbn:
- '9783662648322'
- '9783662648339'
issn:
- 2197-8751
- 2197-876X
publication_status: published
publisher: Springer
status: public
title: Vorkurse und ihre Wirkungen im Übergang Schule – Hochschule
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '35698'
author:
- first_name: Mirko
full_name: Schürmann, Mirko
id: '59707'
last_name: Schürmann
orcid: 0000-0003-2646-085X
- first_name: C.
full_name: Büdenbender-Kuklinski, C.
last_name: Büdenbender-Kuklinski
- first_name: Elisa
full_name: Lankeit, Elisa
last_name: Lankeit
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: R.
full_name: Hochmuth, R.
last_name: Hochmuth
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: N.
full_name: Schaper, N.
last_name: Schaper
citation:
ama: Schürmann M, Büdenbender-Kuklinski C, Lankeit E, et al. Dokumentation Der
Erhebungsinstrumente Des Projekts WiGeMath. LibreCat University; 2022. doi:10.17170/KOBRA-202205176188
apa: Schürmann, M., Büdenbender-Kuklinski, C., Lankeit, E., Liebendörfer, M., Hochmuth,
R., Biehler, R., & Schaper, N. (2022). Dokumentation der Erhebungsinstrumente
des Projekts WiGeMath. LibreCat University. https://doi.org/10.17170/KOBRA-202205176188
bibtex: '@book{Schürmann_Büdenbender-Kuklinski_Lankeit_Liebendörfer_Hochmuth_Biehler_Schaper_2022,
title={Dokumentation der Erhebungsinstrumente des Projekts WiGeMath}, DOI={10.17170/KOBRA-202205176188},
publisher={LibreCat University}, author={Schürmann, Mirko and Büdenbender-Kuklinski,
C. and Lankeit, Elisa and Liebendörfer, Michael and Hochmuth, R. and Biehler,
Rolf and Schaper, N.}, year={2022} }'
chicago: Schürmann, Mirko, C. Büdenbender-Kuklinski, Elisa Lankeit, Michael Liebendörfer,
R. Hochmuth, Rolf Biehler, and N. Schaper. Dokumentation Der Erhebungsinstrumente
Des Projekts WiGeMath. LibreCat University, 2022. https://doi.org/10.17170/KOBRA-202205176188.
ieee: M. Schürmann et al., Dokumentation der Erhebungsinstrumente des
Projekts WiGeMath. LibreCat University, 2022.
mla: Schürmann, Mirko, et al. Dokumentation Der Erhebungsinstrumente Des Projekts
WiGeMath. LibreCat University, 2022, doi:10.17170/KOBRA-202205176188.
short: M. Schürmann, C. Büdenbender-Kuklinski, E. Lankeit, M. Liebendörfer, R. Hochmuth,
R. Biehler, N. Schaper, Dokumentation Der Erhebungsinstrumente Des Projekts WiGeMath,
LibreCat University, 2022.
date_created: 2023-01-10T09:04:26Z
date_updated: 2024-04-18T10:10:31Z
department:
- _id: '363'
- _id: '423'
- _id: '625'
doi: 10.17170/KOBRA-202205176188
publisher: LibreCat University
status: public
title: Dokumentation der Erhebungsinstrumente des Projekts WiGeMath
type: research_data
user_id: '37888'
year: '2022'
...