---
res:
  bibo_abstract:
  - "<jats:title>Abstract</jats:title>\r\n               <jats:p>The purpose of this
    study is to describe the knowledge that is required in exams on Analysis 1 courses
    at German universities. To do so, we use the distinction between procedural and
    conceptual knowledge that is frequently used in the literature on mathematics
    education. For a more detailed analysis, we developed further categories for our
    coding scheme that better reflect the interaction of procedural and conceptual
    knowledge required to complete tasks. Using this coding scheme, we coded 49 exams
    from 12 out of 16 federal states in Germany, consisting of a total of 741 tasks.
    The analysis revealed that 69% of the tasks could be solved by recalling information
    or using procedural knowledge with only minor conceptual knowledge required, whilst
    31% required substantial conceptual knowledge. Based on this analysis, we assume
    that most exams can be passed by focusing the knowledge of facts and procedures.
    These results indicate a discrepancy between the teaching focus on conceptual
    knowledge and the knowledge assessed, which is discussed.</jats:p>@eng"
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Tim
      foaf_name: Kolbe, Tim
      foaf_surname: Kolbe
  - foaf_Person:
      foaf_givenName: Michael
      foaf_name: Liebendörfer, Michael
      foaf_surname: Liebendörfer
  bibo_doi: 10.1093/teamat/hrae012
  dct_date: 2024^xs_gYear
  dct_isPartOf:
  - http://id.crossref.org/issn/0268-3679
  - http://id.crossref.org/issn/1471-6976
  dct_language: eng
  dct_publisher: Oxford University Press (OUP)@
  dct_title: Which knowledge is required in exams on analysis 1 courses at German
    universities?@
...