---
res:
  bibo_abstract:
  - '<jats:title>Abstract</jats:title><jats:p>In this symposium we investigate students’
    agency of selecting and using (digital) resources for developing their own learning
    paths. For that, we first review the literature related to students’ selection
    and use of resources in mathematics education in different pedagogical settings
    (presentation 1). Second, we develop insights from the different studies that
    participate in this symposium (presentation 2–6), at school as well as at university
    level. Results show that attempts have been made to provide students opportunities
    to develop agency of their mathematics learning, in particular with the development
    and provision of numerous digital tools and learning resources at university level
    and related to innovative pedagogical approaches. At the same time, it is not
    obvious how these tools and resources help students to develop deeper conceptual
    understandings. Certainly, students often ‘demand’ more student-centered and autonomous
    education approaches (e.g., at university level), also in mathematics education.
    Further, it seems that authentic problem-based education approaches are more motivating
    for students. These ‘innovative’ approaches necessitate particular types of structure
    and support for students. Moreover, they require different ways of providing resources
    that students can and want to interact with, and that help students to navigate
    through the curriculum to develop their own learning paths. At the same time,
    teachers also need support on how to orchestrate student learning with the available
    resources in such environments, so to be able to attend to students’ individual
    needs. The symposium comprised altogether six presentations:</jats:p><jats:p>Birgit
    Pepin &amp; Sebastian Rezat: Students’ agency of selecting and using (digital)
    resources for developing their own learning paths: An overview</jats:p><jats:p>Annalisa
    Cusi &amp; Agnese I. Telloni: Learning through digital curriculum resource design:
    students’ reflections on their role as designers</jats:p><jats:p>Vilma Mesa, Lelia
    Burley-Sanford, Xinyi Hao, &amp; Carlos Quiroz: Interactive features in university
    textbooks and their use by teachers and students</jats:p><jats:p>Sebastian Rezat:
    Fostering university students’ reading and understanding of mathematical text
    in a flipped classroom approach with a digital marking tool</jats:p><jats:p>Birgit
    Pepin &amp; Ulises Salinas: Challenge/problem-based mathematics learning at university
    level: The case of the modeling week</jats:p><jats:p>Farzad Radmehr: Problem-posing:
    An inclusive activity for improving teaching and learning of mathematics at university
    level</jats:p>@eng'
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Birgit
      foaf_name: Pepin, Birgit
      foaf_surname: Pepin
  - foaf_Person:
      foaf_givenName: Sebastian
      foaf_name: Rezat, Sebastian
      foaf_surname: Rezat
  bibo_doi: 10.1007/978-981-97-8426-4_17
  dct_date: 2025^xs_gYear
  dct_isPartOf:
  - http://id.crossref.org/issn/9789819784257
  - http://id.crossref.org/issn/9789819784264
  dct_language: eng
  dct_publisher: Springer Nature@
  dct_title: 'Symposium—Towards innovative practices in mathematics education: Teachers’
    and students’ choice and use of digital resources@'
...