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Modelling tasks—The relation between linguistic skills, intra-mathematical skills, and context-related prior knowledge

Publikation: Beiträge in Sammelwerken › Abstracts in Konferenzbänden › Forschung › begutachtet

Authors

OriginalspracheEnglisch
TitelBeiträge zum Mathematikunterricht 2022 : 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik : vom 29.08.2022 bis 02.09.2022 in Frankfurt am Main
HerausgeberIDMI-Primar Goethe-Universität Frankfurt
Anzahl der Seiten4
Band1
ErscheinungsortMünster
VerlagWTM - Verlag für wissenschaftliche Texte und Medien
Erscheinungsdatum04.2023
Seiten367-370
ISBN (Print)978-3-95987-207-2
ISBN (elektronisch)978-3-95987-208-9
PublikationsstatusErschienen - 04.2023
Veranstaltung56. Jahrestagung der Gesellschaft für Didaktik der Mathematik 2022: Mathematikdidaktiker*innen im Dialog - Goethe-Universität Frankfurt, Frankfurt, Deutschland
Dauer: 29.08.2022 → 02.09.2022
Konferenznummer: 56
https://aktuelles.uni-frankfurt.de/event/56-jahrestagung-der-gesellschaft-fuer-didaktik-der-mathematik/

Zugehörige Aktivitäten

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Academic language features in mathematical modelling tasks raise difficulty in reading comprehension for secondary students

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Effects of linguistic demands of reality-based mathematical tasks: discrepancy between teachers' expectations and students' performance

Ehmke, T., Leiss, D. & Heine, L., 10.06.2025, in: Frontiers in Education. 10, 13 S., 1528806.

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Enhancing pre-service teachers' well-being during long-term internships: The roles of self-efficacy, mentoring, and task-related sense of coherence

Homann, H.-S., Beckmann, T. & Ehmke, T., 07.02.2025, in: International Journal of Education and Practice. 13, 2, S. 566-586 21 S.

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Exploring pre- and in-service teachers’ (non-)critical cultural and multilingual awareness and responsiveness in classroom situations through voice-recorded video-based assessment

Kardel, L., Ehmke, T. & Lemmrich, S., 01.04.2025, in: Teaching and Teacher Education. 157, 14 S., 104962.

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