Forschung & Ergebnisse
Publikationen
Wissenschaftliche Beiträge und Forschungsergebnisse des CaLSAM-Projekts
Projektpublikationen
Kuzu, T., Ali, S., Autenrieth, N., Çekmez, E., Coronado Alvarez, S., Farsani, D., Gerlach, K., Güler, M., Neville, C., Ní Ríordáin, M., Ott, B., Vogler, A. & Uribe, A. (2025). Content-and-Language-Sensitive Approach to Multilingualism in School – Methodological Framework and Guidelines. European Union (Erasmus+). https://doi.org/10.82184/opus-582
Projektbezogene Publikationen (Auswahl)
Ausgewählte begutachtete Forschungsarbeiten von CaLSAM-Teammitgliedern, die Expertise in mehrsprachiger Mathematikdidaktik, Lehrerbildung und verwandten Bereichen demonstrieren.
2025
Delahunty, T., Riordain, M. N. & Prendergast, M. (2025). Investigating STEM interest, mathematics beliefs and gender stereotypes among pre-service early childhood educators. European Journal of Teacher Education, 1-23. https://doi.org/10.1080/02619768.2025.2511870
Güner, P., Bozkuş, F. & Güler, M. (2025). To notice, but what? An investigation on pre-service teachers' noticing of strengths and deficits in student thinking. Teaching and Teacher Education, 160, 1-17. https://doi.org/10.1016/j.tate.2025.105035
Kuzu, T., Bay, W. & Irion, T. (2025). AI-based task development in teacher education: An empirical study on using ChatGPT to create complex multilingual tasks in the context of primary education. Education and Information Technologies, 30, 10, 1-35. https://doi.org/10.1007/s10639-025-13673-8
2024
Ní Ríordáin, M., Neville, C., & Daly, M. (2024). Language-responsive mathematics teaching and AEN learners in a CLIL context. Frontiers in Education, 9, 1-14. https://doi.org/10.3389/feduc.2024.1456255
2023
Breda, A., Calle, E., Farsani, D., Ali, S., Tesfamicael, S. A. & Bose, A. (2023). Didactic-mathematical knowledge of future mathematics teachers in Ecuador when developing tasks based on ethnomathematical practices. Paradigmi: Rivista di critica filosofica, 44, 2, 539-567. https://doi.org/10.37618/PARADIGMA.1011-2251.2023.p539-567.id1406
Kuzu, T. (2023). Multilingual meaning making – An explorative study of German-Turkish Learners' Translanguaging Processes Regarding the Part-whole-concept. Journal für Mathematik-Didaktik, 44(4), 325-353. https://doi.org/10.1007/s13138-023-00219-z
Thyssen, C., Huwer, J., Irion, T. & Schaal, S. (2023). From TPACK to DPACK: The "Digitality-Related Pedagogical and Content Knowledge"-Model in STEM-Education. Education Sciences, 13(8), 769. https://doi.org/10.3390/educsci13080769