Publications

Topic specificity of students' conceptual and procedural fraction knowledge and its impact on errors

We performed a latent profile analysis to show that the level of conceptual and procedural fraction knowledge can vary within students between topics.
Katja Lenz, Frank Reinhold, Gerald Wittmann
DOI

Developing a Simulation to Foster Prospective Mathematics Teachers’ Diagnostic Competencies: the Effects of Scaffolding

We developed a simulation that aims at measuring and fostering teachers’ competencies to assess students’ mathematical abilities and misconceptions.
Christian Schons, Andreas Obersteiner, Frank Reinhold, Frank Fischer, Kristina Reiss
PDF DOI

Supporting student motivation in class: the motivational potential of tasks

We analyzed current ninth grade mathematics and physics tasks to assess the potential of textbook tasks to promote student motivation.
Anna Heinle, Anja Schiepe-Tiska, Frank Reinhold, Jörg-Henrik Heine, Doris Holzberger
PDF DOI

Students home alone—profiles of internal and external conditions associated with mathematics learning from home

We identified student profiles defined by internal factors and external factors—all specifically related to home learning.
Sarah Hofer, Frank Reinhold, Marco Koch
PDF DOI

Considering teachers' beliefs, motivation, and emotions regarding teaching mathematics with digital tools: The effect of an in-service teacher training

We show that orientations can be successfully fostered—while individual differences exist in the effect and success of interventions.
Frank Reinhold, Anselm Strohmaier, Zoraida Finger-Collazos, Kristina Reiss
PDF DOI

Different complex word problems require different combinations of cognitive skills

In this study we emphasize how word problems may differ with regard to the cognitive skills required to solve them correctly.
Anselm Strohmaier, Frank Reinhold, Sarah Hofer, Michal Berkowitz, Birgit Vogel-Heuser, Kristina Reiss
PDF Poster DOI

Motivational and emotional orientation, engagement, and achievement in mathematics. A case study with one sixth-grade classroom working with an electronic textbook on fractions

This study revealed that emotional engagement while learning with digital tools predicted cognitive learning outcomes uniquely, while for behavioral engagement the interaction with prior knowledge was a relevant predictor.
Frank Reinhold, Stefan Hoch, Anja Schiepe-Tiska, Anselm Strohmaier, Kristina Reiss
Project DOI

Students' coping with the self-regulatory demand of crisis-driven digitalization in university mathematics instruction: do motivational and emotional orientations make a difference?

We investigated the role of students’ motivational and emotional orientations regarding mathematics in coping with the high self-regulatory demand due to the radical shift from face-to-face lectures to online learning in university mathematics instruction—induced by the COVID-19 pandemic.
Frank Reinhold, Christian Schons, Sarah Scheuerer, Peter Gritzmann, Jürgen Richter-Gebert, Kristina Reiss
Dataset DOI

Digital support principles for sustainable mathematics learning in disadvantaged students

Interactive and adaptive scaffolds in digital learning environments yield sustainable positive effects on mathematics learning in disadvantaged students.
Frank Reinhold, Sarah Hofer, Stefan Hoch, Bernhard Werner, Jürgen Richter Gebert, Kristina Reiss
PDF Project DOI

Process data from electronic textbooks indicate students' classroom engagement

This study demonstrates a viable way to unobtrusively measure students’ classroom engagement utilizing process data from electronic textbooks.
Frank Reinhold, Anselm Strohmaier, Stefan Hoch, Kristina Reiss, Ricardo Böheim, Tina Seidel
DOI

Engineering Students' Thinking About Technical Systems: An Ontological Categories Approach

This paper aims at identifying ontological categories as higher-order knowledge structures that underlie engineering students’ thinking about technical systems.
Sarah Hofer, Frank Reinhold, Frieder Loch, Birgit Vogel-Heuser
PDF DOI

The Role of Spatial, Verbal, Numerical, and General Reasoning in Complex Word Problem Solving for Young Female and Male Adults

This study analyzed the relative importance of different cognitive abilities—spatial, verbal, numerical, and general reasoning—for solving Complex mathematical Word Problems among N = 1282 first-year university engineering students.
Frank Reinhold, Sarah Hofer, Michal Berkowitz, Anselm Strohmaier, Sarah Scheuerer, Frieder Loch, Birgit Vogel-Heuser, Kristina Reiss
PDF DOI

The Interplay Between the Natural Number Bias and Fraction Magnitude Processing in Low-Achieving Students

The relationship between the natural number bias and the ability to process fraction magnitudes is not well understood. We investigate this relationship by analyzing individual students’ profiles. Our results suggest that the occurrence of the natural number bias and the ability to process fraction magnitude are closely related.
Frank Reinhold, Andreas Obersteiner, Stefan Hoch, Sarah Hofer, Kristina Reiss
PDF DOI

The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis

The comprehensive meta-analysis investigated how the use of technology can enhance learning in mathematics and science. 92 studies compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes, g = 0.65.
Delia Hillmayr, Lisa Ziernwald, Frank Reinhold, Sarah Hofer, Kristina Reiss
PDF Source Document DOI

Learning Fractions with and without Educational Technology: What Matters for High-Achieving and Low-Achieving Students?

We developed interactive material for learning fractions providing scaffolds in an e-textbook. High-achieving students did benefit from the curriculum, regardless of whether it was presented with or without interactive scaffolds, while for low-achieving students using scaffolds was decisive.
Frank Reinhold, Stefan Hoch, Bernhard Werner, Jürgen Richter Gebert, Kristina Reiss
PDF Project DOI

Design and research potential of interactive textbooks: the case of fractions

Computer-based learning environments introduce aspects that allow further information on learning processes to be gleaned. In this study, linear mixed models revealed a negative effect of time on task on task success, which was moderated by exercise difficulty and by student competence.
Stefan Hoch, Frank Reinhold, Bernhard Werner, Jürgen Richter Gebert, Kristina Reiss
PDF Project DOI