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Past Colloquia

July 14, 2026 – Prof. Dr. Michael Kleine (Bielefeld University)

Identifying Basic Mathematical Skills: Design and Insights into the Assessment Tools from the EU Project DiToM

The EU project DiToM (Diagnostic Tool in Mathematics, www.ditom.org) develops and tests diagnostic screening instruments to assess basic mathematical competencies (“mathematical key skills”) from elementary school through lower secondary school.
The presentation provides a systematic overview of the project structure, the theoretical foundations, and the methodological principles according to which the assessment tools are designed. Using examples, it introduces key task formats, explains the underlying competency dimensions, and illustrates selected results. The presentation is aimed at both researchers and teachers and demonstrates how basic mathematical competencies can be assessed in a valid and practical manner, as well as offering perspectives for the practical application of the results.

 

 

June 26, 2026 – Prof. Dr. Stephan Berendonk (University of Wuppertal)

Proofs as a Basis for Imitation

When engaging in mathematics—particularly when defining, drawing analogies, and generalizing—we typically draw on existing proofs. We attempt to apply these to uncharted territory while adhering as closely as possible to the ideas behind the proofs. Existing proofs provide a framework for our thinking as we search for suitable definitions and interesting theorems. The fact that, in the context of discovery, proofs can be not only the goal but also the starting point and tool of mathematical inquiry is a fundamental insight into the nature of mathematics, the teaching of which in schools continually deserves didactic attention. In this lecture, the exploratory function of proofs discussed here will be illustrated using simple examples from elementary mathematics.

 

 

May 5, 2026 – Dr. Valentin Katter (University of Bielefeld)

AI in Mathematics Education: Between Practice and Research

The integration of large language models in an educational context is currently being debated, with arguments ranging from the promise of highly personalized and adaptive support to the risk of replacing students’ own thinking. This lecture examines the topic from two complementary perspectives.
In the CaTS (Chatbots as Tutors in Schools) research project, 303 middle school students worked on mathematical modeling tasks, supported either by ChatGPT Voice or by human tutors. In a direct comparison, the human tutors proved to be superior—but what exactly makes the difference? The concept of interaction granularity introduces a novel approach that goes beyond mere performance comparisons and instead focuses on problem-solving processes and usage strategies.
The KIVIMA teaching project, funded by Bielefeld University’s Quality Fund for Teaching, takes a different approach. Student teachers use LLMs and so-called “vibe coding” to develop interactive visualizations for math lessons, which are then tested with students in the “teutolab mathematik” program. Here, AI is not only critically examined but also constructively integrated into lesson planning.
Together, these two projects invite discussion: What research methods do we need to fairly evaluate AI in the classroom, and how can we meaningfully prepare teachers for its use?

December 11, 2025 – Sarah Gaiser (Stanford University)

Challenges and Opportunities of Outreach and Educational Projects in the U.S.

College and high school life in the U.S. is frequently portrayed in the media, so people often feel as though they are quite familiar with an educational system that is actually foreign to them. But what does a class at an American university actually look like? What do middle and high school students learn? And how can a new generation be inspired to pursue science and STEM subjects?
Following a brief overview of the American educational landscape, the presentation describes the structure and teaching methods of introductory physics lectures at Stanford University. These explanations serve as a basis for discussing the unique challenges American universities face in enrolling students with widely varying educational backgrounds.
In the second half of the lecture, the focus shifts to various U.S.-based physics outreach and education projects; their target audiences and methods are explained, and opportunities for international participation are highlighted.

 

 

November 11, 2025 – Univ.-Prof. Dr. David Kollosche (University of Klagenfurt)

On Mathematical Work in Mathematics Education

In mathematics education, there are traditions—such as content-based pedagogy—that emphasize mathematical work. The lecture will address the following questions: What is meant by “mathematical work” in mathematics education? Why is it indispensable? Is there currently a lack of such research perspectives? How can it be distinguished from “normal” mathematical work, and why is it relevant to mathematics education in the first place? The lecture is intended as a contribution to the methodology of mathematics education.

July 8, 2025 – Timo Senfleben (University of Leipzig)

Development of an Escape Game for Problem-Based Math Instruction

Escape games have enjoyed great popularity for several years now, in both analog and digital forms. The use of escape games in educational contexts is also increasingly coming into focus. In particular, the connection between math instruction and escape games is more obvious than it might initially seem. A key commonality between escape games and math instruction lies in problem-solving; however, while this is an essential part of the fun in an escape game, it is generally regarded as an unpleasant activity in school. This inevitably raises the question of whether an escape game adapted for math class can be used to foster mathematical problem-solving processes in a playful and engaging way.

In my dissertation project, I am therefore using the design-research method to develop and study just such a game, which aims to initiate problem-solving processes in math class in a playful way. 
In my presentation, I will provide a brief overview of the concept and research questions of my work. I will then discuss the second design cycle in detail. During this cycle, students played the escape game individually and in pairs while being videotaped. This data was analyzed using qualitative content analysis. The results obtained from this analysis will be presented in the talk and discussed together.
 

 

May 27, 2025 – Dr. Corinna Hankeln (Technical University of Dortmund)

Making Understanding Visible – AI-Supported Diagnostic Processes in Mathematics Learning

Learning mathematics requires far more than simply memorizing procedures—building a deep understanding is central. However, this aspect has often been inadequately represented in digital diagnostic platforms to date. This presentation introduces the “Assessment for Learning with AI” project, which investigates how artificial intelligence can be used to gain insights into learners’ thinking. The focus is on approaches that increase the richness and diagnostic value of learners’ responses: for example, through speech recognition to encourage verbal expression, automatic translation for the targeted integration of multilingualism, or chatbots that create authentic communication opportunities. In addition, new methods for evaluating (open-ended) assignment formats are highlighted. Initial insights into the project illustrate the potential of AI-supported approaches for deeper, comprehension-oriented assessment in mathematics instruction.

 

 

April 22, 2025 – Simon Barlovits (Goethe University Frankfurt am Main)

“Outdoor Mathematics: An Evaluation of the Mathtrail Method Using the MathCityMap App”

Learning mathematics outdoors is associated with a variety of expectations, such as increasing motivation and fostering real-world relevance and modeling skills. One way to implement mathematics instruction outdoors is through the so-called Mathtrail method: This involves a route consisting of several mathematical problems related to interesting, real-world objects. Students can be supported in working through Mathtrails by using a smartphone, for example, via the MathCityMap app.
This presentation evaluates the Mathtrail method. Based on a quasi-experimental study involving 19 school classes, it examines the extent to which interest in Mathtrails depends on smartphone use. Furthermore, the study examines whether interest in Mathtrails depends on personal preferences, such as a general interest in mathematics. Finally, the study aims to determine to what extent smartphone use leads to greater success in completing the trails, as measured by a higher solution rate.