Josephine Paul

Research Scientist at the Department of Education at the Faculty for Mathematics and Computer Science

Professional CV

  • Since 11/2024
    Research Scientist and Doctoral Student, Chair of Mathematics Education, Friedrich-Alexander Universität Erlangen-Nürnberg
  • 2021 – 2024
    Research Scientist and Doctoral Student, Chair of Mathematics Education, Department of Education at the Faculty of Mathematics and Computer Science, University of Jena 
  • 2021
    State Examination for Upper Level Secondary School Teachers (Mathematics, Geography, University of Jena) 
  • 2020 – 2021
    Student Assistant, Chair of Geography Education, Faculty of Chemistry and Earth Sciences, University of Jena
  • 2020
    Student Assistant, Chair of Function Spaces, Faculty of Mathematics and Computer Science, University of Jena
  • 2018
    Student Assistant, Chair of Social Geography, Faculty of Chemistry and Earth Sciences, University of Jena

Research interests

  • meaning of cultural aspects for the perception of instruction and instructional quality in mathematics
  • teacher noticing: noticing focuses and beliefs

Website

Publications

  • Paul, J.F., Dreher, A., Wang, T.-Y., Hsieh, F.-J., & Lindmeier, A. (2024). Culture-Specific Norms Regarding High-Quality Use of Task Potential for Mathematical Learning—Contrasting Researchers’ Perspectives from Germany and Taiwan. Journal für Mathematik-Didaktik  45, 14. https://doi.org/10.1007/s13138-024-00237-5External link
  • Paul, J. F., Dreher, A., & Lindmeier, A. (im Druck). Weshalb richtet sich das Noticing bei der Beurteilung des Einsatzes von Aufgaben auf die Schüler:innenaktivität? – Untersuchung individueller, kultureller und situativer Einflüsse. Beiträge zum Mathematikunterricht 2024.
  • Paul, J. F. (2023). Posen, Hypen, Inszenieren: Zur digitalen Bedeutungsaufladung von socially hyped Locations. Wochenschau Verlag.
  • Paul, J. F., Dreher, A., Wang, T.-Y., Hsieh, F.-J., Hansen, L., & Lindmeier, A. (2023). Are experts’ noticing focuses regarding the learning potential of tasks and its use consistent across instructional situations? A secondary analysis. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Hrsg.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Bd. 4, S. 27–34). PME.
  • Paul, J. F., Leiss, D., & Lindmeier, A. (2023). Kategorisierung von Fachbegriffen zum Mathematikunterricht im Bereich quadratische Gleichungen und Funktionen. Beiträge zum Mathematikunterricht 2022. https://eldorado.tu-dortmund.de/handle/2003/41659External link