Johanna Schoenherr

• Dr.
• Assistant Professor at Paderborn University

Academic emotions play a crucial role in mathematics learning, significantly influencing motivation, academic achievement, and career aspirations in mathematics. With the notable increase in research on emotions in recent years, our review uses Pekrun’s control-value theory with two primary objectives: to systematically describe the characteristics...

Many students struggle to make an accurate drawing for a geometry modeling problem, which limits the benefits of drawing. Providing them with drawing support in form of provided elements and a background template can help them make more accurate drawings, but it is an open question whether the effects of drawing support vary based on learner charac...

Students' beliefs about mathematics include static (schema and formalism) and dynamic (application and process) aspects and influence students’ motivation, emotions, and learning. Students often hold static beliefs, which emphasize the memorization of symbols and procedures and potentially hinder learning. We investigated how students’ beliefs deve...

Little is known about the mechanisms underlying preservice teachers' judgments of students' task motivation, which is relevant to instructional planning. In this study, 64 preservice teachers rated their personal expectations of success and task values, and they judged average ninth grade students' expectations of success and task values associated...

Background: Real-world problems are important in math instruction, but they do not necessarily trigger students' task motivation. Personalizing real-world problems by (1) matching problems to students' shared living environment (context personalization) and (2) asking students to pose their own problems (active personalization) might be two interve...

In this systematic literature review, we applied a qualitative content analysis to 13 research articles, comprising 17 external visualization (EV) interventions, published between 2018 and 2022. Our aim was to gain insights into the efficacy of EV interventions and to identify the EV intervention characteristics that might mediate the effect of the...

External visualization (i.e., physically embodied visualization) is central to the teaching and learning of mathematics. As external visualization is an important part of mathematics at all levels of education, it is diverse, and research on external visualization has become a wide and complex field. The aim of this scoping review is to characteriz...

Promoting students' creativity is an important goal of mathematics education across different types of schools and grades. In the mathematics classroom, solving a mathematical modelling problem is an activity that allows students to be creative (e.g., to develop new ideas, to consider alternative models, and to find uncommon solutions). Yet, second...

Motivation and strategies are important for students’ learning. In this contribution, we investigated the motivation to use the learner-generated drawing strategy. On the basis of expectancy-value theory, we analyzed the relationships between three components of strategy- based motivation (self-efficacy, value, and cost) and gender differences in t...

Although self-generated drawing is a powerful strategy in the domain of geometry, students lack spontaneous use of the drawing strategy. In the current study, we investigated instructional, cognitive, and motivational predictors of students’ drawing use. We first assessed strategic knowledge about drawing and strategy-based motivation in 132 studen...

Motivation and strategies are important for students' learning. In this contribution, we investigated the motivation to use the learner-generated drawing strategy. On the basis of expectancy-value theory, we analyzed the relationships between three components of strategy-based motivation (self-efficacy, value, and cost) and gender differences in th...

Making drawings can help students avoid and overcome difficulties they encounter when solving real‐world (or modelling) problems. However, many students do not make drawings spontaneously. In the present study, 132 students in Grades 9 and 10 were randomly assigned to the experimental conditions “with situational or mathematical drawing instruction...

We investigated how students’ strategic knowledge about situational (pictorial) drawings and mathematical (schematic) drawings affects drawing accuracy and modeling competencies in the domain of geometry. We conducted a pre-posttest experimental study with 473 students in grade 9. Students were randomly assigned to one of three treatment conditions...

This study investigated the role of strategy-based motivation (SBM) in solving real-world geometry problems. Students from 19 classes (N = 437) were assigned to the strategy training or control condition. Before the treatment, students were asked about their SBM (i.e., self-efficacy, cost, and value). After the treatment, they were instructed to ge...

The use of self-generated drawings has been found to be a powerful strategy for problem solving. However, many students do not engage in drawing activities. In this study, we investigated the effects of the enjoyment of the drawing strategy, anxiety about the drawing strategy, and prior intramathematical performance on the use of the drawing strate...

Motivation is important for students’ learning and strategy use. However, we do not know much about the relations between motivation and the use of strategies such as the drawing strategy. In this study, we assessed the mathematical and strategy-based motivation of 194 ninth-and tenth-grade students usingexpectancy-value questionnaires. Further, we...

We report on the construction, validation, and implementation of an instrument for measuring students’ strategic knowledge about drawing for geometry modelling problems, namely, the strategic knowledge about drawing scale. We conducted a qualitative study and a quantitative study to validate the proposed construction and interpretation of the scale...

Positive emotions in mathematics have been found to be important for problem solving. In the present study, 196 ninth- and tenth-graders filled out a questionnaire about how much they enjoyed making drawings and took tests that measured their knowledge about drawings, intra-mathematical performance, and modelling performance. Because students had t...

ohanna Rellensmann untersucht, wie Schülerinnen und Schüler selbst erstellte Skizzen beim Lösen mathematischer Modellierungsaufgaben zum Satz des Pythagoras nutzen. In der explorativ-deskriptiven Untersuchung analysiert sie Aufgabenbearbeitungen von Schülerpaaren mithilfe einer typenbildenden qualitativen Inhaltsanalyse. Die Ergebnisse weisen eine...

Die GDM Nachwuchskonferenz fand vom 1.-5. 10. 2018 auf der Jugendburg Gemen statt. Die Konferenz für Nachwuchswissenschaftlerinnen und-wissenschaftler der Mathematikdidaktik wur-de im Jahr 2018 von der Universität Münster (AG Greefrath und AG Schukajlow) organisiert. Das große Interesse der Promovierenden an ei-ner gemeinsamen Konferenz und am geme...

When students solve mathematical problems, they can have emotional responses, which in turn can influence their motivation and achievement. It is part of a teacher’s professional competence to accurately judge and take into consideration students’ emotions with the goal of optimizing student learning. The current study was aimed at investigating st...

Drawing strategies are widely used as a powerful tool for promoting students’ learning and problem solving. In this article, we report the results of an inferential mediation analysis that was applied to investigate the roles that strategic knowledge about drawing and the accuracy of different types of drawings play in mathematical modelling perfor...

Students’ interest in mathematics is important for their learning of mathematics, and the ability to accurately judge students’ motivational orientation is important for mathematics teachers. The aim of this study was to answer the following research questions: (1) Is there a difference in students’ interest in solving problems with and without a c...

In this study, we asked 100 ninth graders about their boredom while solving problems with and without a connection to reality. We additionally asked 163 pre-service teachers to judge students’ task-specific boredom with respect to the same problems. Our results show that whereas students experienced the same level of boredom for problems with and w...