Matthias Ludwig

Biographic Data

ID6723254
NAMEMatthias Ludwig
GIVEN NAMESMatthias
FAMILY NAMELudwig
SIGNATURELUDWIG M
AFFILIATIONSGoethe University Frankfurt
ORCID0000-0003-1296-8898
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS0
AUTHOR COUNT6
EDITOR COUNT0
FIRST PUBLICATION YEAR2021
LATEST PUBLICATION YEAR2025
H-INDEX0

  • The Impact of a Mooc

    Open AccessEugenia Taranto, Simone Jablonski et al.ARTICLEEducation Sciences2025

    We present the continuation of a study on an international MOOC for the training of mathematics teachers who were introduced to the methodology of outdoor mathematics through MathCityMap. Previously, we presented the immediate learning and professional development outcomes achieved by teachers who participated in the MOOC. Here, using the theoretical framework of Meta-Didactical Transposition and performing a mixed-type analysis, we investigate t…

  • How digital tools support the validation of outdoor modelling results

    Open AccessSimone Jablonski, Simon Barlovits et al.ARTICLEFrontiers in Education2023

    Mathematical modelling addresses numerous demands of modern mathematics education: The learning of mathematics is directly linked to reality and hence to real objects. At the same time, these tasks are very challenging for students, especially when their own solution process needs to be validated and refined. Studies even show that some students do not validate their results at all. Recent research has shown that digital tools can enhance the sup…

  • Teaching and Learning of Geometry—A Literature Review on Current Developments in Theory and Practice

    Open AccessSimone Jablonski, Matthias LudwigARTICLEEducation Sciences2023

    Geometry is part of the core of mathematics. It has been relevant ever since people have interacted with nature and its phenomena. Geometry’s relevance to the teaching and learning of mathematics can be emphasized, too. Nevertheless, a current potential shift in the topics of mathematics education to the detriment of geometry might be emerging. That is, other topics related to mathematics are seeming to grow in importance in comparison to geometr…

  • Walking through Algebraic Thinking with Theme-Based (Mobile) Math Trails

    Open AccessAna Barbosa, Isabel Vale et al.ARTICLEEducation Sciences2022

    Tasks are a key resource in the process of teaching and learning mathematics, which is why task design continues to be one of the main research issues in mathematics education. Different settings can influence the principles underlying the formulation of tasks, and so does the outdoor context. Specifically, a math trail can be a privileged context, known to promote positive attitudes and additional engagement for the learning of mathematics, conf…

  • Digital Public Archaeology with the ArchaeoTrail App

    Stephanie Döpper, Luise Loges et al.ARTICLEPublic Archaeology2022

    Archaeological sites offer valuable insights into the past. Without a good presentation, however, it is difficult to communicate this knowledge to the general public. The newly developed ArchaeoTrail App does just this and offers the opportunity for visitors to discover the archaeological sites on their own

  • Teaching from a Distance—Math Lessons during Covid-19 in Germany and Spain

    Open AccessSimon Barlovits, Simone Jablonski et al.ARTICLEEducation Sciences2021

    In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children’s homes. Therefore, teachers had to set rules, implement procedures and make didactical–methodical decisions regarding how to handle this new situation. In this paper, we focus on the roles of mathematics teachers in Germany and Spain. The article first describes how…