Just

Janina Just

Wissenschaftliche Mitarbeiterin

Emil-Fischer-Straße 30

97074 Würzburg

Building: 30 (Mathematik West)

Room: 01.020

Phone: +49 931 31-87893

Fax: +49 931 31-850910

Email: janina.just@uni-wuerzburg.de

Sprechstunde

Sprechstunde nach Vereinbarung per ✉ E-Mail.

Projekt

Ansprechpartnerin für MINT-Lehramt PLUS im Fach Mathematik.

Mitarbeiterin im Mathematiklabor.

Lehrveranstaltungen im SS 2024

VHB-Kurs: Schulmathematik unter didaktischen Gesichtspunkten - Algebra
VHB-Kurs: Grundlagen der anwendungsbezogenen Hochschulmathematik
VHB-Kurs: IEM - Introduction to Engineering Mathematics
VHB-Kurs: 21^st Century Skills - Mathematisches Modellieren

2024[ to top ]

Just, J., & Siller, H.-S. (2024). Redesigning and Evaluating a Science Activity to Foster Mathematical Problem Solving. Education Sciences, 14(5), 464. https://doi.org/https://doi.org/10.3390/educsci14050464
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@article{bertsekas-rollout, abstract = {According to contemporary research, there exists an imbalance within the disciplines of Science, Technology, Engineering, and Mathematics (STEM), wherein certain subjects are lacking representation due to the neglect or omission of mathematical elements. The purpose of this study is to address this issue through the analysis of an established learning sequence that has been well-tested to promote mathematical skills. We adapted the selected biology-based learning sequence to foster mathematical problem solving and conducted it with a school class. The qualitative analysis of the recorded video footage of this adapted learning sequence revealed that the modified task effectively stimulated mathematical problem-solving skills. This successful adaptation demonstrates one approach through which mathematics can be strengthened and effectively utilized in STEM subjects.}, author = {Just, Janina and Siller, Hans-Stefan}, editor = {Muijs, Daniel}, journal = {Education Sciences}, keywords = {myown}, month = {04}, number = 5, pages = 464, title = {Redesigning and Evaluating a Science Activity to Foster Mathematical Problem Solving}, volume = 14, year = 2024 }

2022[ to top ]

Just, J., & Siller, H.-S. (2022). The Role of Mathematics in STEM Secondary Classrooms: A Systematic Literature Review. Education Sciences, 12, 629. https://doi.org/https://doi.org/10.3390/educsci12090629
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@article{just2022mathematics, abstract = {Nowadays, science, technology, engineering, and mathematics (STEM) play a critical role in a nation’s global competitiveness and prosperity. Thus, there is a need to educate students in these subjects to meet the current and future demands of personal life and society. While applications, especially in science, engineering, and technology, are directly obvious, mathematics underpins the other STEM disciplines. It is recognized that mathematics is the foundation for all other STEM disciplines; the role of mathematics in classrooms is not clear yet. Therefore, the question arises: What is the current role of mathematics in secondary STEM classrooms? To answer this question, we conducted a systematic literature review based on three publication databases (Web of Science, ERIC, and EBSCO Teacher Referral Center). This literature review paper is intended to contribute to the current state of the role of mathematics in STEM education in secondary classrooms. Through the search, starting with 1910 documents, only 14 eligible documents were found. In these, mathematics is often seen as a minor matter and a means to an end in the eyes of science educators. From this, we conclude that the role of mathematics in the STEM classroom should be further strengthened. Overall, the paper highlights a major research gap, and proposes possible initial solutions to close it.}, author = {Just, Janina and Siller, Hans-Stefan}, editor = {Barbosa, Ana and Vale, Isabel and Carreira, Susana}, journal = {Education Sciences}, keywords = {myown}, month = {09}, pages = 629, title = {The Role of Mathematics in STEM Secondary Classrooms: A Systematic Literature Review}, volume = 12, year = 2022 }
Just, J., & Siller, H.-S. (2022). Towards implementing Black Boxes in Mathematical Modeling an epistemological Approach Adapting models from science and science education. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), TWG26(9), Article 9. https://hal.science/hal-03745378
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@inproceedings{just:hal-03745378, abstract = {This article explores the concept of black boxes within mathematical modeling. First, we perform a literature-based clarification of the term black box, the use of a black box, and explore the use of this construct in science, and workplace. A black box is characterized by the following issues: (a) being believed to be distinct, (b) having observable (and relatable) inputs and outputs, (c) being black (that is, opaque to the observer). Afterwards, we demonstrate the uses of black boxes within mathematical modeling. We generalize these uses to a model of how black boxes can be implemented in mathematics education. Based on this model, we derive educationally relevant activities for using and opening such a black box. The application of these activities is illustrated in more details using an example of physical chemistry: the Arrhenius Equation. Keywords: Black box, mathematical modeling, STEM}, address = {Bozen-Bolzano, Italy}, author = {Just, Janina and Siller, Hans-Stefan}, booktitle = {Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}, keywords = {myown}, month = {02}, number = 9, series = {Congress of the European Society for Research in Mathematics Education (CERME12)}, title = {Towards implementing Black Boxes in Mathematical Modeling an epistemological Approach Adapting models from science and science education}, volume = {TWG26}, year = 2022 }

2024[ to top ]

Siller, H.-S., Just, J., & Unshelm, N. (2024). Wie Mathematik hilft, das Risiko beim Tauchen zu minimieren. Der Mathematikunterricht, 70(1), 25-34.
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@article{siller2024mathematik, abstract = {Im Zuge einer sorgfältigen Planung eines Tauchgangs stellt sich die Frage, wie die-ser gestaltet sein sollte, um das Unfallrisiko zu minimieren. In der Planung müssen vielfältige Einflussfaktoren berücksichtigt werden, wie z.B. Gefahrenquellen, physio-logische und naturwissenschaftliche Hintergründe sowie die Funktion technischer Gerä-te. Diese Einflussfaktoren lassen sich aus schulpraktischer Perspektive dem MINT-Kontext (Mathematik, Informatik, Naturwissenschaften, Technik) zuordnen.}, author = {Siller, Hans-Stefan and Just, Janina and Unshelm, Nina}, editor = {Humenberger, Hans}, journal = {Der Mathematikunterricht}, keywords = {schule}, month = {02}, number = 1, pages = {25-34}, title = {Wie Mathematik hilft, das Risiko beim Tauchen zu minimieren}, volume = 70, year = 2024 }

2023[ to top ]

Just, J., Siller, H., & Vorhölter, K. (2023). Bildung für Nachhaltige Entwicklung im Mathematikunterricht am Beispiel des Themas Klima. MNU-Jornal, 76(6), 456-463.
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@article{just2023bildung, abstract = {Bildung für Nachhaltige Entwicklung soll Lernende befähigen informierte Entscheidungen zu treffen und aktiv an der Gestaltung einer nachhaltigen Gesellschaft mitzuwirken. Hierbei kann die Mathematik als Wissenschaft der Muster und Strukturen die Grundlage vieler Modelle und Entscheidungsverfahren bilden. In unserem Beitrag stellen wir eine Unterrichtsequenz vor, in der Schüler/innen mit Hilfe von Mathematik Zusammenhänge und Fragestellungen zum Klimawandel am Beispiel des CO2-Budgets beantworten.}, author = {Just, Janina and Siller, Hans‑Stefan and Vorhölter, Katrin}, journal = {MNU-Jornal}, keywords = {schule}, number = 6, pages = {456-463}, title = {Bildung für Nachhaltige Entwicklung im Mathematikunterricht am Beispiel des Themas Klima}, volume = 76, year = 2023 }

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