Just

Janina Just

Wissenschaftliche Mitarbeiterin

Emil-Fischer-Straße 30

97074 Würzburg

Gebäude: 30 (Mathematik West)

Raum: 01.020

Telefon: +49 931 31-87893

Fax: +49 931 31-850910

E-Mail: janina.just@uni-wuerzburg.de

ORCID: https://orcid.org/0000-0003-0987-8744

Lehrveranstaltungen im Wintersemester 2025/26

Übungen zur Didaktik der Geometrie (Mittel- und Realschule)
Interdisziplinär Lehrprojekte gestalten (Seminar)
Übungen zur Elementaren Geometrie
VHB-Kurs: Grundlagen der Schulgeometrie

2025[ to top ]

Vorhölter, K., Siller, H.-S., Just, J., Orschulik, A. B., & Zieriacks, C. (2025). Education for sustainable development in mathematics classrooms. Environmental Education Research, 1–30. https://doi.org/10.1080/13504622.2025.2565461
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@article{Vorh_lter_2025, author = {Vorhölter, Katrin and Siller, Hans-Stefan and Just, Janina and Orschulik, Anna Barbara and Zieriacks, Catharina}, journal = {Environmental Education Research}, keywords = {journal}, month = {09}, pages = {1–30}, publisher = {Informa UK Limited}, title = {Education for sustainable development in mathematics classrooms}, year = 2025 }
Fock, A., Just, J., & Siller, H.-S. (2025, February). Opportunities and limitations of ChatGPT in creating STEM tasks: A case study with mathematics pre-service teachers. 14th Congress of the European Society for Research in Mathematics Education (CERME14).
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@inproceedings{fock2025opportunities, abstract = {Global challenges are increasing the need to integrate STEM and Education for Sustainable Development (ESD) in mathematics education. Therefore, teachers should be empowered to incorporate these into their lessons, e.g., through suitable tasks, which poses a challenge for teachers.This case study uses an ad-hoc questionnaire and evaluative qualitative content analysis to investigate pre-service teachers’ (PSTs; n = 20) use of ChatGPT as a tool to create STEM/ESD tasks for mathematics classrooms. The analysis demonstrates that while the modifications of the tasks implemented by PSTs generally resulted in tasks with higher cognitive demand and more meaningful context, not all their intended modifications were effective, and more modifications might be useful. The results highlight PSTs’ active role in creating STEM tasks using ChatGPT, as well as the need to improve their abilities in task analysis and modification.}, address = {Bozen-Bolzano, Italy}, author = {Fock, Alissa and Just, Janina and Siller, Hans-Stefan}, booktitle = {14th Congress of the European Society for Research in Mathematics Education (CERME14)}, keywords = {conference}, month = {02}, series = {Congress of the European Society for Research in Mathematics Education (CERME)}, title = {Opportunities and limitations of ChatGPT in creating STEM tasks: A case study with mathematics pre-service teachers}, year = 2025 }
Siller, H.-S., Vorhölter, K., Just, J., Orschulik, A., & Zieriacks, C. (2025). Empirical Differentiation of Student Competencies in ESD. In K. le Roux, A. Coles, A. Solares-Rojas, A. Bose, C. P. Vistro-Yu, P. Valero, N. Sinclair, M. Makramalla, R. Gutiérrez, V. Geiger, & M. Borba (Eds.), Proceedings of the 27th ICMI Study Conference (Mathematics Education and the Socio-Ecological) (pp. 503-510). MATHTED and ICMI. https://www.mathunion.org/icmi/icmi-study-27
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@inproceedings{siller2025empirical, abstract = {In Germany, teachers in mathematics lessons are required to enable students to recognize and understand local and global economic, social and environmental challenges, to evaluate possible solutions and to develop the ability to distinguish between options for action at local and global level as part of Education for Sustainable Development (ESD). The related competencies consist of three categories: recognizing, evaluating, and acting, which are further divided into 11 sub-categories. In addition to these normative, interdisciplinary competencies, it was theoretically derived for the individual subjects how these competencies can be demonstrated in the respective subject lessons. However, there is a lack of empirical evidence to confirm the extent to which these competencies can be applied in general and in mathematics lessons specifically, or whether they need to be further expanded through inductive approaches, which is therefore the aim of this paper.}, author = {Siller, Hans-Stefan and Vorhölter, Katrin and Just, Janina and Orschulik, Anna and Zieriacks, Catharina}, booktitle = {Proceedings of the 27th ICMI Study Conference (Mathematics Education and the Socio-Ecological)}, editor = {Roux, Kate le and Coles, Alf and Solares-Rojas, Armando and Bose, Arindam and Vistro-Yu, Catherine P. and Valero, Paola and Sinclair, Nathalie and Makramalla, Mariam and Gutiérrez, Rochelle and Geiger, Vince and Borba, Marcelo}, keywords = {conference}, pages = {503-510}, publisher = {MATHTED and ICMI}, title = {Empirical Differentiation of Student Competencies in ESD}, year = 2025 }

2024[ to top ]

Siller, H.-S., Vorhölter, K., & Just, J. (2024). Problem Posing as a Way of Promoting Individual Mathematical Thinking in STEM Contexts - The Case of Climate Change. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-024-10518-7
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@article{Siller2024, abstract = {Problems encountered in Science, Technology, Engineering and Mathematics (STEM) contexts cannot be adequately described or solved with the knowledge of a single discipline. Instead, a high level of inter- and transdisciplinary knowledge and methods is required to overcome them. These help to pose problems about the complex challenges and solve them in a creative way. The better the knowledge within one and of different disciplines is interlinked, the more targeted questions can be formulated and answered. Mathematical concepts serve as the foundation for many of the pressing problems of our time. At the same time, these problems offer a wide range of opportunities for individualized exploration. They are equally suitable for students with different interests and levels of ability, as everyone can identify and work on an individual problem within the given context. However, numerous studies have shown that posing adequate mathematical problems must be learnt as well as knowledge from different disciplines is not automatically linked or transferred to other situations. The ability to grasp the formal structure of a problem, recognize problems, and find connecting problems are characteristics of mathematically gifted children and young people that need to be promoted. In our theory-based contribution, we use a concrete context to illustrate which possible mathematically rich problems can be posed by students of different ages and abilities. This approach facilitates the development of their individual abilities according to their interests and potential.}, author = {Siller, Hans-Stefan and Vorhölter, Katrin and Just, Janina}, journal = {International Journal of Science and Mathematics Education}, keywords = {journal}, month = 11, title = {Problem Posing as a Way of Promoting Individual Mathematical Thinking in STEM Contexts - The Case of Climate Change}, year = 2024 }
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, February). 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). 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}, 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}, 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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Janina Just

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