{"id":1279,"date":"2024-10-09T07:48:18","date_gmt":"2024-10-09T05:48:18","guid":{"rendered":"https:\/\/www.didmath.phil.fau.de\/?page_id=1279"},"modified":"2026-03-02T17:13:57","modified_gmt":"2026-03-02T16:13:57","slug":"constanze-schadl","status":"publish","type":"page","link":"https:\/\/www.didmath.phil.fau.de\/en\/team\/constanze-schadl\/","title":{"rendered":"PD Dr. habil. Constanze Schadl"},"content":{"rendered":"<div class=\"faudir\">\r\n         <div class=\"format-compact\">\r\n        \r\n                <section class=\"format-compact-container\" aria-labelledby=\"section-title-337210-1327\" itemscope itemtype=\"https:\/\/schema.org\/Person\">\r\n                                            <div class=\"profile-image-section\"> \r\n                            <figure itemprop=\"image\" itemscope itemtype=\"http:\/\/schema.org\/ImageObject\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.didmath.phil.fau.de\/files\/2024\/10\/Constanze-Schadl-e1772436972768.jpg\" alt=\"CS\" srcset=\"https:\/\/www.didmath.phil.fau.de\/files\/2024\/10\/Constanze-Schadl-e1772436972768.jpg 722w, https:\/\/www.didmath.phil.fau.de\/files\/2024\/10\/Constanze-Schadl-e1772436972768-300x253.jpg 300w\" itemprop=\"contentUrl\"><meta itemprop=\"width\" content=\"722\"><meta itemprop=\"height\" content=\"608\"><meta itemprop=\"license\" content=\"https:\/\/www.didmath.phil.fau.de\/imprint\"><\/figure>                        <\/div>\r\n                                            <header class=\"profile-header\">\r\n                       <h1 id=\"section-title-337210-1327\"><span class=\"displayname\" itemprop=\"name\"><abbr title=\"Doctor Private lecturer\" itemprop=\"honorificPrefix\">PD Dr. habil<\/abbr> <span class=\"namepart\"><span itemprop=\"givenName\">Constanze<\/span> <span itemprop=\"familyName\">Schadl<\/span><\/span><\/span><\/h1><p class=\"jobtitle\">Research associates<\/p>                \r\n                     <\/header>\r\n                     <div class=\"profile-details\">   \r\n                        <div class=\"profile-address\"><h2 class=\"address-title\">Address<\/h2><div class=\"workplace-address\" data-wpautop=\"off\"><address class=\"texticon\" itemprop=\"address\" itemscope itemtype=\"https:\/\/schema.org\/PostalAddress\"><span class=\"street\" itemprop=\"streetAddress\">Regensburger Stra\u00dfe 160<\/span> <span class=\"zipcity\"><span class=\"postalCode\" itemprop=\"postalCode\">90478<\/span> <span class=\"addressLocality\" itemprop=\"addressLocality\">N\u00fcrnberg<\/span><\/span><\/address><\/div><\/div><div class=\"profile-contact\"><h2 class=\"contact-title\">Contact<\/h2><ul class=\"icon list-icons\"><li class=\"email listcontent\"><span class=\"value\"><span class=\"screen-reader-text\">Email: <\/span><a itemprop=\"email\" href=\"mailto:constanze.schadl@fau.de\">constanze.schadl@fau.de<\/a><\/span><\/li><\/ul><\/div>                 <\/div>\r\n                <\/section>    \r\n                <\/div>\r\n\r\n<\/div>\n\n\n<h3 class=\"wp-block-heading\">Curriculum Vitae<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>October 2025<\/strong><br><span data-huuid=\"11314213059973378412\">Habilitation<\/span><\/li>\n\n\n\n<li><strong>Since 2024<\/strong><br>Research Scientist<br>Chair of Mathematics Education, Friedrich-Alexander Universit\u00e4t Erlangen-N\u00fcrnberg, Germany<\/li>\n\n\n\n<li><strong>Since 2023<\/strong><br>Participation in Emmy-Noether-mentoring program<\/li>\n\n\n\n<li><strong>Since 2023<\/strong><br>Mathematics teacher, Munich<\/li>\n\n\n\n<li><strong>2023<br><\/strong>Deputy professorship for mathematics and mathematics education, Ludwigsburg University of Education\u00a0<strong><br><\/strong><\/li>\n\n\n\n<li><strong>2022 \u2013 2024<br><\/strong>Representation of women\u2019s representative, University of Jena\u00a0<strong><br><\/strong><\/li>\n\n\n\n<li><strong>2021 \u2013 2023<\/strong><br>Participation in mentoring program for postdocs (university association Halle-Jena-Leipzig)<\/li>\n\n\n\n<li><strong>2020 \u2013 2024<br><\/strong>Research scientist<br>Department of Education at the Faculty of Mathematics and Computer Science, University of Jena<\/li>\n\n\n\n<li><strong>2020<br><\/strong>Dr. rer. nat. in mathematics education<br>Thesis: Individual prerequisites for the acquisition of fraction concept. Structural analysis and analysis of longitudinal predictability.<\/li>\n\n\n\n<li><strong>2019 \u2013 2020<\/strong><br>Participation in LMU mentoring program<\/li>\n\n\n\n<li><strong>2018 \u2013 2020<\/strong><br>Representation of women\u2019s representative<br>Faculty of mathematics, computer science and statistics, LMU Munich<\/li>\n\n\n\n<li><strong>2016 \u2013 2020<\/strong><br>Research scientist and doctoral student<br>Department of mathematics education, LMU Munich<\/li>\n\n\n\n<li><strong>2016<br><\/strong>Second state examination for upper level secondary school teachers<br>First state examination: counseling teacher certification<\/li>\n\n\n\n<li><strong>2014<\/strong><br>First state examination for upper level secondary school teachers<br>LMU Munich, subjects: Mathematics and Psychology<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Research interests<\/h3>\n\n\n\n<h5 class=\"wp-block-heading\"><strong>Primary and secondary level<\/strong><\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Individual prerequisites for the acquisition of fraction concept (e.g., proportional reasoning, SFoN-tendency, SFoR-tendency, number line tasks)<\/li>\n\n\n\n<li>Fraction learning<\/li>\n\n\n\n<li>Digital curriculum-based measurement in mathematics (formative assessment)<\/li>\n<\/ul>\n\n\n\n<h5 class=\"wp-block-heading\"><strong>Tertiary level<\/strong><\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Transition from school to university and from university to school (development of \u201eSchnittstellenaufgaben\u201c and of digital learning materials)<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Publications<\/h3>\n\n\n\n<h5 class=\"wp-block-heading\"><strong>Monograph<\/strong><\/h5>\n\n\n\n<p><strong>Schadl, C.<\/strong>&nbsp;(2020).&nbsp;<em>Individuelle Lernvoraussetzungen f\u00fcr den Erwerb des Bruchzahlkonzepts. Struk\u00adturanalysen und Untersuchung der l\u00e4ngsschnittlichen Pr\u00e4diktivit\u00e4t.<\/em>&nbsp;M\u00fcnster: Waxmann.&nbsp;<a href=\"http:\/\/www.waxmann.com\/buch4292\">http:\/\/www.waxmann.com\/buch4292<span class=\"info\"><i class=\"icon arrow_outward size-relative weight-200\" aria-hidden=\"true\"><\/i><span class=\"hidden_text\">External link<\/span><\/span><\/a><\/p>\n\n\n\n<h5 class=\"wp-block-heading\"><strong>Articles in Journals (with review)<\/strong><\/h5>\n\n\n\n<p><strong>Schadl, C.<\/strong> &amp; Lindmeier, A. (2025). Preparing for digital learning monitoring in the fraction context: Assessment of students&#8217; prior knowledge according to evidence-based cognitive models. <em>International Journal of Science and Mathematics Education<\/em>. <a href=\"https:\/\/doi.org\/10.1007\/s10763-024-10531-w\">https:\/\/doi.org\/10.1007\/s10763-024-10531-w<\/a><\/p>\n\n\n\n<p><strong>Schadl, C.<\/strong> &amp; Lindmeier, A. (2025). Searching for efficient and informative instruments to digitally monitor fraction learning: putting tests for fraction subconstruct knowledge and informal fraction knowledge on the test bench. <em>Frontiers in Education<\/em>,<em> 9<\/em>, 1367942. <a href=\"https:\/\/doi.org\/10.3389\/feduc.2024.1367942\"> https:\/\/doi.org\/10.3389\/feduc.2024.1367942<\/a><\/p>\n\n\n\n<p><strong>Schadl, C.<\/strong> &amp; Ufer, S. (2025). Who struggles with which demand? Using level models to understand interindividual differences in and relations between facets of fraction knowledge. <em>International Journal of Science and Mathematics Education<\/em>. <a href=\"https:\/\/doi.org\/10.1007\/s10763-025-10569-4\">https:\/\/doi.org\/10.1007\/s10763-025-10569-4<\/a><\/p>\n\n\n\n<p><strong>Schadl, C.<\/strong>&nbsp;&amp; Ufer, S. (2023). Beyond linearity: Using IRT-scaled level models to describe the relation between prior proportional reasoning skills and fraction learning outcomes.&nbsp;<em>Child Development, 94<\/em>(6), 1642-1658.&nbsp;<a href=\"https:\/\/doi.org\/10.1111\/cdev.13954\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1111\/cdev.13954<span class=\"info\"><i class=\"icon arrow_outward size-relative weight-200\" aria-hidden=\"true\"><\/i><span class=\"hidden_text\">Externer Link<\/span><\/span><\/a><\/p>\n\n\n\n<p><strong>Schadl, C.<\/strong>&nbsp;&amp; Ufer, S.<strong>&nbsp;<\/strong>(2023, online first). Mathematical knowledge and skills as longitudinal predictors of fraction learning among sixth grade students.&nbsp;<em>Journal of Educational Psychology.<\/em>&nbsp;<a href=\"https:\/\/dx.doi.org\/10.1037\/edu0000808\" target=\"_blank\" rel=\"noopener\">https:\/\/dx.doi.org\/10.1037\/edu0000808<span class=\"info\"><i class=\"icon arrow_outward size-relative weight-200\" aria-hidden=\"true\"><\/i><span class=\"hidden_text\">Externer Link<\/span><\/span><\/a><\/p>\n\n\n\n<p><strong>Schadl<\/strong>, C., Ufer, S., &amp; Lindmeier, A. (under revision). Andere Zahlen &#8211; andere Strategietypen? Adaptive Strategiewahl bei Aufgaben zur Proportionalit\u00e4t in der Sekundarstufe I.<\/p>\n\n\n\n<p>Hoth, J. &amp;<strong>&nbsp;Schadl, C.<\/strong>&nbsp;(under revision). Dealing with lengths in primary mathematics education &#8211; levels of a length concept. [2nd revision]<\/p>\n\n\n\n<p><strong>Schadl, C.<\/strong>&nbsp;&amp; Ufer, S. (in prep.). Modeling predictive relations in the fraction context: Which students&#8217; profiles of prior mathematics performance will likely succeed with later fraction learning?<\/p>\n\n\n\n<h5 class=\"wp-block-heading\"><strong>Articles in Conference Proceedings (with review)<br><\/strong><\/h5>\n\n\n\n<p>Hoth, J. &amp;&nbsp;<strong>Schadl, C.<\/strong> (2024). Relevant measurement skills to solve word problems with lengths. In <em>Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education.&nbsp;<\/em>PME.<\/p>\n\n\n\n<p>Hoth, J. &amp;&nbsp;<strong>Schadl, C.<\/strong> (2024). The relevance of benchmark knowledge and measurement skills for students&#8217; lenght estimation skills. In <em>Proceedings of the 15th International Congress on Mathematical Education.&nbsp;<\/em>ICME.<\/p>\n\n\n\n<p><strong>Schadl, C.<\/strong>&nbsp;&amp; Lindmeier, A. (2022). Modelling proportional reasoning skills in levels within a digital setting. In C. Fern\u00e1ndez, S. Llinares, \u00c1. Guti\u00e9rrez, &amp; N. Planas (Eds.),&nbsp;<em>Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education<\/em>&nbsp;(pp. 387-394). PME.<\/p>\n\n\n\n<p><strong>Schadl, C.<\/strong>&nbsp;&amp; Lindmeier, A. (2023). Arithmetische F\u00e4higkeiten in der Sekundarstufe I als Lernvoraussetzung f\u00fcr die Bruchrechnung digital erheben: Auf dem Weg zu effizienten Kurztests f\u00fcr Lernverlaufsmessungen. 10. Jahrestagung der Gesellschaft f\u00fcr empirische Bildungsforschung [GEBF], Essen, Germany.<\/p>\n\n\n\n<p><strong>Schadl, C.<\/strong>&nbsp;&amp; Lindmeier, A. (2023). Digital monitoring of fraction learning: Adapting a test for knowledge of fraction subconstructs. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, &amp; M. Tabach (Eds.),&nbsp;<em>Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education&nbsp;<\/em>(Vol. 4, pp. 155-162). PME.<\/p>\n\n\n\n<h5 class=\"wp-block-heading\"><strong>Articles in Conference Proceedings (without review)<\/strong><\/h5>\n\n\n\n<p>Knorr, L.,&nbsp;<strong>Schadl, C.<\/strong>, &amp; Hoth, J.<strong>&nbsp;<\/strong>(2022). Gr\u00f6\u00dfenvorstellungen zu L\u00e4ngen in der Primarstufe &#8211; Welche Facetten sind Teil dieses Konstrukts?&nbsp;<em>Beitr\u00e4ge zum Mathematikunterricht 2022.&nbsp;<\/em><\/p>\n\n\n\n<p>Rachel, A.,&nbsp;<strong>Schadl, C.<\/strong>, &amp; Ufer, S. (2018). Problemorientierte Aufgaben zur Intensivierung des Berufs\u00adfeld\u00adbezugs im Lehramtsstudium Mathematik. In Fachgruppe Didaktik der Mathematik der Universi\u00adt\u00e4t Pader\u00adborn (Hrsg.),&nbsp;<em>Beitr\u00e4ge zum Mathematikunterricht<\/em>&nbsp;(S. 1451 &#8211; 1454). M\u00fcnster: WTM.<\/p>\n\n\n\n<p><strong>Schadl, C.<\/strong>&nbsp;(2020). Individuelle Lernvoraussetzungen f\u00fcr den Erwerb des Bruchzahlkonzepts. Untersu\u00adchung der Pr\u00e4diktivit\u00e4t und Strukturanalysen.&nbsp;<em>GDM\u2013Mitteilungen, 108<\/em>, 79-80.<\/p>\n\n\n\n<p><strong>Schadl, C.<\/strong>&nbsp;(2021). Pr\u00e4diktoren f\u00fcr das Rechnen mit Gr\u00f6\u00dfen im Bruchrechenkontext. In K. Hein, C. Heil, S. Ruwisch, &amp; S. Prediger (Hrsg.),&nbsp;<em>Beitr\u00e4ge zum Mathematikunterricht 2021<\/em>. M\u00fcnster: WTM.<\/p>\n\n\n\n<p><strong>Schadl, C.&nbsp;<\/strong>&amp; Lindmeier, A. (2022). Digitales Testen am Beispiel des proportionalen Schlie\u00dfens auf dem Pr\u00fcfstand.&nbsp;<em>Beitr\u00e4ge zum Mathematikunterricht 2022.&nbsp;<\/em><\/p>\n\n\n\n<p><strong>Schadl, C.<\/strong>, Rachel, A., &amp; Ufer, S. (2019). St\u00e4rkung des Berufsfeldbezugs im Lehramtsstudium Mathe\u00admatik.&nbsp;<em>GDM\u2013Mitteilungen, 107,&nbsp;<\/em>47-51.<\/p>\n\n\n\n<p><strong>Schadl, C.<\/strong>, &amp; Ufer, S. (2018). Vorwissen f\u00fcr den Erwerb des Bruchkonzepts. Erhebungsinstrumente aus dem Projekt EWIWE. In Fachgruppe Didaktik der Mathematik der Universit\u00e4t Paderborn (Hrsg.),&nbsp;<em>Beitr\u00e4ge zum Mathematikunterricht&nbsp;<\/em>(S. 1551 &#8211; 1554). M\u00fcnster: WTM.<\/p>\n\n\n\n<p><strong>Schadl, C.<\/strong>, &amp; Ufer, S. (2019). Vorwissensprofile f\u00fcr den Erwerb des Bruchzahlkonzepts.&nbsp;<em>Beitr\u00e4ge zum Mathematikunterricht 2019<\/em>.<\/p>\n\n\n\n<p><strong>Schadl, C.<\/strong>, &amp; Ufer, S. (2020). Innovative Modellierungen von bivariaten Zusammenh\u00e4ngen im Bereich der Bruchrechnung. In H.-S. Siller, W. Weigel, &amp; J. F. W\u00f6rler (Hrsg.),&nbsp;<em>Beitr\u00e4ge zum Mathematikunterricht 2020&nbsp;<\/em>(S. 1229-1232). M\u00fcnster: WTM<em>.<\/em><\/p>\n\n\n\n<h5 class=\"wp-block-heading\"><strong>Poster<\/strong><\/h5>\n\n\n\n<p>Knorr, L., Hoth, J., &amp;&nbsp;<strong>Schadl, C.<\/strong> (2024). <em>The relevance of students&#8217; length concept for their skills to convert and deal with length in context situations<\/em>. ICME 2024, Sydney.<\/p>\n\n\n\n<p>Rachel, A., Ufer, S., &amp;<strong>&nbsp;Schadl, C.<\/strong>&nbsp;(2020).&nbsp;<em>Math.meets.school\u00b2. Praxisbezogen fachmathematische Arbeitsweisen lernen.<\/em>&nbsp;GDM 2020, W\u00fcrzburg.<\/p>\n\n\n\n<p>Ufer, S., Rachel, A., &amp;<strong>&nbsp;Schadl, C.<\/strong>&nbsp;(2016).&nbsp;<em>Lehrerbildung@LMU: reflect@math.lmu und connex\u00ader\u00adcise@math.lmu.<\/em>&nbsp;Abschlusstagung Lehrerbildung@LMU, M\u00fcnchen.<\/p>\n\n\n\n<p>Ufer, S., Rachel, A., &amp;&nbsp;<strong>Schadl, C.<\/strong>&nbsp;(2018).&nbsp;<em>Lehrerbildung@LMU: reflect@math.lmu und connexer\u00adcise@math.lmu.<\/em>&nbsp;Abschlusstagung Lehrerbildung@LMU, M\u00fcnchen.<\/p>\n\n\n\n<p>Ufer, S.,&nbsp;<strong>Schadl, C.<\/strong>, &amp; Rachel, A. (2019).&nbsp;<em>Math.meets.school\u00b2. Fachmathematische Arbeits\u00adweisen f\u00fcr Studium und Berufspraxis im Lehramt entwickeln.<\/em>&nbsp;Jahrestreffen Lehrerbil\u00addung@LMU, M\u00fcnchen.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Awards<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>2024 \u00a0 \u00a0\u00a0<\/strong>Publication award for postdocs (awarded by the GEBF)<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Leading of workshops<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>2021 \u00a0 \u00a0\u00a0<\/strong>CAS (Computer-Algebra-Systems) &#8211; An introduction, TU Dresden<\/li>\n\n\n\n<li><strong>2021<\/strong>\u00a0\u00a0\u00a0\u00a0 Development of CAS tasks (part I), TU Dresden<\/li>\n\n\n\n<li><strong>2021<\/strong>\u00a0\u00a0\u00a0\u00a0 Development of CAS tasks (part II), TU Dresden<\/li>\n\n\n\n<li><strong>2020<\/strong>\u00a0\u00a0\u00a0\u00a0 GeoGebra classic and GeoGebra 3D, L\u00b3 TU Munich<\/li>\n\n\n\n<li><strong>2019<\/strong>\u00a0\u00a0\u00a0\u00a0 GeoGebra classic and GeoGebra 3D, L\u00b3 TU Munich<\/li>\n\n\n\n<li><strong>2018 \u00a0 \u00a0<\/strong>\u00a0GeoGebra (secondary level)<\/li>\n\n\n\n<li><strong>2017<\/strong>\u00a0\u00a0\u00a0\u00a0 Relations between mathematical situations and mathematics (primary level)<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Further activities<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Review activities (e.g., for the International Journal of Science and Mathematics Education, Journal f\u00fcr Mathematikdidaktik)<\/li>\n\n\n\n<li>202-2024: Coordination of the network <a href=\"https:\/\/www.mi-didaktik.uni-jena.de\/176\/netzwerk-mdmd\" target=\"_blank\" rel=\"noopener\">mdMD<span class=\"info\"><span class=\"lang\">\u00a0de<\/span><\/span><\/a><\/li>\n\n\n\n<li>Organization of the conference on &#8220;digital teaching and learning of mathematics at school and extracurricular settings&#8221;<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Curriculum Vitae Research interests Primary and secondary level Tertiary level Publications Monograph Schadl, C.&nbsp;(2020).&nbsp;Individuelle Lernvoraussetzungen f\u00fcr den Erwerb des Bruchzahlkonzepts. Struk\u00adturanalysen und Untersuchung der l\u00e4ngsschnittlichen Pr\u00e4diktivit\u00e4t.&nbsp;M\u00fcnster: Waxmann.&nbsp;http:\/\/www.waxmann.com\/buch4292External link Articles in Journals (with review) Schadl, C. &amp; Lindmeier, A. (2025). Preparing for digital learning monitoring in the fraction context: Assessment of students&#8217; prior knowledge according to [&hellip;]<\/p>\n","protected":false},"author":5119,"featured_media":0,"parent":1245,"menu_order":15,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_rrze_cache":"enabled","_rrze_multilang_single_locale":"en_US","_rrze_multilang_single_source":"https:\/\/www.didmath.phil.fau.de\/?page_id=1161","footnotes":""},"page_category":[53],"page_tag":[],"class_list":["post-1279","page","type-page","status-publish","hentry","page_category-general","en-US"],"_links":{"self":[{"href":"https:\/\/www.didmath.phil.fau.de\/wp-json\/wp\/v2\/pages\/1279","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.didmath.phil.fau.de\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.didmath.phil.fau.de\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.didmath.phil.fau.de\/wp-json\/wp\/v2\/users\/5119"}],"replies":[{"embeddable":true,"href":"https:\/\/www.didmath.phil.fau.de\/wp-json\/wp\/v2\/comments?post=1279"}],"version-history":[{"count":7,"href":"https:\/\/www.didmath.phil.fau.de\/wp-json\/wp\/v2\/pages\/1279\/revisions"}],"predecessor-version":[{"id":2028,"href":"https:\/\/www.didmath.phil.fau.de\/wp-json\/wp\/v2\/pages\/1279\/revisions\/2028"}],"up":[{"embeddable":true,"href":"https:\/\/www.didmath.phil.fau.de\/wp-json\/wp\/v2\/pages\/1245"}],"wp:attachment":[{"href":"https:\/\/www.didmath.phil.fau.de\/wp-json\/wp\/v2\/media?parent=1279"}],"wp:term":[{"taxonomy":"page_category","embeddable":true,"href":"https:\/\/www.didmath.phil.fau.de\/wp-json\/wp\/v2\/page_category?post=1279"},{"taxonomy":"page_tag","embeddable":true,"href":"https:\/\/www.didmath.phil.fau.de\/wp-json\/wp\/v2\/page_tag?post=1279"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}