R. Biehler, “Mathematikvorkurse als Brücke in das Studium–Einführung,” in Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik, R. Biehler, A. Eichler, R. Hochmuth, S. Rach, and N. Schaper, Eds. Berlin, Heidelberg: Springer Spektrum, 2021, pp. 285–290.
LibreCat: /record/35720
DOI: 10.1007/978-3-662-62854-6_13

R. Biehler and Y. Fleischer, “Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks,”10.1111/test.12279__Teaching Statistics, vol. 43, pp. 3–2, 2021, doi:10.1111/test.12279 .
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DOI: 10.1111/test.12279

R. Biehler, A. Eichler, R. Hochmuth, S. Rach, and N. Schaper, Eds., Lehrinnovationen in der Hochschulmathematik. Berlin, Heidelberg: Springer Spektrum, 2021.
LibreCat: /record/35734
DOI: 10.1007/978-3-662-62854-6

R. Biehler and H.-G. Weigand, “D-Geometrie–virtuell und real,” mathematik lehren, vol. 2021, no. 228, pp. 2–5, 2021.
LibreCat: /record/35744

B. Pepin, R. Biehler, and G. Gueudet, “Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices,”10.1007/s40753-021-00139-8__International Journal of Research in Undergraduate Mathematics Education, vol. 7, no. 2, pp. 163–188, 2021, doi:10.1007/s40753-021-00139-8 .
LibreCat: /record/35778
DOI: 10.1007/s40753-021-00139-8

L. Kempen and R. Biehler, “Design-Based Research in der Hochschullehre am Beispiel der Lehrveranstaltung eEinführung in die Kultur der Mathematik“,” in Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik, R. Biehler, A. Eichler, R. Hochmuth, S. Rach, and N. Schaper, Eds. Berlin, Heidelberg: Springer Spektrum, 2021, pp. 4773525.
LibreCat: /record/35776
DOI: 10.1007/978-3-662-62854-6_20

C. Winsløw, R. Biehler, B. Jaworski, F. Rønning, and M. Wawro, “Education and professional development of university mathematics teachers,” in Research and Development in University Mathematics Education, V. Durand-Guerrier, R. Hochmuth, E. Nardi, and C. Winsløw, Eds. Routledge, 2021, pp. 59–79.
LibreCat: /record/35704
DOI: 10.4324/9780429346859-6

L. Höper, L. Malin, and R. Biehler, “Schatten von 3D-Objekten: Modellierung mit GeoGebra 3D und Anwendungen in der Computergrafik,” mathematik lehren, vol. 2021, no. 228, pp. 19–22, 2021.
LibreCat: /record/35761

S. Hüsing, N. Weiser, and R. Biehler, “Faszination 3D-Film: Entwicklung einer 3D-Konstruktion,” mathematik lehren, vol. 2021, no. 228, pp. 23–27, 2021.
LibreCat: /record/35763

M. Schürmann et al., “Consultation Phases in Mathematics Learning and Support Centres,”10.1007/s40753-021-00154-9__International Journal of Research in Undergraduate Mathematics Education, vol. 8, no. 1, pp. 94–120, 2021, doi:10.1007/s40753-021-00154-9 .
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DOI: 10.1007/s40753-021-00154-9

S. Podworny and R. Biehler, “The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study,”10.1080/10986065.2021.1922837__Mathematical Thinking and Learning, vol. 24, no. 4, pp. 291–311, 2021, doi:10.1080/10986065.2021.1922837 .
LibreCat: /record/35781
DOI: 10.1080/10986065.2021.1922837

D. Frischemeier, R. Biehler, S. Podworny, and L. Budde, “A first introduction to data science education in secondary schools: Teaching and learning about data exploration with&;scp&;CODAP&;/scp&;using survey data,”10.1111/test.12283__Teaching Statistics, vol. 43, no. , pp. 82–89, 2021, doi:10.1111/test.12283 .
LibreCat: /record/35751
DOI: 10.1111/test.12283

M. Schürmann et al., “Opportunities and Possibilities of a Network of Mathematical Learning and Support Centres in Germany,” Sigma newsletter, vol. 22, pp. 5–6, 2021.
LibreCat: /record/24786

J. Schönherr, S. Schukajlow, and J. Blomberg, “Was ist eine gute Skizze? Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie fördern,” mathematik lehren, vol. 224, pp. 22–27, 2021.
LibreCat: /record/45335

J. Schönherr, S. Schukajlow, J. Blomberg, and C. Leopold, “Does strategic knowledge matter? Effects of strategic knowledge about drawing on students’ modeling competencies in the domain of geometry,”10.1080/10986065.2021.2012741__Mathematical Thinking and Learning, 2021, doi:10.1080/10986065.2021.2012741 .
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DOI: 10.1080/10986065.2021.2012741

J. Schönherr, J. Blomberg, S. Schukajlow, and C. Leopold, “Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance,”10.1016/j.cedpsych.2021.101967__Contemporary Educational Psychology, vol. 65, 2021, doi:10.1016/j.cedpsych.2021.101967 .
LibreCat: /record/45342
DOI: 10.1016/j.cedpsych.2021.101967

J. Schumacher and S. Rezat, “Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen. Vergleich zweier methodischer Zugänge,” in Zeichen und Sprache im Mathematikunterricht, G. Kadunz, Ed. Springer, 2020.
LibreCat: /record/13108
DOI: 10.1007/978-3-662-61194-4_5

J. Schumacher, “Deduktion und Abduktion beim diagrammatischen Schließen – das didaktische Potential der Peirceschen Semiotik,”10.17877/DE290R-21555__2020, doi:10.17877/DE290R-21555 .
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DOI: 10.17877/DE290R-21555

U. Häsel-Weide and M. Nührenbörger, “Tragfähige Grundlagen,” in Kinder lernen Zukunft – Anforderungen und tragfähige Grundlagen, 1st ed., vol. Band 150, U. Hecker, M. Lassek, and J. Ramseger, Eds. Frankfurt a. M.: Grundschulverband, 2020, pp. 108–118.
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L. Heckmann and U. Häsel-Weide, “Aufgaben für den inklusiven Mathematikunterricht - aus der Sicht von Lehrkräften.,” in Beiträge zum Mathematikunterricht 2020, H.-S. Siller, W. Weigel, and J. F. Wörler, Eds. Münster: WTM Verlag, 2020, pp. 393–396.
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