@article{35744,
  author       = {{Biehler, Rolf and Weigand, Hans-Georg}},
  journal      = {{mathematik lehren}},
  number       = {{228}},
  pages        = {{2–5}},
  publisher    = {{Friedrich Verlag}},
  title        = {{{3D-Geometrie–virtuell und real}}},
  volume       = {{2021}},
  year         = {{2021}},
}

@article{35778,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>The aim of the special issue is to bring together important current international research on innovative teaching and learning practices in mathematics in engineering education, and to develop deeper understandings of the characteristics of current teaching and learning practices that can inform the design and implementation of future innovative practice. The focus of this review paper is to provide a state-of-the-art overview of this emerging field at the cross-roads between mathematics and engineering education, in addition to introducing the papers of this special issue. To guide this paper, we posed three review questions: (1) How can current (teaching/learning/study) practices of mathematics in engineering education be characterized with a view towards innovation?; (2) What are the ‘resources’ (cognitive, material, digital, social) used, and what are those that appear also well suited for innovative courses?; (3) What are promising innovative practices in mathematics in engineering education, and what are the implications for curriculum reform? Looking back across the studies we summarized in the review, we conclude that they are lagging behind the more fundamental changes that are happening in engineering education, whilst addressing selected aspects of innovative changes within the current system of engineering education. At the same time, the nine papers of this special issue contribute new perspectives for innovative practices in mathematics in engineering education, for a better understanding of current practices and for future research.</jats:p>}},
  author       = {{Pepin, Birgit and Biehler, Rolf and Gueudet, Ghislaine}},
  issn         = {{2198-9745}},
  journal      = {{International Journal of Research in Undergraduate Mathematics Education}},
  keywords     = {{Education, Mathematics (miscellaneous)}},
  number       = {{2}},
  pages        = {{163--188}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices}}},
  doi          = {{10.1007/s40753-021-00139-8}},
  volume       = {{7}},
  year         = {{2021}},
}

@inbook{35776,
  author       = {{Kempen, Leander and Biehler, Rolf}},
  booktitle    = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  isbn         = {{9783662628539}},
  issn         = {{2197-8751}},
  pages        = {{477--525}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Design-Based Research in der Hochschullehre am Beispiel der Lehrveranstaltung „Einführung in die Kultur der Mathematik“}}},
  doi          = {{10.1007/978-3-662-62854-6_20}},
  year         = {{2021}},
}

@inbook{35704,
  author       = {{Winsløw, Carl and Biehler, Rolf and Jaworski, Barbara and Rønning, Frode and Wawro, Megan}},
  booktitle    = {{Research and Development in University Mathematics Education}},
  editor       = {{Durand-Guerrier, V. and Hochmuth, R. and Nardi, E. and Winsløw, C.}},
  isbn         = {{9780429346859}},
  pages        = {{59--79}},
  publisher    = {{Routledge}},
  title        = {{{Education and professional development of university mathematics teachers}}},
  doi          = {{10.4324/9780429346859-6}},
  year         = {{2021}},
}

@article{35761,
  author       = {{Höper, Lukas and Malin, Leah and Biehler, Rolf}},
  journal      = {{mathematik lehren}},
  number       = {{228}},
  pages        = {{19–22}},
  publisher    = {{Friedrich Verlag}},
  title        = {{{Schatten von 3D-Objekten: Modellierung mit GeoGebra 3D und Anwendungen in der Computergrafik}}},
  volume       = {{2021}},
  year         = {{2021}},
}

@article{35763,
  author       = {{Hüsing, Sven and Weiser, Niklas and Biehler, Rolf}},
  journal      = {{mathematik lehren}},
  number       = {{228}},
  pages        = {{23–27}},
  publisher    = {{Friedrich Verlag}},
  title        = {{{Faszination 3D-Film: Entwicklung einer 3D-Konstruktion}}},
  volume       = {{2021}},
  year         = {{2021}},
}

@article{35702,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Mathematics Learning Support Centres are becoming more and more common in higher education both internationally and in Germany. Whereas it is clear that their quality largely depends on a functioning interaction in consultations, little is known about how such consultations proceed in detail. On the basis of models from the literature and recorded support sessions (N = 36), we constructed a process model that divides consultations into four ideal–typical phases. In the individual consultations, forward or backward leaps occur, but overall the model seems to describe the data well. A high intercoder reliability shows that it can be applied consistently on real data by different researchers. An analysis of the consultations between students and tutors shows that both mainly work on past attempts or thoughts of the students to solve the exercise or problems and on concrete strategies to solve a problem within the session. In contrast, very little time is dedicated to summarizing and reflecting the solution. The data allows for a more in-depth discussion of what constitutes quality in advising processes and how it might be further explored. Practically, the model may structure support sessions and help in focussing on different goals in different phases.</jats:p>}},
  author       = {{Schürmann, Mirko and Panse, Anja and Shaikh, Zain and Biehler, Rolf and Schaper, Niclas and Liebendörfer, Michael and Hilgert, Joachim}},
  issn         = {{2198-9745}},
  journal      = {{International Journal of Research in Undergraduate Mathematics Education}},
  keywords     = {{Education, Mathematics (miscellaneous)}},
  number       = {{1}},
  pages        = {{94--120}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Consultation Phases in Mathematics Learning and Support Centres}}},
  doi          = {{10.1007/s40753-021-00154-9}},
  volume       = {{8}},
  year         = {{2021}},
}

@article{35781,
  author       = {{Podworny, Susanne and Biehler, Rolf}},
  issn         = {{1098-6065}},
  journal      = {{Mathematical Thinking and Learning}},
  keywords     = {{Developmental and Educational Psychology, Education, General Mathematics}},
  number       = {{4}},
  pages        = {{291--311}},
  publisher    = {{Informa UK Limited}},
  title        = {{{The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study}}},
  doi          = {{10.1080/10986065.2021.1922837}},
  volume       = {{24}},
  year         = {{2021}},
}

@article{35751,
  author       = {{Frischemeier, Daniel and Biehler, Rolf and Podworny, Susanne and Budde, Lea}},
  issn         = {{0141-982X}},
  journal      = {{Teaching Statistics}},
  keywords     = {{Education, Statistics and Probability}},
  number       = {{S1}},
  pages        = {{S182--S189}},
  publisher    = {{Wiley}},
  title        = {{{A first introduction to data science education in secondary schools: Teaching and learning about data exploration with<scp>CODAP</scp>using survey data}}},
  doi          = {{10.1111/test.12283}},
  volume       = {{43}},
  year         = {{2021}},
}

@article{24786,
  author       = {{Schürmann, Mirko and Liebendörfer, Michael and Gildehaus, Lara and Schaper, Niclas and Hochmuth, Reinhard and Biehler, Rolf and Lankeit, Elisa and Kuklinski, Christiane and Ruge, Johanna}},
  journal      = {{Sigma newsletter}},
  pages        = {{5--6}},
  title        = {{{Opportunities and Possibilities of a Network of Mathematical Learning and Support Centres in Germany}}},
  volume       = {{22}},
  year         = {{2021}},
}

@article{35737,
  author       = {{Biehler, Rolf and Fleischer, Franz Yannik}},
  issn         = {{0141-982X}},
  journal      = {{Teaching Statistics}},
  keywords     = {{Education, Statistics and Probability}},
  pages        = {{S133--S142}},
  publisher    = {{Wiley}},
  title        = {{{Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks}}},
  doi          = {{10.1111/test.12279}},
  volume       = {{43}},
  year         = {{2021}},
}

@article{40512,
  author       = {{Hüsing, Sven and Weiser, Niklas and Biehler, Rolf}},
  journal      = {{mathematik lehren}},
  number       = {{228}},
  pages        = {{23–27}},
  publisher    = {{Friedrich Verlag}},
  title        = {{{Faszination 3D-Film: Entwicklung einer 3D-Konstruktion}}},
  volume       = {{2021}},
  year         = {{2021}},
}

@inbook{56204,
  author       = {{Frischemeier, Daniel and Podworny, Susanne and Biehler, Rolf}},
  booktitle    = {{Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  isbn         = {{9783662628539}},
  issn         = {{2197-8751}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Integration fachwissenschaftlicher und fachdidaktischer Komponenten in der Lehramtsausbildung Mathematik Grundschule am Beispiel einer Veranstaltung zur Leitidee „Daten, Häufigkeit und Wahrscheinlichkeit“}}},
  doi          = {{10.1007/978-3-662-62854-6_11}},
  year         = {{2021}},
}

@inproceedings{31361,
  abstract     = {{At Paderborn University, a new 6th semester geometry-course for upper secondary student teachers has been designed and taught by the first author of this paper. To show links between academic mathematics and school mathematics we established so-called interface weeks. These are weeks during a course in which lecture, exercises and homework focus on topics that are related to the normal canon of content but specially chosen for their relevance in school contexts. In this article, we want to present our design for an interface week on the topic of congruence. In order to do so, we first illustrate how so-called interface aspects are used to systematize the mathematical background of the topic, thus giving future mathematics teachers the chance to act professionally. We then show examples of learning activities and first results of the accompanying research.}},
  author       = {{Hoffmann, Max and Biehler, Rolf}},
  booktitle    = {{ INDRUM 2020, Université de Carthage, Université de Montpellier, Sep 2020, Cyberspace (virtually from Bizerte), Tunisia}},
  title        = {{{Designing a Geometry Capstone Course for Student Teachers: Bridging the gap between academic mathematics and school mathematics in the case of congruence}}},
  year         = {{2020}},
}

@article{35701,
  author       = {{Lünne, Steffen and Schnell, Susanne and Biehler, Rolf}},
  issn         = {{0261-9768}},
  journal      = {{European Journal of Teacher Education}},
  keywords     = {{Education}},
  number       = {{5}},
  pages        = {{688--705}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Motivation of out-of-field teachers for participating in professional development courses in mathematics}}},
  doi          = {{10.1080/02619768.2020.1793950}},
  volume       = {{44}},
  year         = {{2020}},
}

@inbook{35808,
  author       = {{Barzel, Bärbel and Biehler, Rolf}},
  booktitle    = {{Professional development and knowledge of mathematics teachers}},
  editor       = {{Zehetmeier, Stefan and Potari, Despina and Ribeiro, Miguel}},
  pages        = {{163–192}},
  publisher    = {{Routledge}},
  title        = {{{Theory-Based Design of Professional Development for Upper Secondary Teachers–Focusing on the Content-Specific Use of Digital Tools}}},
  year         = {{2020}},
}

@article{35822,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>The derivative concept plays a major role in economics. However, its use in economics is very heterogeneous, sometimes inconsistent, and contradicts students’ prior knowledge from school. This applies in particular to the common economic interpretation of the derivative as the amount of change while increasing the production by one unit. Hence, in calculus courses for economics students, learners should acquire an understanding of the derivative that is mathematically acceptable and connected to their prior knowledge, but which also takes into account its practical use in economics. In this paper we first develop a theoretical model describing such an understanding of the derivative for economics students. We then present an exploratory study investigating the extent to which economics students have such an understanding after their calculus course. The results indicate that many of them might not have acquired this kind of understanding, in particular concerning the common economic interpretation of the derivative. The study furthermore yields possible gaps in students’ understanding and possible misconceptions.</jats:p>}},
  author       = {{Feudel, Frank and Biehler, Rolf}},
  issn         = {{0173-5322}},
  journal      = {{Journal für Mathematik-Didaktik}},
  keywords     = {{Education, General Mathematics}},
  number       = {{1}},
  pages        = {{273--305}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Students’ Understanding of the Derivative Concept in the Context of Mathematics for Economics}}},
  doi          = {{10.1007/s13138-020-00174-z}},
  volume       = {{42}},
  year         = {{2020}},
}

@article{35709,
  author       = {{Kempen, Leander and Biehler, Rolf}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{General Psychology}},
  pages        = {{1180}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Using Figurate Numbers in Elementary Number Theory – Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics and Cognitive Psychology}}},
  doi          = {{10.3389/fpsyg.2020.01180}},
  volume       = {{11}},
  year         = {{2020}},
}

@inbook{35827,
  author       = {{Kempen, Leander and Krämer, Sandra and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2020}},
  editor       = {{Siller, H.-S. and Weigel, W. and Wörler, J. F.}},
  pages        = {{489--492}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Was verstehen Schülerinnen und Schüler unter „Beweis“? – ausgewählte Ergebnisse einer Pilotstudie}}},
  doi          = {{10.17877/DE290R-21418}},
  year         = {{2020}},
}

@inbook{35819,
  author       = {{Biehler, Rolf and Kempen, Leander and Paravicini, Walther}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2020}},
  editor       = {{Siller, H.-S. and Weigel, W. and Wörler, J. F.}},
  pages        = {{1347--1348}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Hochschuldidaktik Mathematik: Fachbezogenes Design und empirische Studien}}},
  doi          = {{10.17877/DE290R-21487}},
  year         = {{2020}},
}