@article{56780, abstract = {{AbstractRecent research in university mathematics education has moved beyond the traditional focus on the transition from secondary to tertiary education and students' understanding of introductory courses such as pre-calculus and calculus. There is growing interest in the challenges students face as they move into more advanced mathematics courses that require a shift toward formal reasoning, proof, modeling, and problem-solving skills. This survey paper explores emerging trends and innovations in the field, focusing on three key areas: innovations in teaching and learning advanced mathematical topics, transitions between different levels and contexts of mathematics education, and the role of proof and proving in advanced university mathematics. The survey reflects the evolving landscape of mathematics education research and addresses the theoretical and practical challenges of teaching and learning advanced mathematics across various contexts.}}, author = {{Biehler, Rolf and Durand-Guerrier, Viviane and Trigueros, María}}, issn = {{1863-9690}}, journal = {{ZDM – Mathematics Education}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{New trends in didactic research in university mathematics education}}}, doi = {{10.1007/s11858-024-01643-2}}, year = {{2024}}, } @inbook{58269, author = {{Dettelbach, Andrea and Häsel-Weide, Uta}}, booktitle = {{Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen Objekten und Werkzeugen arbeiten}}, editor = {{Bierbrauer, C. and Ladel, S. and Platz, M.}}, pages = {{184--200}}, publisher = {{WTM-Verlag}}, title = {{{Operative Beziehungen erkennen, beschreiben und nutzen – Initiierung von Lernprozessen unter Einbeziehung der App ‚Rechenfeld‘}}}, year = {{2024}}, } @inproceedings{58391, author = {{Werth, Gerda}}, booktitle = {{Beiträge zum Mathematikunterricht 2024}}, location = {{Essen}}, pages = {{1505--1508}}, title = {{{Der Einzug der Mathematik in die Bildungspläne der höheren Mädchenschulen zu Beginn des 20. Jahrhunderts}}}, doi = {{https://doi.org/10.37626/GA9783959872782.0}}, year = {{2024}}, } @inproceedings{59467, author = {{Miller, Katherine M and Polman, Joseph L and Yoon, Susan A and Shim, Jooeun and Leung, Vivian Y and Nguyen, Yen and Rubin, Andee and Higgins, Traci and Karch, Jessica M and Hammerman, James KL and Matuk, Camillia and DesPortes, Kayla and Amato, Anna and Dikker, Suzanne and Ochoa, Xavier and Romero, Esteban and Podworny, Susanne and Fleischer, Yannik and Biehler, Rolf and Walker, Justice T. and Barany, Amanda and Acquah, Alex and Scarola, Andi and Reza, Sayed and Tran, Trang C. and Vacca, Ralph and Silander, Megan and Woods, Peter J. and Fernandez, Cassia and Eloy, Adelmo and Blikstein, Paulo and de Deus Lopes, Roseli and Radinsky, Josh and Tabak, Iris and Lee, Victor R. and Demszky, Dorottya and Levine, Sarah and Louie, Josephine}}, booktitle = {{Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024}}, editor = {{Lindgren, R. and Asino, T. I. and Kyza, E. A. and Looi, C. K. and Keifert, D. T. and Suárez, E.}}, pages = {{1863--1870}}, publisher = {{International Society of the Learning Sciences}}, title = {{{Data and Social Worlds: How Data Science Education Supports Civic Participation and Social Discourse}}}, year = {{2024}}, } @inproceedings{59791, author = {{Maslovskaya, Sofya and Ober-Blöbaum, Sina}}, booktitle = {{IFAC-PapersOnLine}}, issn = {{2405-8963}}, number = {{17}}, pages = {{85--90}}, publisher = {{Elsevier BV}}, title = {{{Symplectic Methods in Deep Learning}}}, doi = {{10.1016/j.ifacol.2024.10.118}}, volume = {{58}}, year = {{2024}}, } @unpublished{59801, author = {{Jean, Frédéric and Maslovskaya, Sofya}}, title = {{{Inverse optimal control problem in the non autonomous linear-quadratic case}}}, year = {{2024}}, } @article{56236, abstract = {{AbstractBackgroundReal‐world problems are important in math instruction, but they do not necessarily trigger students' task motivation. Personalizing real‐world problems by (1) matching problems to students' shared living environment (context personalization) and (2) asking students to pose their own problems (active personalization) might be two interventions to increase students' task motivation.AimIn the current study, we investigated the effects of context personalization and active personalization on students' self‐efficacy expectations, intrinsic value, attainment value, utility value, and cost.SampleThe participants were 28 fifth‐ and sixth‐grade students who voluntarily took part in a six‐month afterschool program in which they posed problems with the aim of creating a math walk in their hometown.MethodUsing a within‐subjects design, at the end of the afterschool program, the students rated their self‐efficacy expectations and task values for four self‐developed problems associated with their hometown, four peer‐developed problems associated with their hometown, and four instructor‐provided problems associated with unfamiliar locations.ResultsStudents reported higher self‐efficacy expectations, intrinsic value, attainment value, and utility value for active‐personalized than non‐personalized problems. To a lesser extent, context personalization promoted intrinsic value and attainment value. No effect was found for cost.ConclusionsActive personalization (i.e. asking students to pose their own real‐world problems) is suited to enhance students' task motivation, specifically their self‐efficacy expectations, intrinsic value, attainment value, and utility value. Context personalization still boosts students' intrinsic value and attainment value. Implementation in classroom instruction is discussed.}}, author = {{Schönherr, Johanna}}, issn = {{0007-0998}}, journal = {{British Journal of Educational Psychology}}, number = {{2}}, pages = {{407--424}}, publisher = {{Wiley}}, title = {{{Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value}}}, doi = {{10.1111/bjep.12653}}, volume = {{94}}, year = {{2024}}, } @article{54836, author = {{Schönherr, Johanna and Schukajlow, Stanislaw}}, issn = {{0742-051X}}, journal = {{Teaching and Teacher Education}}, publisher = {{Elsevier BV}}, title = {{{Preservice teachers' judgments of students’ expectations of success and task values: Close relations with their personal task motivation}}}, doi = {{10.1016/j.tate.2024.104659}}, volume = {{148}}, year = {{2024}}, } @article{56235, author = {{Schönherr, Johanna and Strohmaier, Anselm R. and Schukajlow, Stanislaw}}, issn = {{1747-938X}}, journal = {{Educational Research Review}}, publisher = {{Elsevier BV}}, title = {{{Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education}}}, doi = {{10.1016/j.edurev.2024.100639}}, volume = {{45}}, year = {{2024}}, } @inbook{56237, author = {{Schönherr, Johanna and Mayer, Richard E.}}, booktitle = {{Lecture Notes in Computer Science}}, isbn = {{9783031712906}}, issn = {{0302-9743}}, publisher = {{Springer Nature Switzerland}}, title = {{{Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling}}}, doi = {{10.1007/978-3-031-71291-3_26}}, year = {{2024}}, } @article{60103, abstract = {{Noticing besitzt eine hohe Bedeutung für das professionelle Handeln von Sportlehrkräften, insbesondere für den inklusiven Sportunterricht. Um eine angemessene Berücksichtigung individueller Lernvoraussetzungen und -prozesse bei der Planung und Durchführung von Unterricht zu gewährleisten, müssen die Sportlehrkräfte ihre Aufmerksamkeit gezielt auf die für die individuelle Förderung der Schüler*innen relevanten Ereignisse im zum Teil unübersichtlichen interaktiven Geschehens in der Sporthalle richten und diese auf theoretischer Grundlage interpretieren. Noticing, welches die selektive Aufmerksamkeitslenkung und das theoriegeleitete Deuten umfasst, bildet somit eine wichtige Voraussetzung, um allen Schüler*innen eine individuelle Förderung im inklusiven Sportunterricht zu ermöglichen. Die Fähigkeiten angehender Sportlehrkräften im Bereich Noticing insbesondere in inklusiven Settings sind bislang kaum untersucht worden. Diese Forschungslücke kann u.a. auf fehlende Forschungsinstrumente zur standardisierten Erfassung dieses Konstrukts zurückgeführt werden. Im Rahmen des Beitrags wird daher die Entwicklung und Validierung eines standardisierten, Videovignetten-basiertes Testinstruments zur Messung des Noticing von angehenden Sportlehrkräften im Hinblick auf individuelle Förderung im inklusiven Sportunterricht vorgestellt. Im Fokus der Validierung stehen der Testinhalt, die interne Struktur des Instruments sowie Zusammenhänge mit verwandten inhaltlichen Konstrukten. Die Ergebnisse aus drei aufeinander aufbauenden Validierungsstudien geben Hinweise auf die Reliabilität und Validität der Testwertinterpretation des Instruments ViProQiS_IF im Sinne des Noticing im Hinblick auf individuelle Förderung im inklusiven Sportunterricht.}}, author = {{Langer, Wiebke and Bruns, Julia and Erhorn, Jan}}, issn = {{1866-6671}}, journal = {{Journal for Educational Research Online}}, number = {{1}}, pages = {{51--73}}, publisher = {{Waxmann}}, title = {{{Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht}}}, doi = {{10.31244/jero.2023.01.03}}, volume = {{2023}}, year = {{2024}}, } @article{60104, abstract = {{Abstract The understanding of place value systems, especially the base-ten place value system, is one of the most important prerequisites to develop numeracy. The understanding of place value systems can be ascribed to two concepts, which in the tradition of the German subject-matter didactics are called regrouping principle and place value principle. Our study aims at clarifying whether these two principles can be used systematically for an effective identification of the gaps in students’ understanding to give a basis for individual support. We therefore conducted a study with N = 100 third graders (8 to 10 years old). We asked the students to work on 7 tasks on translating named units into written numbers using the place value system, in which the place value principle, the regrouping principle or both principles had to be considered. We analysed the errors qualitatively regarding which principle was violated and developed a typification of solution behaviour. The identified individual difficulties by taking the perspective of the two principles can be a starting point for individual support. Our tasks are shown to be a quick and easy way to diagnose students’ individual problems in understanding the base-ten place value system.}}, author = {{Jensen, Solveig and Gasteiger, Hedwig and Bruns, Julia}}, issn = {{0173-5322}}, journal = {{Journal für Mathematik-Didaktik}}, number = {{2}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems}}}, doi = {{10.1007/s13138-024-00234-8}}, volume = {{45}}, year = {{2024}}, } @inbook{45693, author = {{Langer, W. and Bruns, Julia and Erhorn, J.}}, booktitle = {{Teacher professional vision: Empirical perspectives}}, editor = {{Stahnke, R. and Gegenfurtner, A.}}, pages = {{232--248}}, publisher = {{Routledge}}, title = {{{Development and validation of a test to measure situation-specific skills with regard to providing participation in inclusive physical education}}}, year = {{2024}}, } @inbook{45692, author = {{Bruns, Julia}}, booktitle = {{Teacher professional vision: Theoretical and Methodological Advances}}, editor = {{Stahnke, R. and Gegenfurtner, A.}}, pages = {{156--171}}, publisher = {{Routledge}}, title = {{{Intervention Research on Teachers’ Professional Vision: Challenges of Current Research}}}, year = {{2024}}, } @inproceedings{63605, author = {{Tomasz Goliński, Tomasz and Rahangdale, Praful and Tumpach, Alice Barbora}}, booktitle = {{Geometric Methods in Physics, XLI Workshop}}, editor = {{Kielanowski, P. and Dobrogowska, A. and Fernández, D. and Goliński, D.}}, isbn = {{978-3-031-89857-0}}, location = {{Białystok, Poland}}, pages = {{97–117}}, publisher = {{Birkhauser}}, title = {{{Poisson structures in the Banach setting: comparison of different approaches}}}, doi = {{10.1007/978-3-031-89857-0_9}}, year = {{2024}}, } @article{63636, author = {{Hinrichs, Benjamin and Lampart, Jonas}}, issn = {{1631-073X}}, journal = {{Comptes Rendus. Mathématique}}, number = {{G11}}, pages = {{1399--1411}}, publisher = {{MathDoc/Centre Mersenne}}, title = {{{A Lower Bound on the Critical Momentum of an Impurity in a Bose–Einstein Condensate}}}, doi = {{10.5802/crmath.652}}, volume = {{362}}, year = {{2024}}, } @unpublished{63641, abstract = {{We present a simple functional integration based proof that the semigroups generated by the ultraviolet-renormalized translation-invariant non- and semi-relativistic Nelson Hamiltonians are positivity improving (and hence ergodic) with respect to the Fröhlich cone for arbitrary values of the total momentum. Our argument simplifies known proofs for ergodicity and the result is new in the semi-relativistic case.}}, author = {{Hinrichs, Benjamin and Hiroshima, Fumio}}, booktitle = {{arXiv:2412.09708}}, title = {{{On the Ergodicity of Renormalized Translation-Invariant Nelson-Type Semigroups}}}, year = {{2024}}, } @article{63637, author = {{Hinrichs, Benjamin and Lemm, Marius and Siebert, Oliver}}, issn = {{1424-0637}}, journal = {{Annales Henri Poincaré}}, number = {{1}}, pages = {{41--80}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{On Lieb–Robinson Bounds for a Class of Continuum Fermions}}}, doi = {{10.1007/s00023-024-01453-y}}, volume = {{26}}, year = {{2024}}, } @article{51374, author = {{Hasler, David and Hinrichs, Benjamin and Siebert, Oliver}}, issn = {{0022-1236}}, journal = {{Journal of Functional Analysis}}, keywords = {{Analysis}}, number = {{7}}, publisher = {{Elsevier BV}}, title = {{{Non-Fock ground states in the translation-invariant Nelson model revisited non-perturbatively}}}, doi = {{10.1016/j.jfa.2024.110319}}, volume = {{286}}, year = {{2024}}, } @article{32101, author = {{Weich, Tobias and Guedes Bonthonneau, Yannick and Guillarmou, Colin and Hilgert, Joachim}}, journal = {{J. Europ. Math. Soc.}}, number = {{8}}, pages = {{3085–3147}}, title = {{{Ruelle-Taylor resonances of Anosov actions}}}, doi = {{https://doi.org/10.4171/JEMS/1428}}, volume = {{27}}, year = {{2024}}, }