@article{45335,
  author       = {{Schönherr, Johanna and Schukajlow, S. and Blomberg, J.}},
  journal      = {{mathematik lehren}},
  pages        = {{22–27}},
  title        = {{{Was ist eine gute Skizze? Strategiewissen beim mathematischen Modellieren im Bereich der Geometrie fördern}}},
  volume       = {{224}},
  year         = {{2021}},
}

@article{45333,
  author       = {{Schönherr, Johanna and Schukajlow, S. and Blomberg, J. and Leopold, C.}},
  journal      = {{Mathematical Thinking and Learning}},
  title        = {{{Does strategic knowledge matter? Effects of strategic knowledge about drawing on students’ modeling competencies in the domain of geometry}}},
  doi          = {{10.1080/10986065.2021.2012741}},
  year         = {{2021}},
}

@article{45342,
  author       = {{Schönherr, Johanna and Blomberg, J. and Schukajlow, S. and Leopold, C.}},
  journal      = {{Contemporary Educational Psychology}},
  title        = {{{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}}},
  doi          = {{10.1016/j.cedpsych.2021.101967}},
  volume       = {{65}},
  year         = {{2021}},
}

@article{55290,
  author       = {{Baier, St. and Mazumder, D. and Technau, Marc}},
  journal      = {{Unif. Distrib. Theory}},
  number       = {{2}},
  pages        = {{1–48}},
  title        = {{{On the distribution of αp modulo one in quadratic number fields}}},
  doi          = {{10.2478/udt-2021-0006}},
  volume       = {{16}},
  year         = {{2021}},
}

@article{55289,
  author       = {{Technau, Marc and Zafeiropoulos, A.}},
  journal      = {{Acta Arith.}},
  number       = {{1}},
  pages        = {{93–104}},
  title        = {{{Metric results on summatory arithmetic functions on Beatty sets}}},
  doi          = {{10.4064/aa200128-10-6}},
  volume       = {{197}},
  year         = {{2021}},
}

@book{51493,
  author       = {{Hilgert, Joachim and Hilgert, Ingrid}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Mathematik - Ein Reiseführer 2. Auflage}}},
  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}},
}

@inbook{37485,
  author       = {{Rach, Stefanie and Liebendörfer, Michael}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft für Didaktik der Mathematik (GDM) (1.-25. März 2021)}},
  editor       = {{Hein, Kerstin and Heil, Cathleen and Ruwisch, Silke and Prediger, Susanne}},
  isbn         = {{978-3-95987-184-6}},
  pages        = {{247–248}},
  publisher    = {{WTM-Verlag für wissenschaftliche Texte und Medien}},
  title        = {{{Die Bedeutung affektiver Merkmale beim Mathematiklernen}}},
  year         = {{2021}},
}

@article{37474,
  abstract     = {{<jats:title>Abstract</jats:title>
               <jats:p>Due to the COVID-19 crisis, many courses have been offered digitally. Using data from n = 1,173 business students participating in a preparatory mathematics course at a German university that covered the same content as in 2018, 2019 and 2020, we examine how students’ participation and the effect of the preparatory course changed. The data show that the participation rate has fallen slightly, but students’ participation is rather similar to preceding years. Interestingly, students have participated more intensively. There are clear signs of dishonesty in the self-test (use of a calculator) and significant changes in predictors of performance. In particular, the effect of students’ engagement in the course on their performance substantially increased. Further, we found a gender gap in performance affecting women. Finally, the data show that digital courses can be as effective as on-campus courses.</jats:p>}},
  author       = {{Büchele, Stefan and Liebendörfer, Michael and Lankeit, Elisa}},
  issn         = {{0268-3679}},
  journal      = {{Teaching Mathematics and its Applications: An International Journal of the IMA}},
  keywords     = {{Education, General Mathematics}},
  number       = {{4}},
  pages        = {{478--496}},
  publisher    = {{Oxford University Press (OUP)}},
  title        = {{{Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university}}},
  doi          = {{10.1093/teamat/hrab013}},
  volume       = {{40}},
  year         = {{2021}},
}

@article{37483,
  abstract     = {{Das gymnasiale Lehramtsstudium der Mathematik ist an deutschen Universitäten unterschiedlich organisiert. Traditionell wurden am Studienbeginn die Fachvorlesungen zur Analysis und Linearen Algebra gemeinsam mit Fachstudierenden gehört. In jüngerer Zeit verbreiten sich alternative Modelle z. B. mit Brückenvorlesungen, die oft spezifisch für das Gymnasiallehramt angeboten werden. Sie können gemeinsame Veranstaltungen mit Fachstudierenden ergänzen oder ersetzen. Dieser Beitrag zeigt auf, welche Modelle wie häufig verbreitet sind, und spricht an, welche hochschuldidaktischen Fragen an der Studiengestaltung hängen.}},
  author       = {{Gildehaus, Lara and Göller, Robin and Liebendörfer, Michael}},
  issn         = {{2512-9155}},
  journal      = {{Mitteilungen der Gesellschaft für Didaktik der Mathematik}},
  number       = {{111}},
  pages        = {{27–32}},
  title        = {{{Gymnasiales Lehramt Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland}}},
  volume       = {{47}},
  year         = {{2021}},
}

@inproceedings{37481,
  author       = {{Vajen, Bastian and Gildehaus, Lara and Liebendörfer, Michael and Wolf, Christoph}},
  booktitle    = {{Schriftenreihe der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft und das vermeintliche Neutralitätsgebot}},
  editor       = {{Kenner, Steve and Oeftering, T.}},
  pages        = {{188–200}},
  publisher    = {{Wochenschau}},
  title        = {{{Mathematisierung als Herausforderung für die politische Bildung}}},
  year         = {{2021}},
}

@inbook{37480,
  author       = {{Göller, Robin and Gildehaus, Lara and Liebendörfer, Michael and Steuding, Jörn}},
  booktitle    = {{Mathematik und Gender: Berichte und Beiträge des Arbeitskreise Frauen und Mathematik}},
  editor       = {{Blunck, Andrea and Motzer, Renate}},
  pages        = {{59–76}},
  publisher    = {{Franzbecker}},
  title        = {{{Prüfungsformate als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik}}},
  volume       = {{5}},
  year         = {{2021}},
}

@inproceedings{37478,
  author       = {{Haak, Inka and Gildehaus, Lara and Liebendörfer, Michael}},
  booktitle    = {{Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?}},
  pages        = {{89–92}},
  publisher    = {{Universität Duisburg-Essen}},
  title        = {{{Genese und Funktionen von Lerngruppen in der Studieneingangsphase}}},
  year         = {{2021}},
}

@article{37473,
  abstract     = {{<jats:title>Abstract</jats:title>
               <jats:p>We investigated university students’ study of mathematics in the digital setting context of the COVID-19 pandemic. We gathered data from a survey of 89 students enrolled in a ‘Linear Algebra 1’ course including affective variables, learning strategies, social relatedness and resources considered useful. The results indicate students’ high effort and self-regulation and a high variation in affective characteristics and social relatedness. All the traditional aspects of mathematics teaching (lecture, tutorials and lecture notes) were rated as particularly useful. In addition, the videos from external resources were rated as equally useful as the teaching team’s videos. In contrast, traditional literature such as textbooks was rarely considered useful. The most useful resource rated was communication with peers, underlining the important role of social learning despite fully digital learning environments. Finally, a cluster analysis based on students’ rated usefulness of the resources led to three different user-types. Whereas the ‘digitals’ find the external digital resources very useful (videos, webpages, etc.), the ‘traditionalists’ rate the digitalized traditional resources best (lecture, tutorials, etc.). All resources receive uniformly good ratings from a third group (‘all resource users’). We reflect on our findings in light of the pandemic and describe directions for future research.</jats:p>}},
  author       = {{Kempen, Leander and Liebendörfer, Michael}},
  issn         = {{0268-3679}},
  journal      = {{Teaching Mathematics and its Applications: An International Journal of the IMA}},
  keywords     = {{Education, General Mathematics}},
  number       = {{4}},
  pages        = {{436--454}},
  publisher    = {{Oxford University Press (OUP)}},
  title        = {{{University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics}}},
  doi          = {{10.1093/teamat/hrab020}},
  volume       = {{40}},
  year         = {{2021}},
}

@inproceedings{37487,
  author       = {{Liebendörfer, Michael and Hochmuth, Reinhard and Rode, Jana and Schukajlow, Stanislaw}},
  booktitle    = {{Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education}},
  editor       = {{Inprasitha, M. and Changsri, N. and Boonsena, N.}},
  pages        = {{198–205}},
  publisher    = {{PME}},
  title        = {{{The Mathematical Beliefs and Interest Development of Pre-Service Primary Teachers}}},
  volume       = {{3}},
  year         = {{2021}},
}

@article{37494,
  author       = {{Krapf, Regula and Liebendörfer, Michael}},
  journal      = {{mathematica didactica}},
  keywords     = {{Extrinsische Motivation}},
  number       = {{44}},
  pages        = {{1–17}},
  title        = {{{Was bewirkt die Pflichtabgabe von Übungsaufgaben in der Hochschulmathematik? – Ein empirischer Vergleich}}},
  volume       = {{2}},
  year         = {{2021}},
}

@article{35615,
  author       = {{Winkler, Michael}},
  journal      = {{Zeitschrift für Angewandte Mathematik und Physik}},
  title        = {{{Suppressing blow-up by gradient-dependent flux limitation in a planar Keller-Segel-Navier-Stokes system.}}},
  volume       = {{72}},
  year         = {{2021}},
}

@article{35614,
  author       = {{Winkler, Michael}},
  journal      = {{International Mathematics Research Notices}},
  pages        = {{8106--8152}},
  title        = {{{Can rotational fluxes impede the tendency toward spatial homogeneity in nutrient taxis (-Stokes) systems?}}},
  volume       = {{2021}},
  year         = {{2021}},
}

@article{35617,
  author       = {{Winkler, Michael}},
  journal      = {{Applied Mathematics Letters}},
  pages        = {{106785}},
  title        = {{{Boundedness in a three-dimensional Keller-Segel-Stokes system with subcritical sensitivity.}}},
  volume       = {{112}},
  year         = {{2021}},
}

@article{35613,
  author       = {{Winkler, Michael}},
  journal      = {{Transactions of the American Mathematical Society}},
  pages        = {{219--268}},
  title        = {{{Does spatial homogeneity ultimately prevail in nutrient taxis systems? A paradigm for structure support by rapid diffusion decay in an autonomous parabolic flow.}}},
  volume       = {{374}},
  year         = {{2021}},
}