@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}},
}

@article{37659,
  author       = {{Rösler, Margit and Voit, Michael}},
  issn         = {{0002-9939}},
  journal      = {{Proceedings of the American Mathematical Society}},
  keywords     = {{Applied Mathematics, General Mathematics}},
  number       = {{3}},
  pages        = {{1151--1163}},
  publisher    = {{American Mathematical Society (AMS)}},
  title        = {{{Positive intertwiners for Bessel functions of type B}}},
  doi          = {{10.1090/proc/15312}},
  volume       = {{149}},
  year         = {{2021}},
}

@article{35603,
  author       = {{Tao, Youshan and Winkler, Michael}},
  journal      = {{Journal of Functional Analysis}},
  title        = {{{A fully cross-diffusive two-component evolution system: Existence and qualitative analysis via entropy-consistent thin-film-type approximation.}}},
  volume       = {{281}},
  year         = {{2021}},
}

@article{35612,
  author       = {{Wang, Yulan and Winkler, Michael and Xiang, Zhaoyin}},
  journal      = {{Science China Mathematics}},
  pages        = {{725--746}},
  title        = {{{Immediate regularization of measure-type population densities in a two-dimensional chemotaxis system with signal consumption.}}},
  volume       = {{64}},
  year         = {{2021}},
}

@article{35605,
  author       = {{Tao, Youshan and Winkler, Michael}},
  journal      = {{Communications in Mathematical Sciences}},
  pages        = {{829--849}},
  title        = {{{Global smooth solutions in a two-dimensional cross-diffusion system modeling propagation of urban crime.}}},
  volume       = {{19}},
  year         = {{2021}},
}

@article{35610,
  author       = {{Wang, Yulan and Winkler, Michael and Xiang, Zhaoyin}},
  journal      = {{Communications in Partial Differential Equations}},
  pages        = {{1058--1091}},
  title        = {{{Local energy estimates and global solvability in a  threee-dimensional chemotaxis-fluid system with prescribed signal on the boundary.}}},
  volume       = {{46}},
  year         = {{2021}},
}

@article{35611,
  author       = {{Wang, Yulan and Winkler, Michael and Xiang, Zhaoyin}},
  journal      = {{Advances in Nonlinear Analysis}},
  pages        = {{707--731}},
  title        = {{{Global solvability in a threee-dimensional Keller-Segel.Stokes system involving arbitrary superlinear logistic degradation}}},
  volume       = {{10}},
  year         = {{2021}},
}

@article{34840,
  abstract     = {{In this paper we obtain a complete list of imaginary n-quadratic fields with class groups of exponent 3 and 5 under ERH for every positive integer n where an n-quadratic field is a number field of degree 2ⁿ represented as the composite of n quadratic fields. }},
  author       = {{Klüners, Jürgen and Komatsu, Toru}},
  issn         = {{0025-5718}},
  journal      = {{Mathematics of Computation}},
  keywords     = {{Applied Mathematics, Computational Mathematics, Algebra and Number Theory}},
  number       = {{329}},
  pages        = {{1483--1497}},
  publisher    = {{American Mathematical Society (AMS)}},
  title        = {{{Imaginary multiquadratic number fields with class group of exponent $3$ and $5$}}},
  doi          = {{10.1090/mcom/3609}},
  volume       = {{90}},
  year         = {{2021}},
}

@article{34912,
  abstract     = {{Let E be an ordinary elliptic curve over a finite field and g be a positive integer. Under some technical assumptions, we give an algorithm to span the isomorphism classes of principally polarized abelian varieties in the isogeny class of E⁹ . The varieties are first described as hermitian lattices over (not necessarily maximal) quadratic orders and then geometrically in terms of their algebraic theta null point. We also show how to algebraically compute Siegel modular forms of even weight given as polynomials in the theta constants by a careful choice of an affine lift of the theta null point. We then use these results to give an algebraic computation of Serre’s obstruction for principally polarized abelian threefolds isogenous to E³ and of the Igusa modular form in dimension 4. We illustrate our algorithms with examples of curves with many rational points over finite fields. }},
  author       = {{Kirschmer, Markus and Narbonne, Fabien and Ritzenthaler, Christophe and Robert, Damien}},
  issn         = {{0025-5718}},
  journal      = {{Mathematics of Computation}},
  keywords     = {{Applied Mathematics, Computational Mathematics, Algebra and Number Theory}},
  number       = {{333}},
  pages        = {{401--449}},
  publisher    = {{American Mathematical Society (AMS)}},
  title        = {{{Spanning the isogeny class of a power of an elliptic curve}}},
  doi          = {{10.1090/mcom/3672}},
  volume       = {{91}},
  year         = {{2021}},
}

@article{44329,
  abstract     = {{This paper is devoted to algebro-geometric study of infinite dimensional Lie bialgebras, which arise from solutions of the classical Yang–Baxter equation. We regard trigonometric solutions of this equation as twists of the standard Lie bialgebra cobracket on an appropriate affine Lie algebra and work out the corresponding theory of Manin triples, putting it into an algebro-geometric context. As a consequence of this approach, we prove that any trigonometric solution of the classical Yang–Baxter equation arises from an appropriate algebro-geometric datum. The developed theory is illustrated by some concrete examples.}},
  author       = {{Burban, Igor and Abedin, R.}},
  journal      = {{Communications in Mathematical Physics}},
  number       = {{2}},
  pages        = {{1051–1109}},
  title        = {{{Algebraic geometry of Lie bialgebras defined by solutions of the classical Yang-Baxter equation}}},
  doi          = {{10.1007/s00220-021-04188-7}},
  volume       = {{387}},
  year         = {{2021}},
}

@article{34822,
  abstract     = {{The role of domain-specific content knowledge is discussed controversially for the early childhood context. Therefore, this review aims at untangling the research on domain-specific content knowledge for early childhood educators by systematically reviewing the conceptual and operational definition of and results on early childhood educators' content knowledge in different domains. Using the scientific databases ERIC, PsycInfo and Web of Sciences, we identified 36 studies on early childhood educators' domain-specific content knowledge. By comparing these studies, we found that conceptualizations of early childhood educators' content knowledge move on a continuum between a scientific related perspective and a practice related perspective. The scientific related perspective defines content knowledge as the knowledge of key concepts, facts and rules of the domain integrating knowledge taught in primary, secondary or upper secondary school. The practice related perspective includes knowledge of key concepts, facts and rules of the domain limited to the knowledge explicitly relevant for teaching in early childhood education as well as selected domain-specific knowledge of children and teaching. Our review shows that the results and implications drawn by the study authors depend on how these authors conceptualize early childhood educators' content knowledge on this continuum. Further research, therefore, needs to consider carefully how early childhood educators' content knowledge is conceptualized. The paper further discusses gaps in this research field, such as validating methods for measuring early childhood educators' content knowledge or implementing more rigorous experimental designs to examine effects of early childhood educators' content knowledge.}},
  author       = {{Bruns, Julia and Gasteiger, Hedwig and Strahl, Carolin}},
  issn         = {{2049-6613}},
  journal      = {{Review of Education}},
  keywords     = {{content knowledge, domain-specific learning, early childhood education, teacher knowledge}},
  number       = {{2}},
  pages        = {{500--538}},
  publisher    = {{Wiley}},
  title        = {{{Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review}}},
  doi          = {{10.1002/rev3.3255}},
  volume       = {{9}},
  year         = {{2021}},
}