@inbook{48400,
  author       = {{Sprütten, F. and Wessel, Lena}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  editor       = {{Kortenkamp, U. and Kuzle, A.}},
  pages        = {{953--956}},
  publisher    = {{WTM-Verlag}},
  title        = {{{„9 minus 8, das kommt 1.“ Mathematikunterricht in internationalen Förderklassen (IFK). Ziele und exemplarische Realisierungen}}},
  year         = {{2017}},
}

@inbook{48401,
  author       = {{Wessel, Lena}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  editor       = {{Kortenkamp, U. and Kuzle, A.}},
  pages        = {{1049--1052}},
  publisher    = {{WTM-Verlag}},
  title        = {{{„Ja und dann kommt man halt immer einen höher.“ Operatives Üben am Beispiel von Ableitungsregeln}}},
  year         = {{2017}},
}

@inbook{48331,
  author       = {{Wessel, Lena and Prediger, Susanne}},
  booktitle    = {{Mathematik und Sprache-Empirischer Forschungsstand und unterrichtliche Herausforderungen}},
  editor       = {{Leiss, D. and Neumann, A. and Schwippert, K.}},
  pages        = {{165–187}},
  publisher    = {{Waxmann}},
  title        = {{{Differentielle Förderbedarfe je nach Sprachhintergrund? Analysen zu Unterschieden und Gemeinsamkeiten zwischen sprachlich starken und schwachen, einsprachigen und mehrsprachigen Lernenden}}},
  year         = {{2017}},
}

@inbook{48411,
  author       = {{Wessel, Lena}},
  booktitle    = {{Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)}},
  editor       = {{Dooley, T. and Gueudet, G.}},
  keywords     = {{Academic language, relative frequency, scaffolding, design research, trace analysis}},
  pages        = {{1388--1395}},
  publisher    = {{DCU Institute of Education and ERME.}},
  title        = {{{How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses}}},
  year         = {{2017}},
}

@techreport{55293,
  author       = {{Barth, D. and Beck, M. and Dose, T. and Glaßer, Ch. and Michler, L. and Technau, Marc}},
  title        = {{{Emptiness problems for integer circuits}}},
  year         = {{2017}},
}

@inproceedings{55292,
  author       = {{Barth, D. and Beck, M. and Dose, T. and Glaßer, Ch. and Michler, L. and Technau, Marc}},
  booktitle    = {{42nd International Symposium on Mathematical Foundations of Computer Science (MFCS 2017)}},
  editor       = {{Larsen, Kim G. and Bodlaender, Hans L. and Raskin, Jean-Francois}},
  pages        = {{33:1–33:14}},
  publisher    = {{Schloss Dagstuhl–Leibniz-Zentrum für Informatik}},
  title        = {{{Emptiness problems for integer circuits}}},
  doi          = {{10.4230/LIPIcs.MFCS.2017.33}},
  volume       = {{83}},
  year         = {{2017}},
}

@article{55275,
  author       = {{Technau, Marc and Technau, N.}},
  journal      = {{Comput. Methods Funct. Theory}},
  number       = {{2}},
  pages        = {{255–272}},
  title        = {{{A Loewner equation for infinitely many slits}}},
  doi          = {{10.1007/s40315-016-0179-6}},
  volume       = {{17}},
  year         = {{2017}},
}

@inbook{8570,
  author       = {{Liebendörfer, Michael and Hochmuth, Reinhard and Biehler, Rolf and Schaper, Niclas and Kuklinski, Christiane and Khellaf, Sarah and Colberg, Christoph and Schürmann, Mirko and Rothe, Lukas}},
  booktitle    = {{Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)}},
  editor       = {{Dooley, T. and Gueudet, Ghislaine}},
  keywords     = {{Ziele der Lehre}},
  pages        = {{2177--2184}},
  publisher    = {{DCU Institute of Education & ERME}},
  title        = {{{A framework for goal dimensions of mathematics learning support in universities}}},
  year         = {{2017}},
}

@article{40065,
  author       = {{Luks, Tomasz and Xiao, Yimin}},
  issn         = {{0894-9840}},
  journal      = {{Journal of Theoretical Probability}},
  number       = {{1}},
  pages        = {{297--325}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{On the Double Points of Operator Stable Lévy Processes}}},
  doi          = {{10.1007/s10959-015-0638-4}},
  volume       = {{30}},
  year         = {{2017}},
}

@article{42791,
  abstract     = {{We describe a practical algorithm to solve the constructive membership problem for discrete two-generator subgroups of SL₂(R) or PSL₂(R). This algorithm has been implemented in Magma for groups defined over real algebraic number fields.}},
  author       = {{Kirschmer, Markus and Rüther, Marion G.}},
  issn         = {{0021-8693}},
  journal      = {{Journal of Algebra}},
  keywords     = {{Algebra and Number Theory}},
  pages        = {{519--548}},
  publisher    = {{Elsevier BV}},
  title        = {{{The constructive membership problem for discrete two-generator subgroups of SL(2,R)}}},
  doi          = {{10.1016/j.jalgebra.2017.02.029}},
  volume       = {{480}},
  year         = {{2017}},
}

@book{44337,
  author       = {{Burban, Igor and Drozd, Yu.}},
  isbn         = {{978-1-4704-2537-1}},
  title        = {{{Maximal Cohen-Macaulay modules over non-isolated surface singularities and matrix problems}}},
  doi          = {{10.1090/memo/1178}},
  volume       = {{248}},
  year         = {{2017}},
}

@unpublished{44539,
  author       = {{Burban, Igor and Drozd, Yu.}},
  title        = {{{On the derived categories of gentle and skew-gentle algebras: homological algebra and matrix problems}}},
  year         = {{2017}},
}

@article{44334,
  author       = {{Burban, Igor and Galinat, L.}},
  journal      = {{Journal of Physics A: Mathematical and Theoretical}},
  title        = {{{Simple vector bundles on a nodal Weierstraß cubic and quasi-trigonometric solutions of CYBE}}},
  volume       = {{50}},
  year         = {{2017}},
}

@article{44335,
  author       = {{Burban, Igor and Drozd, Yu. and Gavran, V.}},
  journal      = {{European Journal of Mathematics}},
  number       = {{2}},
  pages        = {{311–341}},
  title        = {{{Minors of non-commutative schemes}}},
  volume       = {{3}},
  year         = {{2017}},
}

@article{44336,
  author       = {{Burban, Igor and Drozd, Yu. and Gavran, V.}},
  journal      = {{International Mathematics Research Notices 2017}},
  number       = {{3}},
  pages        = {{895--920}},
  title        = {{{Singular curves and quasi–hereditary algebras}}},
  year         = {{2017}},
}

@inbook{45395,
  author       = {{Dröse, Jennifer and Prediger, Susanne and Marcus, A.}},
  booktitle    = {{Mathe sicher können - Förderbausteine und Handreichungen}},
  editor       = {{Prediger, Susanne and Selter, Ch. and Nührenbörger, M. and Hußmann, S. }},
  publisher    = {{Cornelsen}},
  title        = {{{Förderbaustein S3 - Verstehen von Textaufgaben}}},
  year         = {{2017}},
}

@inproceedings{45681,
  author       = {{Bruns, Julia and Eichen, L.}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  location     = {{Potsdam}},
  pages        = {{1221–1224}},
  publisher    = {{WTM-Verlag}},
  title        = {{{EmMa – Interventionsstudie zur Entwicklung mathematikbezogener Kompetenzen elementarpädagogischer Fachpersonen}}},
  year         = {{2017}},
}

@article{36481,
  abstract     = {{Recent studies highlight early childhood teachers’ mathematics-related competence. Developing this competence should be a main aspect of early childhood teachers’ education. This is, however, not the case in all countries. Consequently, high-quality professional development courses are needed. Based on research results, we developed a competence-oriented continuous professional development course ("EmMa") and examined the effects of "EmMa" by asking: How does "EmMa" affect the development of early childhood teachers’ i) mathematical content knowledge, ii) mathematical pedagogical content knowledge and iii) beliefs towards mathematics in general? To answer these questions, we conducted a pre-test/post-test study including a control group with 99 in-service early childhood teachers. Results show that the course affected teachers’ mathematical pedagogical content knowledge and static orientation towards mathematics positively. From this we conclude that scaling-up "EmMa" might be a suitable approach to bridge the gap between pre-service education with nearly no mathematics and the challenges of early mathematics education.}},
  author       = {{Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}},
  journal      = {{Mathematics Teacher Education and Development (MTED)}},
  keywords     = {{Beliefs, Competency Based Teacher Education, Control Groups, Early Childhood Education, Faculty Development, Foreign Countries, Inservice Teacher Education, Intervention, Mathematical Aptitude, Mathematics Skills, Pedagogical Content Knowledge, Preschool Teachers, Pretests Posttests, Professional Continuing Education, Statistical Analysis, Teacher Competency Testing}},
  number       = {{3}},
  pages        = {{76–93}},
  title        = {{{Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study}}},
  volume       = {{19}},
  year         = {{2017}},
}

@article{34826,
  author       = {{Eichen, Lars and Bruns, Julia}},
  issn         = {{2191-9194}},
  journal      = {{Frühe Bildung}},
  keywords     = {{competency development, early childhood mathematics education, professional development course}},
  number       = {{2}},
  pages        = {{67--73}},
  publisher    = {{Hogrefe & Huber Publishers}},
  title        = {{{Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen}}},
  doi          = {{10.1026/2191-9186/a000310}},
  volume       = {{6}},
  year         = {{2017}},
}

@inproceedings{36479,
  author       = {{Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}},
  booktitle    = {{Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education }},
  editor       = {{Kaur, Berinderjeet and Ho, Weng Kin and Toh, Tin Lam and Choy, Ban Heng}},
  location     = {{Singapur}},
  pages        = {{185--192}},
  title        = {{{Structure of Early Childhood Educators Math-related Competence}}},
  volume       = {{2}},
  year         = {{2017}},
}