[{"year":"2022","title":"Stability and error estimates for non-linear Cahn–Hilliard-type equations on evolving surfaces","author":[{"first_name":"Cedric Aaron","last_name":"Beschle","full_name":"Beschle, Cedric Aaron"},{"last_name":"Kovács","first_name":"Balázs","orcid":"0000-0001-9872-3474","full_name":"Kovács, Balázs","id":"100441"}],"publication_identifier":{"issn":["0029-599X","0945-3245"]},"publication_status":"published","date_updated":"2024-04-03T09:19:34Z","intvolume":"       151","language":[{"iso":"eng"}],"doi":"10.1007/s00211-022-01280-5","issue":"1","publication":"Numerische Mathematik","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>In this paper, we consider a non-linear fourth-order evolution equation of Cahn–Hilliard-type on evolving surfaces with prescribed velocity, where the non-linear terms are only assumed to have locally Lipschitz derivatives. High-order evolving surface finite elements are used to discretise the weak equation system in space, and a modified matrix–vector formulation for the semi-discrete problem is derived. The anti-symmetric structure of the equation system is preserved by the spatial discretisation. A new stability proof, based on this structure, combined with consistency bounds proves optimal-order and uniform-in-time error estimates. The paper is concluded by a variety of numerical experiments.</jats:p>"}],"date_created":"2023-07-10T11:43:44Z","type":"journal_article","keyword":["Applied Mathematics","Computational Mathematics"],"department":[{"_id":"841"}],"status":"public","page":"1-48","_id":"45958","publisher":"Springer Science and Business Media LLC","user_id":"100441","volume":151,"citation":{"short":"C.A. Beschle, B. Kovács, Numerische Mathematik 151 (2022) 1–48.","chicago":"Beschle, Cedric Aaron, and Balázs Kovács. “Stability and Error Estimates for Non-Linear Cahn–Hilliard-Type Equations on Evolving Surfaces.” <i>Numerische Mathematik</i> 151, no. 1 (2022): 1–48. <a href=\"https://doi.org/10.1007/s00211-022-01280-5\">https://doi.org/10.1007/s00211-022-01280-5</a>.","apa":"Beschle, C. A., &#38; Kovács, B. (2022). Stability and error estimates for non-linear Cahn–Hilliard-type equations on evolving surfaces. <i>Numerische Mathematik</i>, <i>151</i>(1), 1–48. <a href=\"https://doi.org/10.1007/s00211-022-01280-5\">https://doi.org/10.1007/s00211-022-01280-5</a>","ieee":"C. A. Beschle and B. Kovács, “Stability and error estimates for non-linear Cahn–Hilliard-type equations on evolving surfaces,” <i>Numerische Mathematik</i>, vol. 151, no. 1, pp. 1–48, 2022, doi: <a href=\"https://doi.org/10.1007/s00211-022-01280-5\">10.1007/s00211-022-01280-5</a>.","ama":"Beschle CA, Kovács B. Stability and error estimates for non-linear Cahn–Hilliard-type equations on evolving surfaces. <i>Numerische Mathematik</i>. 2022;151(1):1-48. doi:<a href=\"https://doi.org/10.1007/s00211-022-01280-5\">10.1007/s00211-022-01280-5</a>","bibtex":"@article{Beschle_Kovács_2022, title={Stability and error estimates for non-linear Cahn–Hilliard-type equations on evolving surfaces}, volume={151}, DOI={<a href=\"https://doi.org/10.1007/s00211-022-01280-5\">10.1007/s00211-022-01280-5</a>}, number={1}, journal={Numerische Mathematik}, publisher={Springer Science and Business Media LLC}, author={Beschle, Cedric Aaron and Kovács, Balázs}, year={2022}, pages={1–48} }","mla":"Beschle, Cedric Aaron, and Balázs Kovács. “Stability and Error Estimates for Non-Linear Cahn–Hilliard-Type Equations on Evolving Surfaces.” <i>Numerische Mathematik</i>, vol. 151, no. 1, Springer Science and Business Media LLC, 2022, pp. 1–48, doi:<a href=\"https://doi.org/10.1007/s00211-022-01280-5\">10.1007/s00211-022-01280-5</a>."}},{"abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n               <jats:p>The full Maxwell equations in the unbounded three-dimensional space coupled to the Landau–Lifshitz–Gilbert equation serve as a well-tested model for ferromagnetic materials.\r\nWe propose a weak formulation of the coupled system based on the boundary integral formulation of the exterior Maxwell equations.\r\nWe show existence and partial uniqueness of a weak solution and propose a new numerical algorithm based on finite elements and boundary elements as spatial discretization with backward Euler and convolution quadrature for the time domain.\r\nThis is the first numerical algorithm which is able to deal with the coupled system of Landau–Lifshitz–Gilbert equation and full Maxwell’s equations without any simplifications like quasi-static approximations (e.g. eddy current model) and without restrictions on the shape of the domain (e.g. convexity).\r\nWe show well-posedness and convergence of the numerical algorithm under minimal assumptions on the regularity of the solution.\r\nThis is particularly important as there are few regularity results available and one generally expects the solution to be non-smooth.\r\nNumerical experiments illustrate and expand on the theoretical results.</jats:p>","lang":"eng"}],"issue":"1","publication":"Computational Methods in Applied Mathematics","keyword":["Applied Mathematics","Computational Mathematics","Numerical Analysis"],"type":"journal_article","department":[{"_id":"841"}],"date_created":"2023-07-10T11:43:13Z","publication_status":"published","date_updated":"2024-04-03T09:20:30Z","intvolume":"        23","year":"2022","title":"FEM-BEM Coupling for the Maxwell–Landau–Lifshitz–Gilbert Equations via Convolution Quadrature: Weak Form and Numerical Approximation","publication_identifier":{"issn":["1609-4840","1609-9389"]},"author":[{"first_name":"Jan","last_name":"Bohn","full_name":"Bohn, Jan"},{"full_name":"Feischl, Michael","first_name":"Michael","last_name":"Feischl"},{"last_name":"Kovács","first_name":"Balázs","orcid":"0000-0001-9872-3474","full_name":"Kovács, Balázs","id":"100441"}],"doi":"10.1515/cmam-2022-0145","language":[{"iso":"eng"}],"citation":{"mla":"Bohn, Jan, et al. “FEM-BEM Coupling for the Maxwell–Landau–Lifshitz–Gilbert Equations via Convolution Quadrature: Weak Form and Numerical Approximation.” <i>Computational Methods in Applied Mathematics</i>, vol. 23, no. 1, Walter de Gruyter GmbH, 2022, pp. 19–48, doi:<a href=\"https://doi.org/10.1515/cmam-2022-0145\">10.1515/cmam-2022-0145</a>.","bibtex":"@article{Bohn_Feischl_Kovács_2022, title={FEM-BEM Coupling for the Maxwell–Landau–Lifshitz–Gilbert Equations via Convolution Quadrature: Weak Form and Numerical Approximation}, volume={23}, DOI={<a href=\"https://doi.org/10.1515/cmam-2022-0145\">10.1515/cmam-2022-0145</a>}, number={1}, journal={Computational Methods in Applied Mathematics}, publisher={Walter de Gruyter GmbH}, author={Bohn, Jan and Feischl, Michael and Kovács, Balázs}, year={2022}, pages={19–48} }","ama":"Bohn J, Feischl M, Kovács B. FEM-BEM Coupling for the Maxwell–Landau–Lifshitz–Gilbert Equations via Convolution Quadrature: Weak Form and Numerical Approximation. <i>Computational Methods in Applied Mathematics</i>. 2022;23(1):19-48. doi:<a href=\"https://doi.org/10.1515/cmam-2022-0145\">10.1515/cmam-2022-0145</a>","ieee":"J. Bohn, M. Feischl, and B. Kovács, “FEM-BEM Coupling for the Maxwell–Landau–Lifshitz–Gilbert Equations via Convolution Quadrature: Weak Form and Numerical Approximation,” <i>Computational Methods in Applied Mathematics</i>, vol. 23, no. 1, pp. 19–48, 2022, doi: <a href=\"https://doi.org/10.1515/cmam-2022-0145\">10.1515/cmam-2022-0145</a>.","apa":"Bohn, J., Feischl, M., &#38; Kovács, B. (2022). FEM-BEM Coupling for the Maxwell–Landau–Lifshitz–Gilbert Equations via Convolution Quadrature: Weak Form and Numerical Approximation. <i>Computational Methods in Applied Mathematics</i>, <i>23</i>(1), 19–48. <a href=\"https://doi.org/10.1515/cmam-2022-0145\">https://doi.org/10.1515/cmam-2022-0145</a>","chicago":"Bohn, Jan, Michael Feischl, and Balázs Kovács. “FEM-BEM Coupling for the Maxwell–Landau–Lifshitz–Gilbert Equations via Convolution Quadrature: Weak Form and Numerical Approximation.” <i>Computational Methods in Applied Mathematics</i> 23, no. 1 (2022): 19–48. <a href=\"https://doi.org/10.1515/cmam-2022-0145\">https://doi.org/10.1515/cmam-2022-0145</a>.","short":"J. Bohn, M. Feischl, B. Kovács, Computational Methods in Applied Mathematics 23 (2022) 19–48."},"status":"public","user_id":"100441","volume":23,"page":"19-48","publisher":"Walter de Gruyter GmbH","_id":"45956"},{"_id":"52574","publisher":"WTM","language":[{"iso":"ger"}],"user_id":"578","doi":"https://doi.org/10.37626/GA9783959872089.0","title":"Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings","status":"public","year":"2022","author":[{"id":"578","last_name":"Werth","first_name":"Gerda","full_name":"Werth, Gerda"}],"conference":{"name":"56. Jahrestagung der Gesellschaft für Didaktik der Mathematik","start_date":"2022-08-29","location":"Frankfurt am. Main","end_date":"2022-09-02"},"publication_status":"published","date_updated":"2024-04-09T10:56:58Z","date_created":"2024-03-14T11:17:56Z","place":"Münster","type":"conference","department":[{"_id":"10"},{"_id":"98"},{"_id":"360"}],"publication":"Beiträge zum Mathematikunterricht","citation":{"mla":"Werth, Gerda. “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings.” <i>Beiträge zum Mathematikunterricht</i>, WTM, 2022, doi:<a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>.","bibtex":"@inproceedings{Werth_2022, place={Münster}, title={Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings}, DOI={<a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>}, booktitle={Beiträge zum Mathematikunterricht}, publisher={WTM}, author={Werth, Gerda}, year={2022} }","ama":"Werth G. Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings. In: <i>Beiträge zum Mathematikunterricht</i>. WTM; 2022. doi:<a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>","ieee":"G. Werth, “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings,” presented at the 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, Frankfurt am. Main, 2022, doi: <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>.","apa":"Werth, G. (2022). Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings. <i>Beiträge zum Mathematikunterricht</i>. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik, Frankfurt am. Main. <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>","chicago":"Werth, Gerda. “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings.” In <i>Beiträge zum Mathematikunterricht</i>. Münster: WTM, 2022. <a href=\"https://doi.org/10.37626/GA9783959872089.0\">https://doi.org/10.37626/GA9783959872089.0</a>.","short":"G. Werth, in: Beiträge zum Mathematikunterricht, WTM, Münster, 2022."}},{"publication":"Proceedings on the Twelfth Congress on the European Society for research in Mathematics Education (CERME 12)","file_date_updated":"2024-04-14T12:16:57Z","citation":{"ieee":"S. N. Malik and S. Rezat, “Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review,” 2022.","mla":"Malik, Sara Naseem, and Sebastian Rezat. “Linguistic Features of Word Problems That Cause Difficulties for Learners across the Curriculum: A Literature Review.” <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>, ERME / Free University of Bozen-Bolzano, 2022.","apa":"Malik, S. N., &#38; Rezat, S. (2022). Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review. <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>.","bibtex":"@inproceedings{Malik_Rezat_2022, title={Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review}, booktitle={Proceedings on the Twelfth Congress on the European Society for research in Mathematics Education (CERME 12)}, publisher={ERME / Free University of Bozen-Bolzano}, author={Malik, Sara Naseem and Rezat, Sebastian}, year={2022} }","chicago":"Malik, Sara Naseem, and Sebastian Rezat. “Linguistic Features of Word Problems That Cause Difficulties for Learners across the Curriculum: A Literature Review.” In <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>. ERME / Free University of Bozen-Bolzano, 2022.","short":"S.N. Malik, S. Rezat, in: Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12), ERME / Free University of Bozen-Bolzano, 2022.","ama":"Malik SN, Rezat S. Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review. In: <i>Proceedings on the Twelfth Congress on the European Society for Research in Mathematics Education (CERME 12)</i>. ERME / Free University of Bozen-Bolzano; 2022."},"file":[{"content_type":"application/pdf","success":1,"file_id":"53481","access_level":"closed","file_size":390439,"file_name":"Malik_TWG09.pdf","date_updated":"2024-04-14T12:16:57Z","relation":"main_file","date_created":"2024-04-14T12:16:57Z","creator":"smalik"}],"date_created":"2024-04-14T12:12:49Z","type":"conference","department":[{"_id":"360"}],"title":"Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review","year":"2022","status":"public","author":[{"last_name":"Malik","first_name":"Sara Naseem","full_name":"Malik, Sara Naseem","id":"38640"},{"first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian","id":"31132"}],"date_updated":"2024-04-18T08:03:54Z","has_accepted_license":"1","publisher":"ERME / Free University of Bozen-Bolzano","_id":"53480","language":[{"iso":"eng"}],"ddc":["370","510"],"user_id":"31132"},{"quality_controlled":"1","citation":{"chicago":"Rezat, Sebastian, Sara Naseem Malik, and Markus Leifeld. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” <i>International Journal of Science and Mathematics Education</i> 20, no. S1 (2022): 215–36. <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">https://doi.org/10.1007/s10763-022-10309-y</a>.","short":"S. Rezat, S.N. Malik, M. Leifeld, International Journal of Science and Mathematics Education 20 (2022) 215–236.","apa":"Rezat, S., Malik, S. N., &#38; Leifeld, M. (2022). Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. <i>International Journal of Science and Mathematics Education</i>, <i>20</i>(S1), 215–236. <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">https://doi.org/10.1007/s10763-022-10309-y</a>","ieee":"S. Rezat, S. N. Malik, and M. Leifeld, “Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation,” <i>International Journal of Science and Mathematics Education</i>, vol. 20, no. S1, pp. 215–236, 2022, doi: <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>.","ama":"Rezat S, Malik SN, Leifeld M. Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. <i>International Journal of Science and Mathematics Education</i>. 2022;20(S1):215-236. doi:<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>","bibtex":"@article{Rezat_Malik_Leifeld_2022, title={Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation}, volume={20}, DOI={<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>}, number={S1}, journal={International Journal of Science and Mathematics Education}, publisher={Springer}, author={Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}, year={2022}, pages={215–236} }","mla":"Rezat, Sebastian, et al. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” <i>International Journal of Science and Mathematics Education</i>, vol. 20, no. S1, Springer, 2022, pp. 215–36, doi:<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>."},"volume":20,"user_id":"31132","publisher":"Springer","_id":"44689","page":"215-236","status":"public","department":[{"_id":"360"}],"keyword":["General Mathematics","Education"],"type":"journal_article","date_created":"2023-05-09T14:03:15Z","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>Even in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed.</jats:p>","lang":"eng"}],"issue":"S1","publication":"International Journal of Science and Mathematics Education","doi":"10.1007/s10763-022-10309-y","language":[{"iso":"eng"}],"intvolume":"        20","date_updated":"2024-04-18T08:22:47Z","publication_status":"published","author":[{"id":"31132","first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian"},{"first_name":"Sara Naseem","last_name":"Malik","full_name":"Malik, Sara Naseem","id":"38640"},{"last_name":"Leifeld","first_name":"Markus","full_name":"Leifeld, Markus"}],"publication_identifier":{"issn":["1571-0068","1573-1774"]},"title":"Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation","year":"2022"},{"publication":"Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)","citation":{"ama":"Dröse J, Griese B, Wessel L. Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities. In: <i>Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>. ; 2022.","bibtex":"@inproceedings{Dröse_Griese_Wessel_2022, title={Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities}, booktitle={Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}, author={Dröse, Jennifer and Griese, Birgit and Wessel, Lena}, year={2022} }","mla":"Dröse, Jennifer, et al. “Prospective Teachers’ Diagnostic Judgments on Students’ Understanding of Conditional Probabilities.” <i>Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, 2022.","short":"J. Dröse, B. Griese, L. Wessel, in: Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 2022.","chicago":"Dröse, Jennifer, Birgit Griese, and Lena Wessel. “Prospective Teachers’ Diagnostic Judgments on Students’ Understanding of Conditional Probabilities.” In <i>Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>, 2022.","apa":"Dröse, J., Griese, B., &#38; Wessel, L. (2022). Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities. <i>Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)</i>. TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12), Bozen-Bolzano,Italy.","ieee":"J. Dröse, B. Griese, and L. Wessel, “Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities,” presented at the TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12), Bozen-Bolzano,Italy, 2022."},"quality_controlled":"1","date_created":"2023-10-23T10:56:02Z","type":"conference","department":[{"_id":"643"}],"year":"2022","title":"Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities","status":"public","author":[{"full_name":"Dröse, Jennifer","last_name":"Dröse","first_name":"Jennifer","id":"85820"},{"full_name":"Griese, Birgit","first_name":"Birgit","last_name":"Griese"},{"full_name":"Wessel, Lena","last_name":"Wessel","first_name":"Lena","id":"85190"}],"conference":{"location":"Bozen-Bolzano,Italy","name":"TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12)","start_date":"Feb2022"},"date_updated":"2024-04-18T08:59:49Z","main_file_link":[{"url":"https://hal.science/hal-03744585/"}],"language":[{"iso":"eng"}],"_id":"48389","user_id":"37888"},{"date_updated":"2024-04-18T09:14:52Z","title":"Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra","year":"2022","status":"public","author":[{"id":"57818","full_name":"Dellori, Anna","first_name":"Anna","last_name":"Dellori"},{"id":"85190","last_name":"Wessel","first_name":"Lena","full_name":"Wessel, Lena"}],"doi":"10.17877/DE290R-23598","user_id":"37888","main_file_link":[{"url":"http://dx.doi.org/10.17877/DE290R-23598"}],"page":"665-668","language":[{"iso":"ger"}],"_id":"48325","publisher":"LibreCat University","publication":"Beiträge zum Mathematikunterricht 2022","citation":{"short":"A. Dellori, L. Wessel, Beiträge zum Mathematikunterricht 2022 (2022) 665–668.","chicago":"Dellori, Anna, and Lena Wessel. “Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra.” <i>Beiträge zum Mathematikunterricht 2022</i>, 2022, 665–68. <a href=\"https://doi.org/10.17877/DE290R-23598\">https://doi.org/10.17877/DE290R-23598</a>.","apa":"Dellori, A., &#38; Wessel, L. (2022). Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra. <i>Beiträge zum Mathematikunterricht 2022</i>, 665–668. <a href=\"https://doi.org/10.17877/DE290R-23598\">https://doi.org/10.17877/DE290R-23598</a>","ieee":"A. Dellori and L. Wessel, “Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra,” <i>Beiträge zum Mathematikunterricht 2022</i>, pp. 665–668, 2022, doi: <a href=\"https://doi.org/10.17877/DE290R-23598\">10.17877/DE290R-23598</a>.","ama":"Dellori A, Wessel L. Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra. <i>Beiträge zum Mathematikunterricht 2022</i>. Published online 2022:665-668. doi:<a href=\"https://doi.org/10.17877/DE290R-23598\">10.17877/DE290R-23598</a>","bibtex":"@article{Dellori_Wessel_2022, title={Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra}, DOI={<a href=\"https://doi.org/10.17877/DE290R-23598\">10.17877/DE290R-23598</a>}, journal={Beiträge zum Mathematikunterricht 2022}, publisher={LibreCat University}, author={Dellori, Anna and Wessel, Lena}, year={2022}, pages={665–668} }","mla":"Dellori, Anna, and Lena Wessel. “Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra.” <i>Beiträge zum Mathematikunterricht 2022</i>, LibreCat University, 2022, pp. 665–68, doi:<a href=\"https://doi.org/10.17877/DE290R-23598\">10.17877/DE290R-23598</a>."},"type":"journal_article","department":[{"_id":"643"}],"date_created":"2023-10-19T09:37:24Z"},{"date_created":"2023-10-23T09:40:30Z","department":[{"_id":"643"}],"type":"book_chapter","citation":{"mla":"Dellori, Anna, and Lena Wessel. “Design Principles for Intertwining Local and Nonlocal Mathematics - The Case of Relating Registers and Representations in Abstract Algebra.” <i>Proceedings of INDRUM2022</i>, edited by M. Trigueros et al., 2022, pp. 572–73.","ama":"Dellori A, Wessel L. Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra. In: Trigueros M, Barquero B, Hochmuth R, Peters J, eds. <i>Proceedings of INDRUM2022</i>. ; 2022:572-573.","bibtex":"@inbook{Dellori_Wessel_2022, title={Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra}, booktitle={Proceedings of INDRUM2022}, author={Dellori, Anna and Wessel, Lena}, editor={Trigueros, M. and Barquero, B. and Hochmuth, R. and Peters, J.}, year={2022}, pages={572–573} }","apa":"Dellori, A., &#38; Wessel, L. (2022). Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra. In M. Trigueros, B. Barquero, R. Hochmuth, &#38; J. Peters (Eds.), <i>Proceedings of INDRUM2022</i> (pp. 572–573).","ieee":"A. Dellori and L. Wessel, “Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra,” in <i>Proceedings of INDRUM2022</i>, M. Trigueros, B. Barquero, R. Hochmuth, and J. Peters, Eds. 2022, pp. 572–573.","chicago":"Dellori, Anna, and Lena Wessel. “Design Principles for Intertwining Local and Nonlocal Mathematics - The Case of Relating Registers and Representations in Abstract Algebra.” In <i>Proceedings of INDRUM2022</i>, edited by M. Trigueros, B. Barquero, R. Hochmuth, and J. Peters, 572–73, 2022.","short":"A. Dellori, L. Wessel, in: M. Trigueros, B. Barquero, R. Hochmuth, J. Peters (Eds.), Proceedings of INDRUM2022, 2022, pp. 572–573."},"publication":"Proceedings of INDRUM2022","language":[{"iso":"eng"}],"_id":"48385","page":"572-573","editor":[{"full_name":"Trigueros, M.","last_name":"Trigueros","first_name":"M."},{"full_name":"Barquero, B.","last_name":"Barquero","first_name":"B."},{"last_name":"Hochmuth","first_name":"R.","full_name":"Hochmuth, R."},{"full_name":"Peters, J.","first_name":"J.","last_name":"Peters"}],"user_id":"37888","author":[{"full_name":"Dellori, Anna","last_name":"Dellori","first_name":"Anna","id":"57818"},{"id":"85190","last_name":"Wessel","first_name":"Lena","full_name":"Wessel, Lena"}],"status":"public","year":"2022","title":"Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra","date_updated":"2024-04-18T09:16:53Z"},{"user_id":"37888","editor":[{"full_name":"Karunakaran, S.S.","first_name":"S.S.","last_name":"Karunakaran"},{"last_name":"Higgins","first_name":"A.","full_name":"Higgins, A."}],"page":"1177","_id":"48407","language":[{"iso":"eng"}],"publisher":"MA","date_updated":"2024-04-18T09:18:08Z","status":"public","title":"Pre-service Teachers' Professional Development: Relating Abstract Algebra and School Algebra","year":"2022","author":[{"id":"57818","full_name":"Dellori, Anna","last_name":"Dellori","first_name":"Anna"},{"first_name":"Lena","last_name":"Wessel","full_name":"Wessel, Lena","id":"85190"}],"type":"book_chapter","department":[{"_id":"643"}],"date_created":"2023-10-24T07:28:19Z","place":"Boston","publication":"Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education","citation":{"apa":"Dellori, A., &#38; Wessel, L. (2022). Pre-service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra. In S. S. Karunakaran &#38; A. Higgins (Eds.), <i>Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education</i> (p. 1177). MA.","ieee":"A. Dellori and L. Wessel, “Pre-service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra,” in <i>Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education</i>, S. S. Karunakaran and A. Higgins, Eds. Boston: MA, 2022, p. 1177.","short":"A. Dellori, L. Wessel, in: S.S. Karunakaran, A. Higgins (Eds.), Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education, MA, Boston, 2022, p. 1177.","chicago":"Dellori, Anna, and Lena Wessel. “Pre-Service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra.” In <i>Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education</i>, edited by S.S. Karunakaran and A. Higgins, 1177. Boston: MA, 2022.","mla":"Dellori, Anna, and Lena Wessel. “Pre-Service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra.” <i>Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education</i>, edited by S.S. Karunakaran and A. Higgins, MA, 2022, p. 1177.","ama":"Dellori A, Wessel L. Pre-service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra. In: Karunakaran SS, Higgins A, eds. <i>Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education</i>. MA; 2022:1177.","bibtex":"@inbook{Dellori_Wessel_2022, place={Boston}, title={Pre-service Teachers’ Professional Development: Relating Abstract Algebra and School Algebra}, booktitle={Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education}, publisher={MA}, author={Dellori, Anna and Wessel, Lena}, editor={Karunakaran, S.S. and Higgins, A.}, year={2022}, pages={1177} }"}},{"user_id":"37888","volume":233,"page":"33-36","language":[{"iso":"ger"}],"_id":"48408","date_updated":"2024-04-18T09:18:16Z","intvolume":"       233","year":"2022","title":"Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten","status":"public","author":[{"id":"85190","full_name":"Wessel, Lena","last_name":"Wessel","first_name":"Lena"},{"id":"85820","full_name":"Dröse, Jennifer","last_name":"Dröse","first_name":"Jennifer"}],"type":"journal_article","department":[{"_id":"643"}],"date_created":"2023-10-24T07:33:17Z","publication":"mathematik lehren","citation":{"apa":"Wessel, L., &#38; Dröse, J. (2022). Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten. <i>mathematik lehren</i>, <i>233</i>, 33–36.","ieee":"L. Wessel and J. Dröse, “Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten,” <i>mathematik lehren</i>, vol. 233, pp. 33–36, 2022.","short":"L. Wessel, J. Dröse, mathematik lehren 233 (2022) 33–36.","chicago":"Wessel, Lena, and Jennifer Dröse. “Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten.” <i>mathematik lehren</i> 233 (2022): 33–36.","mla":"Wessel, Lena, and Jennifer Dröse. “Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten.” <i>mathematik lehren</i>, vol. 233, 2022, pp. 33–36.","ama":"Wessel L, Dröse J. Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten. <i>mathematik lehren</i>. 2022;233:33-36.","bibtex":"@article{Wessel_Dröse_2022, title={Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten}, volume={233}, journal={mathematik lehren}, author={Wessel, Lena and Dröse, Jennifer}, year={2022}, pages={33–36} }"}},{"date_created":"2023-01-10T09:01:02Z","place":"Rosario, Argentina","department":[{"_id":"363"}],"type":"book_chapter","citation":{"chicago":"Nieszporek, Ralf, Birgit Griese, and Rolf Biehler. “Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability.” In <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>, edited by S. A. Peters, L. Zapata-Cardona, F. Bonafini, and A. Fan. Rosario, Argentina: International Association for Statistical Education, 2022. <a href=\"https://doi.org/10.52041/iase.icots11.t4b2\">https://doi.org/10.52041/iase.icots11.t4b2</a>.","ama":"Nieszporek R, Griese B, Biehler R. Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability. In: Peters SA, Zapata-Cardona L, Bonafini F, Fan A, eds. <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>. International Association for Statistical Education; 2022. doi:<a href=\"https://doi.org/10.52041/iase.icots11.t4b2\">10.52041/iase.icots11.t4b2</a>","short":"R. Nieszporek, B. Griese, R. Biehler, in: S.A. Peters, L. Zapata-Cardona, F. Bonafini, A. Fan (Eds.), Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics, International Association for Statistical Education, Rosario, Argentina, 2022.","bibtex":"@inbook{Nieszporek_Griese_Biehler_2022, place={Rosario, Argentina}, title={Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability}, DOI={<a href=\"https://doi.org/10.52041/iase.icots11.t4b2\">10.52041/iase.icots11.t4b2</a>}, booktitle={Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics}, publisher={International Association for Statistical Education}, author={Nieszporek, Ralf and Griese, Birgit and Biehler, Rolf}, editor={Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan, A.}, year={2022} }","apa":"Nieszporek, R., Griese, B., &#38; Biehler, R. (2022). Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability. In S. A. Peters, L. Zapata-Cardona, F. Bonafini, &#38; A. Fan (Eds.), <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>. International Association for Statistical Education. <a href=\"https://doi.org/10.52041/iase.icots11.t4b2\">https://doi.org/10.52041/iase.icots11.t4b2</a>","mla":"Nieszporek, Ralf, et al. “Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability.” <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>, edited by S. A. Peters et al., International Association for Statistical Education, 2022, doi:<a href=\"https://doi.org/10.52041/iase.icots11.t4b2\">10.52041/iase.icots11.t4b2</a>.","ieee":"R. Nieszporek, B. Griese, and R. Biehler, “Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability,” in <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>, S. A. Peters, L. Zapata-Cardona, F. Bonafini, and A. Fan, Eds. Rosario, Argentina: International Association for Statistical Education, 2022."},"publication":"Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics","abstract":[{"text":"<jats:p>The data age has led to curriculum developments promoting the relevance of stochastics in mathematics education. This has resulted in an increased demand for teacher professional development (PD) courses, and thus in a rising number of facilitators for this purpose. Their expertise, however, remains under-researched, even though facilitators are the crucial factor in PD success. Our study aims at revealing how one aspect of facilitator expertise, orientation, is connected to other aspects: views on content goals, perception of possible challenges, and attitude towards teaching resources. The explorations reveal differing orientations and learning goals with identical teaching resources for two facilitators who had also been working as a team for the re-design of the PD course for years.</jats:p>","lang":"eng"}],"_id":"35696","publisher":"International Association for Statistical Education","language":[{"iso":"eng"}],"editor":[{"full_name":"Peters, S. A.","first_name":"S. A.","last_name":"Peters"},{"full_name":"Zapata-Cardona, L.","first_name":"L.","last_name":"Zapata-Cardona"},{"first_name":"F.","last_name":"Bonafini","full_name":"Bonafini, F."},{"first_name":"A.","last_name":"Fan","full_name":"Fan, A."}],"user_id":"37888","doi":"10.52041/iase.icots11.t4b2","author":[{"full_name":"Nieszporek, Ralf","first_name":"Ralf","last_name":"Nieszporek"},{"full_name":"Griese, Birgit","last_name":"Griese","first_name":"Birgit"},{"id":"16274","first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf"}],"status":"public","title":"Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability","year":"2022","publication_status":"published","date_updated":"2024-04-18T09:45:05Z"},{"type":"conference","department":[{"_id":"363"}],"date_created":"2022-12-23T11:09:52Z","abstract":[{"text":"<jats:p>Fundamental ideas (Burrill &amp; Biehler, 2011) have been specified to structure the curriculum across different age levels and to focus on and revisit the most important ideas. Such ideas must be based on an epistemological analysis of the scientific domain of statistics and its applications. Because these domains are changing, fundamental ideas have to be revisited from time to time. In particular, data science and machine learning have led to new methods and applications in society that must be considered for updating fundamental ideas.</jats:p>","lang":"eng"}],"publication":"Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics","citation":{"ieee":"R. Biehler, “Revisiting Fundamental Ideas for Statistics Education From the Perspective of Machine Learning and Its Applications,” in <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>, 2022, doi: <a href=\"https://doi.org/10.52041/iase.icots11.t1a2\">10.52041/iase.icots11.t1a2</a>.","mla":"Biehler, Rolf. “Revisiting Fundamental Ideas for Statistics Education From the Perspective of Machine Learning and Its Applications.” <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>, edited by S. A. Peters et al., International Association for Statistical Education, 2022, doi:<a href=\"https://doi.org/10.52041/iase.icots11.t1a2\">10.52041/iase.icots11.t1a2</a>.","apa":"Biehler, R. (2022). Revisiting Fundamental Ideas for Statistics Education From the Perspective of Machine Learning and Its Applications. In S. A. Peters, L. Zapata-Cardona, F. Bonafini, &#38; A. Fan (Eds.), <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>. International Association for Statistical Education. <a href=\"https://doi.org/10.52041/iase.icots11.t1a2\">https://doi.org/10.52041/iase.icots11.t1a2</a>","bibtex":"@inproceedings{Biehler_2022, title={Revisiting Fundamental Ideas for Statistics Education From the Perspective of Machine Learning and Its Applications}, DOI={<a href=\"https://doi.org/10.52041/iase.icots11.t1a2\">10.52041/iase.icots11.t1a2</a>}, booktitle={Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics}, publisher={International Association for Statistical Education}, author={Biehler, Rolf}, editor={Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan, A.}, year={2022} }","chicago":"Biehler, Rolf. “Revisiting Fundamental Ideas for Statistics Education From the Perspective of Machine Learning and Its Applications.” In <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>, edited by S. A. Peters, L. Zapata-Cardona, F. Bonafini, and A. Fan. International Association for Statistical Education, 2022. <a href=\"https://doi.org/10.52041/iase.icots11.t1a2\">https://doi.org/10.52041/iase.icots11.t1a2</a>.","ama":"Biehler R. Revisiting Fundamental Ideas for Statistics Education From the Perspective of Machine Learning and Its Applications. In: Peters SA, Zapata-Cardona L, Bonafini F, Fan A, eds. <i>Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics</i>. International Association for Statistical Education; 2022. doi:<a href=\"https://doi.org/10.52041/iase.icots11.t1a2\">10.52041/iase.icots11.t1a2</a>","short":"R. Biehler, in: S.A. Peters, L. Zapata-Cardona, F. Bonafini, A. Fan (Eds.), Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics, International Association for Statistical Education, 2022."},"user_id":"37888","doi":"10.52041/iase.icots11.t1a2","editor":[{"full_name":"Peters, S. A.","first_name":"S. A.","last_name":"Peters"},{"last_name":"Zapata-Cardona","first_name":"L.","full_name":"Zapata-Cardona, L."},{"full_name":"Bonafini, F.","first_name":"F.","last_name":"Bonafini"},{"first_name":"A.","last_name":"Fan","full_name":"Fan, A."}],"publisher":"International Association for Statistical Education","_id":"34919","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2024-04-18T09:45:43Z","year":"2022","title":"Revisiting Fundamental Ideas for Statistics Education From the Perspective of Machine Learning and Its Applications","status":"public","author":[{"id":"16274","last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf"}]},{"abstract":[{"text":"<jats:p>A very warm welcome to this Special Issue of the Statistics Education Research Journal (SERJ) on data science education. Our hope is to give an overview of selected theoretical thoughts and empirical studies on data science education from a statistics education research perspective. Data science education is rapidly developing but research into data science education is still in its infancy. The current issue presents a snapshot of this developing field.</jats:p>","lang":"eng"}],"publication":"Statistics Education Research Journal","issue":"2","department":[{"_id":"363"}],"type":"journal_article","keyword":["Education","Statistics and Probability"],"date_created":"2022-12-23T11:20:39Z","intvolume":"        21","date_updated":"2024-04-18T09:45:53Z","publication_status":"published","author":[{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler","id":"16274"},{"last_name":"De Veaux","first_name":"Richard","full_name":"De Veaux, Richard"},{"first_name":"Joachim","last_name":"Engel","full_name":"Engel, Joachim"},{"full_name":"Kazak, Sibel","first_name":"Sibel","last_name":"Kazak"},{"first_name":"Daniel","last_name":"Frischemeier","full_name":"Frischemeier, Daniel"}],"publication_identifier":{"issn":["1570-1824"]},"year":"2022","title":"Editorial: Research on Data Science Education","doi":"10.52041/serj.v21i2.606","language":[{"iso":"eng"}],"article_number":"1","citation":{"chicago":"Biehler, Rolf, Richard De Veaux, Joachim Engel, Sibel Kazak, and Daniel Frischemeier. “Editorial: Research on Data Science Education.” <i>Statistics Education Research Journal</i> 21, no. 2 (2022). <a href=\"https://doi.org/10.52041/serj.v21i2.606\">https://doi.org/10.52041/serj.v21i2.606</a>.","short":"R. Biehler, R. De Veaux, J. Engel, S. Kazak, D. Frischemeier, Statistics Education Research Journal 21 (2022).","apa":"Biehler, R., De Veaux, R., Engel, J., Kazak, S., &#38; Frischemeier, D. (2022). Editorial: Research on Data Science Education. <i>Statistics Education Research Journal</i>, <i>21</i>(2), Article 1. <a href=\"https://doi.org/10.52041/serj.v21i2.606\">https://doi.org/10.52041/serj.v21i2.606</a>","ieee":"R. Biehler, R. De Veaux, J. Engel, S. Kazak, and D. Frischemeier, “Editorial: Research on Data Science Education,” <i>Statistics Education Research Journal</i>, vol. 21, no. 2, Art. no. 1, 2022, doi: <a href=\"https://doi.org/10.52041/serj.v21i2.606\">10.52041/serj.v21i2.606</a>.","ama":"Biehler R, De Veaux R, Engel J, Kazak S, Frischemeier D. Editorial: Research on Data Science Education. <i>Statistics Education Research Journal</i>. 2022;21(2). doi:<a href=\"https://doi.org/10.52041/serj.v21i2.606\">10.52041/serj.v21i2.606</a>","bibtex":"@article{Biehler_De Veaux_Engel_Kazak_Frischemeier_2022, title={Editorial: Research on Data Science Education}, volume={21}, DOI={<a href=\"https://doi.org/10.52041/serj.v21i2.606\">10.52041/serj.v21i2.606</a>}, number={21}, journal={Statistics Education Research Journal}, publisher={International Association for Statistical Education}, author={Biehler, Rolf and De Veaux, Richard and Engel, Joachim and Kazak, Sibel and Frischemeier, Daniel}, year={2022} }","mla":"Biehler, Rolf, et al. “Editorial: Research on Data Science Education.” <i>Statistics Education Research Journal</i>, vol. 21, no. 2, 1, International Association for Statistical Education, 2022, doi:<a href=\"https://doi.org/10.52041/serj.v21i2.606\">10.52041/serj.v21i2.606</a>."},"status":"public","volume":21,"user_id":"37888","publisher":"International Association for Statistical Education","_id":"34920"},{"volume":2022,"user_id":"37888","_id":"35718","language":[{"iso":"eng"}],"publisher":"Friedrich Verlag","page":"41–45","intvolume":"      2022","date_updated":"2024-04-18T09:44:51Z","author":[{"first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274"},{"last_name":"Langlotz","first_name":"Hubert","full_name":"Langlotz, Hubert"},{"last_name":"Zappe","first_name":"Wilfried","full_name":"Zappe, Wilfried"}],"year":"2022","status":"public","title":"Alles normal?! Daten auf Normalverteilung prüfen–mit schulischen Mitteln","department":[{"_id":"363"}],"type":"journal_article","date_created":"2023-01-10T09:25:23Z","citation":{"ama":"Biehler R, Langlotz H, Zappe W. Alles normal?! Daten auf Normalverteilung prüfen–mit schulischen Mitteln. <i>mathematik lehren</i>. 2022;2022(232):41–45.","bibtex":"@article{Biehler_Langlotz_Zappe_2022, title={Alles normal?! Daten auf Normalverteilung prüfen–mit schulischen Mitteln}, volume={2022}, number={232}, journal={mathematik lehren}, publisher={Friedrich Verlag}, author={Biehler, Rolf and Langlotz, Hubert and Zappe, Wilfried}, year={2022}, pages={41–45} }","mla":"Biehler, Rolf, et al. “Alles Normal?! Daten Auf Normalverteilung Prüfen–Mit Schulischen Mitteln.” <i>Mathematik Lehren</i>, vol. 2022, no. 232, Friedrich Verlag, 2022, pp. 41–45.","chicago":"Biehler, Rolf, Hubert Langlotz, and Wilfried Zappe. “Alles Normal?! Daten Auf Normalverteilung Prüfen–Mit Schulischen Mitteln.” <i>Mathematik Lehren</i> 2022, no. 232 (2022): 41–45.","short":"R. Biehler, H. Langlotz, W. Zappe, Mathematik Lehren 2022 (2022) 41–45.","apa":"Biehler, R., Langlotz, H., &#38; Zappe, W. (2022). Alles normal?! Daten auf Normalverteilung prüfen–mit schulischen Mitteln. <i>Mathematik Lehren</i>, <i>2022</i>(232), 41–45.","ieee":"R. Biehler, H. Langlotz, and W. Zappe, “Alles normal?! Daten auf Normalverteilung prüfen–mit schulischen Mitteln,” <i>mathematik lehren</i>, vol. 2022, no. 232, pp. 41–45, 2022."},"publication":"mathematik lehren","issue":"232"},{"publication":"mathematik lehren","issue":"232","citation":{"ama":"Biehler R, Griese B. 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