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März 2021)</i>, edited by Kerstin Hein et al., WTM-Verlag für wissenschaftliche Texte und Medien, 2021, pp. 247–248."},"publication":"Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft für Didaktik der Mathematik (GDM) (1.-25. März 2021)","place":"Münster","date_created":"2023-01-18T22:35:08Z","department":[{"_id":"10"}],"type":"book_chapter"},{"citation":{"bibtex":"@article{Büchele_Liebendörfer_Lankeit_2021, 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}, volume={40}, DOI={<a href=\"https://doi.org/10.1093/teamat/hrab013\">10.1093/teamat/hrab013</a>}, number={4}, journal={Teaching Mathematics and its Applications: An International Journal of the IMA}, publisher={Oxford University Press (OUP)}, author={Büchele, Stefan and Liebendörfer, Michael and Lankeit, Elisa}, year={2021}, pages={478–496} }","ama":"Büchele S, Liebendörfer M, Lankeit E. Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university. <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>. 2021;40(4):478-496. doi:<a href=\"https://doi.org/10.1093/teamat/hrab013\">10.1093/teamat/hrab013</a>","mla":"Büchele, Stefan, et al. “Increasing the Effect of a Remedial Mathematics Course by Switching to an Online Format during the COVID-19 Crisis: Evidence from a German University.” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, vol. 40, no. 4, Oxford University Press (OUP), 2021, pp. 478–96, doi:<a href=\"https://doi.org/10.1093/teamat/hrab013\">10.1093/teamat/hrab013</a>.","short":"S. Büchele, M. Liebendörfer, E. Lankeit, Teaching Mathematics and Its Applications: An International Journal of the IMA 40 (2021) 478–496.","chicago":"Büchele, Stefan, Michael Liebendörfer, and Elisa Lankeit. “Increasing the Effect of a Remedial Mathematics Course by Switching to an Online Format during the COVID-19 Crisis: Evidence from a German University.” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i> 40, no. 4 (2021): 478–96. <a href=\"https://doi.org/10.1093/teamat/hrab013\">https://doi.org/10.1093/teamat/hrab013</a>.","ieee":"S. Büchele, M. Liebendörfer, and E. Lankeit, “Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university,” <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>, vol. 40, no. 4, pp. 478–496, 2021, doi: <a href=\"https://doi.org/10.1093/teamat/hrab013\">10.1093/teamat/hrab013</a>.","apa":"Büchele, S., Liebendörfer, M., &#38; Lankeit, E. (2021). Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university. <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, <i>40</i>(4), 478–496. <a href=\"https://doi.org/10.1093/teamat/hrab013\">https://doi.org/10.1093/teamat/hrab013</a>"},"page":"478-496","publisher":"Oxford University Press (OUP)","_id":"37474","user_id":"30933","volume":40,"status":"public","date_created":"2023-01-18T22:23:50Z","keyword":["Education","General Mathematics"],"type":"journal_article","department":[{"_id":"10"}],"issue":"4","publication":"Teaching Mathematics and its Applications: An International Journal of the IMA","abstract":[{"text":"<jats:title>Abstract</jats:title>\n               <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>","lang":"eng"}],"language":[{"iso":"eng"}],"doi":"10.1093/teamat/hrab013","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","year":"2021","publication_identifier":{"issn":["0268-3679","1471-6976"]},"author":[{"first_name":"Stefan","last_name":"Büchele","full_name":"Büchele, Stefan"},{"full_name":"Liebendörfer, Michael","first_name":"Michael","last_name":"Liebendörfer"},{"last_name":"Lankeit","first_name":"Elisa","full_name":"Lankeit, Elisa"}],"publication_status":"published","date_updated":"2023-01-18T22:47:00Z","intvolume":"        40"},{"citation":{"ama":"Gildehaus L, Göller R, Liebendörfer M. Gymnasiales Lehramt Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland. <i>Mitteilungen der Gesellschaft für Didaktik der Mathematik</i>. 2021;47(111):27–32.","bibtex":"@article{Gildehaus_Göller_Liebendörfer_2021, title={Gymnasiales Lehramt Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland}, volume={47}, number={111}, journal={Mitteilungen der Gesellschaft für Didaktik der Mathematik}, author={Gildehaus, Lara and Göller, Robin and Liebendörfer, Michael}, year={2021}, pages={27–32} }","mla":"Gildehaus, Lara, et al. “Gymnasiales Lehramt Mathematik Studieren – Eine Übersicht Zur Studienorganisation in Deutschland.” <i>Mitteilungen Der Gesellschaft Für Didaktik Der Mathematik</i>, vol. 47, no. 111, 2021, pp. 27–32.","chicago":"Gildehaus, Lara, Robin Göller, and Michael Liebendörfer. “Gymnasiales Lehramt Mathematik Studieren – Eine Übersicht Zur Studienorganisation in Deutschland.” <i>Mitteilungen Der Gesellschaft Für Didaktik Der Mathematik</i> 47, no. 111 (2021): 27–32.","short":"L. Gildehaus, R. Göller, M. Liebendörfer, Mitteilungen Der Gesellschaft Für Didaktik Der Mathematik 47 (2021) 27–32.","apa":"Gildehaus, L., Göller, R., &#38; Liebendörfer, M. (2021). Gymnasiales Lehramt Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland. <i>Mitteilungen Der Gesellschaft Für Didaktik Der Mathematik</i>, <i>47</i>(111), 27–32.","ieee":"L. Gildehaus, R. Göller, and M. Liebendörfer, “Gymnasiales Lehramt Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland,” <i>Mitteilungen der Gesellschaft für Didaktik der Mathematik</i>, vol. 47, no. 111, pp. 27–32, 2021."},"publication":"Mitteilungen der Gesellschaft für Didaktik der Mathematik","issue":"111","abstract":[{"text":"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.","lang":"eng"}],"date_created":"2023-01-18T22:31:53Z","department":[{"_id":"10"}],"type":"journal_article","publication_identifier":{"issn":["2512-9155"]},"author":[{"full_name":"Gildehaus, Lara","first_name":"Lara","last_name":"Gildehaus"},{"last_name":"Göller","first_name":"Robin","full_name":"Göller, Robin"},{"first_name":"Michael","last_name":"Liebendörfer","full_name":"Liebendörfer, Michael"}],"title":"Gymnasiales Lehramt Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland","status":"public","year":"2021","intvolume":"        47","date_updated":"2023-01-18T22:46:49Z","_id":"37483","page":"27–32","volume":47,"user_id":"30933"},{"editor":[{"last_name":"Kenner","first_name":"Steve","full_name":"Kenner, Steve"},{"full_name":"Oeftering, T.","first_name":"T.","last_name":"Oeftering"}],"user_id":"30933","_id":"37481","publisher":"Wochenschau","page":"188–200","date_updated":"2023-01-18T22:47:23Z","author":[{"first_name":"Bastian","last_name":"Vajen","full_name":"Vajen, Bastian"},{"last_name":"Gildehaus","first_name":"Lara","full_name":"Gildehaus, Lara"},{"full_name":"Liebendörfer, Michael","last_name":"Liebendörfer","first_name":"Michael"},{"full_name":"Wolf, Christoph","first_name":"Christoph","last_name":"Wolf"}],"year":"2021","title":"Mathematisierung als Herausforderung für die politische Bildung","status":"public","department":[{"_id":"10"}],"type":"conference","date_created":"2023-01-18T22:31:25Z","place":"Frankfurt","citation":{"bibtex":"@inproceedings{Vajen_Gildehaus_Liebendörfer_Wolf_2021, place={Frankfurt}, title={Mathematisierung als Herausforderung für die politische Bildung}, booktitle={Schriftenreihe der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft und das vermeintliche Neutralitätsgebot}, publisher={Wochenschau}, author={Vajen, Bastian and Gildehaus, Lara and Liebendörfer, Michael and Wolf, Christoph}, editor={Kenner, Steve and Oeftering, T.}, year={2021}, pages={188–200} }","ama":"Vajen B, Gildehaus L, Liebendörfer M, Wolf C. Mathematisierung als Herausforderung für die politische Bildung. In: Kenner S, Oeftering T, eds. <i>Schriftenreihe Der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft Und Das Vermeintliche Neutralitätsgebot</i>. Wochenschau; 2021:188–200.","mla":"Vajen, Bastian, et al. “Mathematisierung Als Herausforderung Für Die Politische Bildung.” <i>Schriftenreihe Der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft Und Das Vermeintliche Neutralitätsgebot</i>, edited by Steve Kenner and T. Oeftering, Wochenschau, 2021, pp. 188–200.","short":"B. Vajen, L. Gildehaus, M. Liebendörfer, C. Wolf, in: S. Kenner, T. Oeftering (Eds.), Schriftenreihe Der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft Und Das Vermeintliche Neutralitätsgebot, Wochenschau, Frankfurt, 2021, pp. 188–200.","chicago":"Vajen, Bastian, Lara Gildehaus, Michael Liebendörfer, and Christoph Wolf. “Mathematisierung Als Herausforderung Für Die Politische Bildung.” In <i>Schriftenreihe Der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft Und Das Vermeintliche Neutralitätsgebot</i>, edited by Steve Kenner and T. Oeftering, 188–200. Frankfurt: Wochenschau, 2021.","ieee":"B. Vajen, L. Gildehaus, M. Liebendörfer, and C. Wolf, “Mathematisierung als Herausforderung für die politische Bildung,” in <i>Schriftenreihe der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft und das vermeintliche Neutralitätsgebot</i>, 2021, pp. 188–200.","apa":"Vajen, B., Gildehaus, L., Liebendörfer, M., &#38; Wolf, C. (2021). Mathematisierung als Herausforderung für die politische Bildung. In S. Kenner &#38; T. Oeftering (Eds.), <i>Schriftenreihe der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft und das vermeintliche Neutralitätsgebot</i> (pp. 188–200). Wochenschau."},"publication":"Schriftenreihe der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft und das vermeintliche Neutralitätsgebot"},{"intvolume":"         5","date_updated":"2023-01-18T22:47:46Z","author":[{"full_name":"Göller, Robin","last_name":"Göller","first_name":"Robin"},{"first_name":"Lara","last_name":"Gildehaus","full_name":"Gildehaus, Lara"},{"full_name":"Liebendörfer, Michael","last_name":"Liebendörfer","first_name":"Michael"},{"last_name":"Steuding","first_name":"Jörn","full_name":"Steuding, Jörn"}],"year":"2021","status":"public","title":"Prüfungsformate als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik","volume":5,"editor":[{"full_name":"Blunck, Andrea","first_name":"Andrea","last_name":"Blunck"},{"last_name":"Motzer","first_name":"Renate","full_name":"Motzer, Renate"}],"user_id":"30933","_id":"37480","publisher":"Franzbecker","page":"59–76","citation":{"mla":"Göller, Robin, et al. “Prüfungsformate Als Ansatzpunkt Gendersensibler Universitärer Lehre Im Fach Mathematik.” <i>Mathematik Und Gender: Berichte Und Beiträge Des Arbeitskreise Frauen Und Mathematik</i>, edited by Andrea Blunck and Renate Motzer, vol. 5, Franzbecker, 2021, pp. 59–76.","ama":"Göller R, Gildehaus L, Liebendörfer M, Steuding J. Prüfungsformate als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik. In: Blunck A, Motzer R, eds. <i>Mathematik Und Gender: Berichte Und Beiträge Des Arbeitskreise Frauen Und Mathematik</i>. Vol 5. Franzbecker; 2021:59–76.","bibtex":"@inbook{Göller_Gildehaus_Liebendörfer_Steuding_2021, title={Prüfungsformate als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik}, volume={5}, booktitle={Mathematik und Gender: Berichte und Beiträge des Arbeitskreise Frauen und Mathematik}, publisher={Franzbecker}, author={Göller, Robin and Gildehaus, Lara and Liebendörfer, Michael and Steuding, Jörn}, editor={Blunck, Andrea and Motzer, Renate}, year={2021}, pages={59–76} }","apa":"Göller, R., Gildehaus, L., Liebendörfer, M., &#38; Steuding, J. (2021). Prüfungsformate als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik. In A. Blunck &#38; R. Motzer (Eds.), <i>Mathematik und Gender: Berichte und Beiträge des Arbeitskreise Frauen und Mathematik</i> (Vol. 5, pp. 59–76). Franzbecker.","ieee":"R. Göller, L. Gildehaus, M. Liebendörfer, and J. Steuding, “Prüfungsformate als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik,” in <i>Mathematik und Gender: Berichte und Beiträge des Arbeitskreise Frauen und Mathematik</i>, vol. 5, A. Blunck and R. Motzer, Eds. Franzbecker, 2021, pp. 59–76.","chicago":"Göller, Robin, Lara Gildehaus, Michael Liebendörfer, and Jörn Steuding. “Prüfungsformate Als Ansatzpunkt Gendersensibler Universitärer Lehre Im Fach Mathematik.” In <i>Mathematik Und Gender: Berichte Und Beiträge Des Arbeitskreise Frauen Und Mathematik</i>, edited by Andrea Blunck and Renate Motzer, 5:59–76. Franzbecker, 2021.","short":"R. Göller, L. Gildehaus, M. Liebendörfer, J. Steuding, in: A. Blunck, R. Motzer (Eds.), Mathematik Und Gender: Berichte Und Beiträge Des Arbeitskreise Frauen Und Mathematik, Franzbecker, 2021, pp. 59–76."},"publication":"Mathematik und Gender: Berichte und Beiträge des Arbeitskreise Frauen und Mathematik","department":[{"_id":"10"}],"type":"book_chapter","date_created":"2023-01-18T22:31:17Z"},{"date_updated":"2023-01-18T22:44:35Z","title":"Genese und Funktionen von Lerngruppen in der Studieneingangsphase","year":"2021","status":"public","author":[{"full_name":"Haak, Inka","last_name":"Haak","first_name":"Inka"},{"first_name":"Lara","last_name":"Gildehaus","full_name":"Gildehaus, Lara"},{"first_name":"Michael","last_name":"Liebendörfer","full_name":"Liebendörfer, Michael"}],"user_id":"30933","page":"89–92","publisher":"Universität Duisburg-Essen","_id":"37478","publication":"Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?","citation":{"ama":"Haak I, Gildehaus L, Liebendörfer M. Genese und Funktionen von Lerngruppen in der Studieneingangsphase. In: <i>Naturwissenschaftlicher Unterricht Und Lehrerbildung Im Umbruch?</i>. Universität Duisburg-Essen; 2021:89–92.","bibtex":"@inproceedings{Haak_Gildehaus_Liebendörfer_2021, title={Genese und Funktionen von Lerngruppen in der Studieneingangsphase}, booktitle={Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?}, publisher={Universität Duisburg-Essen}, author={Haak, Inka and Gildehaus, Lara and Liebendörfer, Michael}, year={2021}, pages={89–92} }","mla":"Haak, Inka, et al. “Genese Und Funktionen von Lerngruppen in Der Studieneingangsphase.” <i>Naturwissenschaftlicher Unterricht Und Lehrerbildung Im Umbruch?</i>, Universität Duisburg-Essen, 2021, pp. 89–92.","chicago":"Haak, Inka, Lara Gildehaus, and Michael Liebendörfer. “Genese Und Funktionen von Lerngruppen in Der Studieneingangsphase.” In <i>Naturwissenschaftlicher Unterricht Und Lehrerbildung Im Umbruch?</i>, 89–92. Universität Duisburg-Essen, 2021.","short":"I. Haak, L. Gildehaus, M. Liebendörfer, in: Naturwissenschaftlicher Unterricht Und Lehrerbildung Im Umbruch?, Universität Duisburg-Essen, 2021, pp. 89–92.","apa":"Haak, I., Gildehaus, L., &#38; Liebendörfer, M. (2021). Genese und Funktionen von Lerngruppen in der Studieneingangsphase. <i>Naturwissenschaftlicher Unterricht Und Lehrerbildung Im Umbruch?</i>, 89–92.","ieee":"I. Haak, L. Gildehaus, and M. Liebendörfer, “Genese und Funktionen von Lerngruppen in der Studieneingangsphase,” in <i>Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?</i>, 2021, pp. 89–92."},"type":"conference","department":[{"_id":"10"}],"date_created":"2023-01-18T22:31:03Z"},{"status":"public","user_id":"30933","volume":40,"page":"436-454","_id":"37473","publisher":"Oxford University Press (OUP)","citation":{"short":"L. Kempen, M. Liebendörfer, Teaching Mathematics and Its Applications: An International Journal of the IMA 40 (2021) 436–454.","chicago":"Kempen, Leander, and Michael Liebendörfer. “University Students’ Fully Digital Study of Mathematics: An Identification of Student-Groups via Their Resources Usage and a Characterization by Personal and Affective Characteristics.” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i> 40, no. 4 (2021): 436–54. <a href=\"https://doi.org/10.1093/teamat/hrab020\">https://doi.org/10.1093/teamat/hrab020</a>.","ieee":"L. Kempen and M. Liebendörfer, “University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics,” <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>, vol. 40, no. 4, pp. 436–454, 2021, doi: <a href=\"https://doi.org/10.1093/teamat/hrab020\">10.1093/teamat/hrab020</a>.","apa":"Kempen, L., &#38; Liebendörfer, M. (2021). University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics. <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, <i>40</i>(4), 436–454. <a href=\"https://doi.org/10.1093/teamat/hrab020\">https://doi.org/10.1093/teamat/hrab020</a>","bibtex":"@article{Kempen_Liebendörfer_2021, 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}, volume={40}, DOI={<a href=\"https://doi.org/10.1093/teamat/hrab020\">10.1093/teamat/hrab020</a>}, number={4}, journal={Teaching Mathematics and its Applications: An International Journal of the IMA}, publisher={Oxford University Press (OUP)}, author={Kempen, Leander and Liebendörfer, Michael}, year={2021}, pages={436–454} }","ama":"Kempen L, Liebendörfer M. University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics. <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>. 2021;40(4):436-454. doi:<a href=\"https://doi.org/10.1093/teamat/hrab020\">10.1093/teamat/hrab020</a>","mla":"Kempen, Leander, and Michael Liebendörfer. “University Students’ Fully Digital Study of Mathematics: An Identification of Student-Groups via Their Resources Usage and a Characterization by Personal and Affective Characteristics.” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, vol. 40, no. 4, Oxford University Press (OUP), 2021, pp. 436–54, doi:<a href=\"https://doi.org/10.1093/teamat/hrab020\">10.1093/teamat/hrab020</a>."},"date_updated":"2023-01-18T22:49:44Z","publication_status":"published","intvolume":"        40","year":"2021","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","author":[{"full_name":"Kempen, Leander","first_name":"Leander","last_name":"Kempen"},{"full_name":"Liebendörfer, Michael","last_name":"Liebendörfer","first_name":"Michael"}],"publication_identifier":{"issn":["0268-3679","1471-6976"]},"doi":"10.1093/teamat/hrab020","language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\n               <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>"}],"publication":"Teaching Mathematics and its Applications: An International Journal of the IMA","issue":"4","keyword":["Education","General Mathematics"],"type":"journal_article","department":[{"_id":"10"}],"date_created":"2023-01-18T22:23:40Z"},{"publisher":"PME","_id":"37487","page":"198–205","volume":3,"editor":[{"full_name":"Inprasitha, M.","last_name":"Inprasitha","first_name":"M."},{"last_name":"Changsri","first_name":"N.","full_name":"Changsri, N."},{"full_name":"Boonsena, N.","first_name":"N.","last_name":"Boonsena"}],"user_id":"30933","author":[{"full_name":"Liebendörfer, Michael","first_name":"Michael","last_name":"Liebendörfer"},{"first_name":"Reinhard","last_name":"Hochmuth","full_name":"Hochmuth, Reinhard"},{"first_name":"Jana","last_name":"Rode","full_name":"Rode, Jana"},{"full_name":"Schukajlow, Stanislaw","first_name":"Stanislaw","last_name":"Schukajlow"}],"year":"2021","title":"The Mathematical Beliefs and Interest Development of Pre-Service Primary Teachers","status":"public","intvolume":"         3","date_updated":"2023-01-18T22:49:04Z","date_created":"2023-01-18T22:36:43Z","place":"Khon Kaen (Thailand)","department":[{"_id":"10"}],"type":"conference","citation":{"ieee":"M. Liebendörfer, R. Hochmuth, J. Rode, and S. Schukajlow, “The Mathematical Beliefs and Interest Development of Pre-Service Primary Teachers,” in <i>Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education</i>, 2021, vol. 3, pp. 198–205.","mla":"Liebendörfer, Michael, et al. “The Mathematical Beliefs and Interest Development of Pre-Service Primary Teachers.” <i>Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education</i>, edited by M. Inprasitha et al., vol. 3, PME, 2021, pp. 198–205.","apa":"Liebendörfer, M., Hochmuth, R., Rode, J., &#38; Schukajlow, S. (2021). The Mathematical Beliefs and Interest Development of Pre-Service Primary Teachers. In M. Inprasitha, N. Changsri, &#38; N. Boonsena (Eds.), <i>Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education</i> (Vol. 3, pp. 198–205). PME.","bibtex":"@inproceedings{Liebendörfer_Hochmuth_Rode_Schukajlow_2021, place={Khon Kaen (Thailand)}, title={The Mathematical Beliefs and Interest Development of Pre-Service Primary Teachers}, volume={3}, booktitle={Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education}, publisher={PME}, author={Liebendörfer, Michael and Hochmuth, Reinhard and Rode, Jana and Schukajlow, Stanislaw}, editor={Inprasitha, M. and Changsri, N. and Boonsena, N.}, year={2021}, pages={198–205} }","chicago":"Liebendörfer, Michael, Reinhard Hochmuth, Jana Rode, and Stanislaw Schukajlow. “The Mathematical Beliefs and Interest Development of Pre-Service Primary Teachers.” In <i>Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education</i>, edited by M. Inprasitha, N. Changsri, and N. Boonsena, 3:198–205. Khon Kaen (Thailand): PME, 2021.","short":"M. Liebendörfer, R. Hochmuth, J. Rode, S. 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