[{"language":[{"iso":"ger"}],"_id":"52510","publisher":"WTM","user_id":"578","editor":[{"full_name":"Frank, Andreas","first_name":"Andreas","last_name":"Frank"},{"first_name":"Stefan ","last_name":"Krauss","full_name":"Krauss, Stefan "},{"last_name":"Binder","first_name":"Karin","full_name":"Binder, Karin"}],"year":"2019","title":"Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin","status":"public","conference":{"start_date":"2019-03-04","name":"Jahrestagung der Gesellschaft für Didaktik der Mathematik","location":"Regensburg","end_date":"2019-03-08"},"author":[{"id":"578","last_name":"Werth","first_name":"Gerda","full_name":"Werth, Gerda"}],"date_updated":"2024-04-09T11:06:08Z","place":"Münster","date_created":"2024-03-12T15:22:28Z","type":"conference","department":[{"_id":"34"},{"_id":"10"},{"_id":"98"},{"_id":"360"}],"publication":"Beiträge zum Mathematikunterricht","citation":{"ieee":"G. Werth, “Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin,” in <i>Beiträge zum Mathematikunterricht</i>, Regensburg, 2019.","apa":"Werth, G. (2019). Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin. In A. Frank, S. Krauss, &#38; K. Binder (Eds.), <i>Beiträge zum Mathematikunterricht</i>. WTM.","chicago":"Werth, Gerda. “Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin.” In <i>Beiträge zum Mathematikunterricht</i>, edited by Andreas Frank, Stefan  Krauss, and Karin Binder. Münster: WTM, 2019.","short":"G. Werth, in: A. Frank, S. Krauss, K. Binder (Eds.), Beiträge zum Mathematikunterricht, WTM, Münster, 2019.","mla":"Werth, Gerda. “Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin.” <i>Beiträge zum Mathematikunterricht</i>, edited by Andreas Frank et al., WTM, 2019.","bibtex":"@inproceedings{Werth_2019, place={Münster}, title={Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin}, booktitle={Beiträge zum Mathematikunterricht}, publisher={WTM}, author={Werth, Gerda}, editor={Frank, Andreas and Krauss, Stefan  and Binder, Karin}, year={2019} }","ama":"Werth G. Mathilde Vaerting. Deutschlands erste Mathematikdidaktikderin. In: Frank A, Krauss S, Binder K, eds. <i>Beiträge zum Mathematikunterricht</i>. WTM; 2019."}},{"citation":{"bibtex":"@article{Küster_Weich_2019, title={Quantum-Classical Correspondence on Associated Vector Bundles Over Locally Symmetric Spaces}, volume={2021}, DOI={<a href=\"https://doi.org/10.1093/imrn/rnz068\">10.1093/imrn/rnz068</a>}, number={11}, journal={International Mathematics Research Notices}, publisher={Oxford University Press (OUP)}, author={Küster, Benjamin and Weich, Tobias}, year={2019}, pages={8225–8296} }","ama":"Küster B, Weich T. Quantum-Classical Correspondence on Associated Vector Bundles Over Locally Symmetric Spaces. <i>International Mathematics Research Notices</i>. 2019;2021(11):8225-8296. doi:<a href=\"https://doi.org/10.1093/imrn/rnz068\">10.1093/imrn/rnz068</a>","mla":"Küster, Benjamin, and Tobias Weich. “Quantum-Classical Correspondence on Associated Vector Bundles Over Locally Symmetric Spaces.” <i>International Mathematics Research Notices</i>, vol. 2021, no. 11, Oxford University Press (OUP), 2019, pp. 8225–96, doi:<a href=\"https://doi.org/10.1093/imrn/rnz068\">10.1093/imrn/rnz068</a>.","chicago":"Küster, Benjamin, and Tobias Weich. “Quantum-Classical Correspondence on Associated Vector Bundles Over Locally Symmetric Spaces.” <i>International Mathematics Research Notices</i> 2021, no. 11 (2019): 8225–96. <a href=\"https://doi.org/10.1093/imrn/rnz068\">https://doi.org/10.1093/imrn/rnz068</a>.","short":"B. Küster, T. Weich, International Mathematics Research Notices 2021 (2019) 8225–8296.","ieee":"B. Küster and T. Weich, “Quantum-Classical Correspondence on Associated Vector Bundles Over Locally Symmetric Spaces,” <i>International Mathematics Research Notices</i>, vol. 2021, no. 11, pp. 8225–8296, 2019, doi: <a href=\"https://doi.org/10.1093/imrn/rnz068\">10.1093/imrn/rnz068</a>.","apa":"Küster, B., &#38; Weich, T. (2019). Quantum-Classical Correspondence on Associated Vector Bundles Over Locally Symmetric Spaces. <i>International Mathematics Research Notices</i>, <i>2021</i>(11), 8225–8296. <a href=\"https://doi.org/10.1093/imrn/rnz068\">https://doi.org/10.1093/imrn/rnz068</a>"},"user_id":"70575","volume":2021,"page":"8225-8296","publisher":"Oxford University Press (OUP)","_id":"53416","status":"public","type":"journal_article","keyword":["General Mathematics"],"department":[{"_id":"548"}],"date_created":"2024-04-11T12:33:46Z","abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n               <jats:p>For a compact Riemannian locally symmetric space $\\mathcal M$ of rank 1 and an associated vector bundle $\\mathbf V_{\\tau }$ over the unit cosphere bundle $S^{\\ast }\\mathcal M$, we give a precise description of those classical (Pollicott–Ruelle) resonant states on $\\mathbf V_{\\tau }$ that vanish under covariant derivatives in the Anosov-unstable directions of the chaotic geodesic flow on $S^{\\ast }\\mathcal M$. In particular, we show that they are isomorphically mapped by natural pushforwards into generalized common eigenspaces of the algebra of invariant differential operators $D(G,\\sigma )$ on compatible associated vector bundles $\\mathbf W_{\\sigma }$ over $\\mathcal M$. As a consequence of this description, we obtain an exact band structure of the Pollicott–Ruelle spectrum. Further, under some mild assumptions on the representations $\\tau$ and $\\sigma$ defining the bundles $\\mathbf V_{\\tau }$ and $\\mathbf W_{\\sigma }$, we obtain a very explicit description of the generalized common eigenspaces. This allows us to relate classical Pollicott–Ruelle resonances to quantum eigenvalues of a Laplacian in a suitable Hilbert space of sections of $\\mathbf W_{\\sigma }$. Our methods of proof are based on representation theory and Lie theory.</jats:p>","lang":"eng"}],"issue":"11","publication":"International Mathematics Research Notices","doi":"10.1093/imrn/rnz068","language":[{"iso":"eng"}],"date_updated":"2024-04-11T12:36:33Z","publication_status":"published","intvolume":"      2021","year":"2019","title":"Quantum-Classical Correspondence on Associated Vector Bundles Over Locally Symmetric Spaces","author":[{"full_name":"Küster, Benjamin","first_name":"Benjamin","last_name":"Küster"},{"id":"49178","last_name":"Weich","first_name":"Tobias","orcid":"0000-0002-9648-6919","full_name":"Weich, Tobias"}],"publication_identifier":{"issn":["1073-7928","1687-0247"]}},{"citation":{"short":"S. Rezat, S. Rezat, In: Mathematik differenziert 3/2019 (2019) 30–37.","chicago":"Rezat, Sara, and Sebastian Rezat. “„...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.” <i>In: Mathematik differenziert 3/2019</i>, 2019, 30–37.","apa":"Rezat, S., &#38; Rezat, S. (2019). „...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben. <i>In: Mathematik differenziert 3/2019</i>, 30–37.","ieee":"S. Rezat and S. Rezat, “„...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben,” <i>In: Mathematik differenziert 3/2019</i>, pp. 30–37, 2019.","ama":"Rezat S, Rezat S. „...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben. <i>In: Mathematik differenziert 3/2019</i>. Published online 2019:30-37.","bibtex":"@article{Rezat_Rezat_2019, title={„...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben}, journal={In: Mathematik differenziert 3/2019}, author={Rezat, Sara and Rezat, Sebastian}, year={2019}, pages={30–37} }","mla":"Rezat, Sara, and Sebastian Rezat. “„...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben.” <i>In: Mathematik differenziert 3/2019</i>, 2019, pp. 30–37."},"publication":"In: Mathematik differenziert 3/2019","department":[{"_id":"463"},{"_id":"360"}],"type":"journal_article","date_created":"2022-10-09T22:08:36Z","date_updated":"2024-04-18T08:02:47Z","author":[{"id":"58338","full_name":"Rezat, Sara","first_name":"Sara","last_name":"Rezat"},{"id":"31132","last_name":"Rezat","first_name":"Sebastian","full_name":"Rezat, Sebastian"}],"year":"2019","status":"public","title":"„...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben","user_id":"31132","language":[{"iso":"ger"}],"_id":"33598","page":"30-37"},{"date_updated":"2024-04-18T08:24:46Z","publication_status":"published","author":[{"last_name":"Vollstedt","first_name":"Maike","full_name":"Vollstedt, Maike"},{"full_name":"Rezat, Sebastian","first_name":"Sebastian","last_name":"Rezat","id":"31132"}],"publication_identifier":{"isbn":["9783030156350","9783030156367"],"issn":["2520-8322","2520-8330"]},"status":"public","year":"2019","title":"An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm","editor":[{"full_name":"Kaiser, Gabriele","first_name":"Gabriele","last_name":"Kaiser"},{"last_name":"Presmeg","first_name":"Norma","full_name":"Presmeg, Norma"}],"doi":"10.1007/978-3-030-15636-7_4","user_id":"31132","_id":"44684","language":[{"iso":"eng"}],"publisher":"Springer International Publishing","citation":{"bibtex":"@inbook{Vollstedt_Rezat_2019, place={Cham}, title={An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm}, DOI={<a href=\"https://doi.org/10.1007/978-3-030-15636-7_4\">10.1007/978-3-030-15636-7_4</a>}, booktitle={Compendium for Early Career Researchers in Mathematics Education}, publisher={Springer International Publishing}, author={Vollstedt, Maike and Rezat, Sebastian}, editor={Kaiser, Gabriele and Presmeg, Norma}, year={2019} }","ama":"Vollstedt M, Rezat S. An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm. In: Kaiser G, Presmeg N, eds. <i>Compendium for Early Career Researchers in Mathematics Education</i>. Springer International Publishing; 2019. doi:<a href=\"https://doi.org/10.1007/978-3-030-15636-7_4\">10.1007/978-3-030-15636-7_4</a>","mla":"Vollstedt, Maike, and Sebastian Rezat. “An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm.” <i>Compendium for Early Career Researchers in Mathematics Education</i>, edited by Gabriele Kaiser and Norma Presmeg, Springer International Publishing, 2019, doi:<a href=\"https://doi.org/10.1007/978-3-030-15636-7_4\">10.1007/978-3-030-15636-7_4</a>.","chicago":"Vollstedt, Maike, and Sebastian Rezat. “An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm.” In <i>Compendium for Early Career Researchers in Mathematics Education</i>, edited by Gabriele Kaiser and Norma Presmeg. Cham: Springer International Publishing, 2019. <a href=\"https://doi.org/10.1007/978-3-030-15636-7_4\">https://doi.org/10.1007/978-3-030-15636-7_4</a>.","short":"M. Vollstedt, S. Rezat, in: G. Kaiser, N. Presmeg (Eds.), Compendium for Early Career Researchers in Mathematics Education, Springer International Publishing, Cham, 2019.","ieee":"M. Vollstedt and S. Rezat, “An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm,” in <i>Compendium for Early Career Researchers in Mathematics Education</i>, G. Kaiser and N. Presmeg, Eds. Cham: Springer International Publishing, 2019.","apa":"Vollstedt, M., &#38; Rezat, S. (2019). An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm. In G. Kaiser &#38; N. Presmeg (Eds.), <i>Compendium for Early Career Researchers in Mathematics Education</i>. Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-030-15636-7_4\">https://doi.org/10.1007/978-3-030-15636-7_4</a>"},"publication":"Compendium for Early Career Researchers in Mathematics Education","department":[{"_id":"360"}],"type":"book_chapter","place":"Cham","date_created":"2023-05-09T13:46:15Z"},{"volume":32,"user_id":"37888","publisher":"Springer Science and Business Media LLC","_id":"46156","page":"653-681","status":"public","citation":{"ama":"Wessel L. Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses. <i>Mathematics Education Research Journal</i>. 2019;32(4):653-681. doi:<a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>","bibtex":"@article{Wessel_2019, title={Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses}, volume={32}, DOI={<a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>}, number={4}, journal={Mathematics Education Research Journal}, publisher={Springer Science and Business Media LLC}, author={Wessel, Lena}, year={2019}, pages={653–681} }","mla":"Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of Lexical Trace Analyses.” <i>Mathematics Education Research Journal</i>, vol. 32, no. 4, Springer Science and Business Media LLC, 2019, pp. 653–81, doi:<a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>.","short":"L. Wessel, Mathematics Education Research Journal 32 (2019) 653–681.","chicago":"Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of Lexical Trace Analyses.” <i>Mathematics Education Research Journal</i> 32, no. 4 (2019): 653–81. <a href=\"https://doi.org/10.1007/s13394-019-00284-z\">https://doi.org/10.1007/s13394-019-00284-z</a>.","apa":"Wessel, L. (2019). Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses. <i>Mathematics Education Research Journal</i>, <i>32</i>(4), 653–681. <a href=\"https://doi.org/10.1007/s13394-019-00284-z\">https://doi.org/10.1007/s13394-019-00284-z</a>","ieee":"L. Wessel, “Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses,” <i>Mathematics Education Research Journal</i>, vol. 32, no. 4, pp. 653–681, 2019, doi: <a href=\"https://doi.org/10.1007/s13394-019-00284-z\">10.1007/s13394-019-00284-z</a>."},"doi":"10.1007/s13394-019-00284-z","language":[{"iso":"eng"}],"intvolume":"        32","date_updated":"2024-04-18T09:01:40Z","publication_status":"published","publication_identifier":{"issn":["1033-2170","2211-050X"]},"author":[{"full_name":"Wessel, Lena","last_name":"Wessel","first_name":"Lena","id":"85190"}],"title":"Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses","year":"2019","department":[{"_id":"643"}],"keyword":["Education","General Mathematics"],"type":"journal_article","date_created":"2023-07-26T10:03:33Z","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Although the teaching of vocabulary in mathematics lessons is requested in content- and language-integrated lesson designs, the clarification of the specific lexical language demands is still an open question for many mathematical topics. In a content- and language-integrated lesson design towards understanding the concept of equivalent fractions, the vocabulary (words and phrases) used by 17 students has been analyzed with qualitative means of data analysis. The qualitative in-depth analyses underline the importance of meaning-related vocabulary for making structural relations between the fractions in view explicit. Quantitative analyses of inventoried vocabulary for the four categories “self-initiated by students,” “triggered by teaching material,” “triggered by teacher,” or “triggered by peers” show the relations of collective and autonomous vocabularies from which the students retrieve their lexical means in oral and written language production.</jats:p>"}],"issue":"4","publication":"Mathematics Education Research Journal"},{"citation":{"ama":"Leuders T, Wessel L. 3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell. In: Kreutz J, Leuders T, Hellmann T, eds. <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell</i>. Springer; 2019:117-134.","bibtex":"@inbook{Leuders_Wessel_2019, place={Wiesbaden}, title={3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell}, booktitle={Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell}, publisher={Springer}, author={Leuders, Timo and Wessel, Lena}, editor={Kreutz, J. and Leuders, Timo and Hellmann, T.}, year={2019}, pages={117–134} }","mla":"Leuders, Timo, and Lena Wessel. “3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell.” <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell</i>, edited by J. Kreutz et al., Springer, 2019, pp. 117–34.","chicago":"Leuders, Timo, and Lena Wessel. “3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell.” In <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell</i>, edited by J. Kreutz, Timo Leuders, and T. Hellmann, 117–34. Wiesbaden: Springer, 2019.","short":"T. Leuders, L. Wessel, in: J. Kreutz, T. Leuders, T. Hellmann (Eds.), Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell, Springer, Wiesbaden, 2019, pp. 117–134.","apa":"Leuders, T., &#38; Wessel, L. (2019). 3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell. In J. Kreutz, T. Leuders, &#38; T. Hellmann (Eds.), <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell</i> (pp. 117–134). Springer.","ieee":"T. Leuders and L. Wessel, “3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell,” in <i>Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell</i>, J. Kreutz, T. Leuders, and T. Hellmann, Eds. Wiesbaden: Springer, 2019, pp. 117–134."},"publication":"Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell","department":[{"_id":"643"}],"type":"book_chapter","place":"Wiesbaden","date_created":"2023-10-19T09:24:24Z","date_updated":"2024-04-18T09:04:42Z","author":[{"last_name":"Leuders","first_name":"Timo","full_name":"Leuders, Timo"},{"id":"85190","first_name":"Lena","last_name":"Wessel","full_name":"Wessel, Lena"}],"title":"3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell","year":"2019","status":"public","editor":[{"first_name":"J.","last_name":"Kreutz","full_name":"Kreutz, J."},{"full_name":"Leuders, Timo","last_name":"Leuders","first_name":"Timo"},{"full_name":"Hellmann, T.","last_name":"Hellmann","first_name":"T."}],"user_id":"37888","_id":"48320","publisher":"Springer","language":[{"iso":"ger"}],"page":"117-134"},{"citation":{"apa":"Klinger, M., Schüler-Meyer, A., &#38; Wessel, L. (Eds.). (2019). <i>Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018</i> (Vol. 6). WTM-Verlag. <a href=\"https://doi.org/10.37626/ga9783959870986.0\">https://doi.org/10.37626/ga9783959870986.0</a>","ieee":"M. Klinger, A. Schüler-Meyer, and L. Wessel, Eds., <i>Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018</i>, vol. 6. Münster: WTM-Verlag, 2019.","chicago":"Klinger, Marcel, Alexander Schüler-Meyer, and Lena Wessel, eds. <i>Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018</i>. Vol. 6. Reihe Schriften zur Hochschuldidaktik Mathematik. Münster: WTM-Verlag, 2019. <a href=\"https://doi.org/10.37626/ga9783959870986.0\">https://doi.org/10.37626/ga9783959870986.0</a>.","short":"M. Klinger, A. Schüler-Meyer, L. Wessel, eds., Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018, WTM-Verlag, Münster, 2019.","mla":"Klinger, Marcel, et al., editors. <i>Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018</i>. WTM-Verlag, 2019, doi:<a href=\"https://doi.org/10.37626/ga9783959870986.0\">10.37626/ga9783959870986.0</a>.","ama":"Klinger M, Schüler-Meyer A, Wessel L, eds. <i>Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018</i>. Vol 6. WTM-Verlag; 2019. doi:<a href=\"https://doi.org/10.37626/ga9783959870986.0\">10.37626/ga9783959870986.0</a>","bibtex":"@book{Klinger_Schüler-Meyer_Wessel_2019, place={Münster}, series={Reihe Schriften zur Hochschuldidaktik Mathematik}, title={Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018}, volume={6}, DOI={<a href=\"https://doi.org/10.37626/ga9783959870986.0\">10.37626/ga9783959870986.0</a>}, publisher={WTM-Verlag}, year={2019}, collection={Reihe Schriften zur Hochschuldidaktik Mathematik} }"},"place":"Münster","status":"public","_id":"48376","publisher":"WTM-Verlag","user_id":"37888","volume":6,"editor":[{"full_name":"Klinger, Marcel","last_name":"Klinger","first_name":"Marcel"},{"full_name":"Schüler-Meyer, Alexander","last_name":"Schüler-Meyer","first_name":"Alexander"},{"id":"85190","last_name":"Wessel","first_name":"Lena","full_name":"Wessel, Lena"}],"abstract":[{"text":"<jats:p>„Vielfalt, die verbindet“ ist ein Leitmotiv, welches das Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018 in Essen gut beschreibt. Zu diesem kamen Akteure von Fachhochschulen und Universitäten mit fachmathematischer wie fachdidaktischer Perspektive vom 9. bis 10. November zusammen, um die Problematik des Übergangs von Schule zu Hochschule im Kontext mathematischer Studiengänge zu diskutieren. Der vorliegende Band bündelt die vielfältigen Projekte und Forschungsaktivitäten rund um den Übergang Schule–Hochschule und zeigt Innovationen innerhalb der mathematischen Hochschullehre gleichermaßen praxisorientiert wie theoretisch fundiert auf. Neben drei Hauptbeiträgen von Bärbel Barzel, Frode Rønning sowie Nimet Sarikaya und Peter Furlan umfasst der Band weitere 13 Sektionsbeiträge, welche u. a. die nebenstehenden Schwerpunkte fokussieren. • Heranführen von Studierenden an hochschulmathematische Denk- und Arbeitsweisen • Anpassung von Strukturen und Aufgaben für einen konstruktiven Übergang von Schule zu Hochschule • Bewährte Unterstützungsmaßnahmen für ein erfolgreiches Selbstlernen, z. B. in Form von Peer Instruction. • Etablierte Flipped-Classroom- und Blended-Learning-Formate  • Messung vielfältiger Fähigkeitsprofile von Studierenden beim Eintritt in die Hochschule • Chancen der Digitalisierung nutzen: Lehren und Lernen mit digitalen Medien, z. B. mithilfe von Lernvideo oder durch dynamische Visualisierungen • Umgang mit zunehmender Heterogenität und unterschiedlichem Vorwissen auf Seite der Studierenden • Konzepte problembasierten Lernens in die Hochschullehre integrieren • Steigerung der Motivation von Studierenden • Umgang mit der doppelten Diskontinuität mathematischer Lehramtsstudiengänge</jats:p>","lang":"eng"}],"date_created":"2023-10-23T07:50:59Z","type":"book_editor","department":[{"_id":"643"}],"year":"2019","title":"Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018","publication_identifier":{"isbn":["9783959870986"]},"publication_status":"published","date_updated":"2024-04-18T09:08:38Z","intvolume":"         6","series_title":"Reihe Schriften zur Hochschuldidaktik Mathematik","language":[{"iso":"ger"}],"doi":"10.37626/ga9783959870986.0","alternative_title":["Beiträge zum gleichnamigen Symposium am 9. und 10. 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