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In this paper DMPs are established for nonlinear finite element problems on surfaces with boundary, corresponding to the classical pointwise maximum principles on Riemannian manifolds in the spirit of Pucci &amp; Serrin (2007, The Maximum Principle. Springer). Various real-life examples illustrate the scope of the results.</jats:p>","lang":"eng"}],"date_created":"2023-07-10T11:41:27Z","department":[{"_id":"841"}],"type":"journal_article","keyword":["Applied Mathematics","Computational Mathematics","General Mathematics"]},{"citation":{"short":"J. Karátson, B. Kovács, S. Korotov, IMA Journal of Numerical Analysis 40 (2018) 1241–1265.","chicago":"Karátson, János, Balázs Kovács, and Sergey Korotov. “Discrete Maximum Principles for Nonlinear Elliptic Finite Element Problems on Surfaces with Boundary.” <i>IMA Journal of Numerical Analysis</i> 40, no. 2 (2018): 1241–65. <a href=\"https://doi.org/10.1093/imanum/dry086\">https://doi.org/10.1093/imanum/dry086</a>.","ieee":"J. Karátson, B. 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Häsel-Weide, “Examining peer-interaction during individual work with a digital textbook in a primary mathematics classroom,” in <i>PROCEEDINGS of the fith ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA)</i>, Copenhagen, 2018, pp. 209–216.","apa":"Rezat, S., &#38; Häsel-Weide, U. (2018). Examining peer-interaction during individual work with a digital textbook in a primary mathematics classroom. In H.-G. Weigand, A. Clark-Wilson, A. Donevska, E. Todorova, E. Faggiano, N. Grønbæk, J. Trgalova, &#38; University of Copenhagen (Eds.), <i>PROCEEDINGS of the fith ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA)</i> (pp. 209–216).","chicago":"Rezat, Sebastian, and Uta Häsel-Weide. “Examining Peer-Interaction during Individual Work with a Digital Textbook in a Primary Mathematics Classroom.” In <i>PROCEEDINGS of the Fith ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA)</i>, edited by H.-G. Weigand, A. Clark-Wilson, A.  Donevska, E. Todorova, E. Faggiano, N. Grønbæk, J. Trgalova, and University of Copenhagen, 209–16. Copenhagen, 2018.","short":"S. Rezat, U. Häsel-Weide, in: H.-G. Weigand, A. Clark-Wilson, A. Donevska, E. Todorova, E. Faggiano, N. Grønbæk, J. Trgalova, University of Copenhagen (Eds.), PROCEEDINGS of the Fith ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA), Copenhagen, 2018, pp. 209–216."},"publication":"PROCEEDINGS of the fith ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA)"},{"publication_identifier":{"issn":["1863-9690","1863-9704"]},"author":[{"first_name":"Lena","last_name":"Wessel","full_name":"Wessel, Lena","id":"85190"},{"last_name":"Erath","first_name":"Kirstin","full_name":"Erath, Kirstin"}],"year":"2018","title":"Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements","intvolume":"        50","date_updated":"2024-04-18T09:04:31Z","publication_status":"published","language":[{"iso":"eng"}],"doi":"10.1007/s11858-018-0980-y","issue":"6","publication":"ZDM","date_created":"2023-10-19T09:28:27Z","department":[{"_id":"643"}],"type":"journal_article","keyword":["General Mathematics","Education"],"status":"public","publisher":"Springer Science and Business Media LLC","_id":"48321","page":"1053-1064","volume":50,"user_id":"37888","citation":{"ieee":"L. Wessel and K. Erath, “Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements,” <i>ZDM</i>, vol. 50, no. 6, pp. 1053–1064, 2018, doi: <a href=\"https://doi.org/10.1007/s11858-018-0980-y\">10.1007/s11858-018-0980-y</a>.","apa":"Wessel, L., &#38; Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements. <i>ZDM</i>, <i>50</i>(6), 1053–1064. <a href=\"https://doi.org/10.1007/s11858-018-0980-y\">https://doi.org/10.1007/s11858-018-0980-y</a>","chicago":"Wessel, Lena, and Kirstin Erath. “Theoretical Frameworks for Designing and Analyzing Language-Responsive Mathematics Teaching–Learning Arrangements.” <i>ZDM</i> 50, no. 6 (2018): 1053–64. <a href=\"https://doi.org/10.1007/s11858-018-0980-y\">https://doi.org/10.1007/s11858-018-0980-y</a>.","short":"L. Wessel, K. Erath, ZDM 50 (2018) 1053–1064.","mla":"Wessel, Lena, and Kirstin Erath. “Theoretical Frameworks for Designing and Analyzing Language-Responsive Mathematics Teaching–Learning Arrangements.” <i>ZDM</i>, vol. 50, no. 6, Springer Science and Business Media LLC, 2018, pp. 1053–64, doi:<a href=\"https://doi.org/10.1007/s11858-018-0980-y\">10.1007/s11858-018-0980-y</a>.","bibtex":"@article{Wessel_Erath_2018, title={Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements}, volume={50}, DOI={<a href=\"https://doi.org/10.1007/s11858-018-0980-y\">10.1007/s11858-018-0980-y</a>}, number={6}, journal={ZDM}, publisher={Springer Science and Business Media LLC}, author={Wessel, Lena and Erath, Kirstin}, year={2018}, pages={1053–1064} }","ama":"Wessel L, Erath K. Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements. <i>ZDM</i>. 2018;50(6):1053-1064. doi:<a href=\"https://doi.org/10.1007/s11858-018-0980-y\">10.1007/s11858-018-0980-y</a>"}}]