---
_id: '56021'
author:
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
- first_name: M.
full_name: Nührenbörger, M.
last_name: Nührenbörger
citation:
ama: 'Häsel-Weide U, Nührenbörger M. Produktives Fördern im inklusiven Mathematikunterricht.
In: Barzel B, Büchter A, Rütten C, Schacht F, Weskamp-Kleine S, eds. Inklusives
Lehren und Lernen von Mathematik: Konzepte und Beispiele mit Fokus auf Grund-
und Förderschule. Springer Fachmedien Wiesbaden; 2024:97-113. doi:https://doi.org/10.1007/978-3-658-43964-4_7 '
apa: 'Häsel-Weide, U., & Nührenbörger, M. (2024). Produktives Fördern im inklusiven
Mathematikunterricht. In B. Barzel, A. Büchter, C. Rütten, F. Schacht, & S.
Weskamp-Kleine (Eds.), Inklusives Lehren und Lernen von Mathematik: Konzepte
und Beispiele mit Fokus auf Grund- und Förderschule (pp. 97–113). Springer
Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-43964-4_7
'
bibtex: '@inbook{Häsel-Weide_Nührenbörger_2024, title={Produktives Fördern im inklusiven
Mathematikunterricht}, DOI={https://doi.org/10.1007/978-3-658-43964-4_7 }, booktitle={Inklusives Lehren
und Lernen von Mathematik: Konzepte und Beispiele mit Fokus auf Grund- und Förderschule},
publisher={Springer Fachmedien Wiesbaden}, author={Häsel-Weide, Uta and Nührenbörger,
M.}, editor={Barzel, B. and Büchter, A. and Rütten, C. and Schacht, F. and Weskamp-Kleine,
S.}, year={2024}, pages={97–113} }'
chicago: 'Häsel-Weide, Uta, and M. Nührenbörger. “Produktives Fördern im inklusiven
Mathematikunterricht.” In Inklusives Lehren und Lernen von Mathematik: Konzepte
und Beispiele mit Fokus auf Grund- und Förderschule, edited by B. Barzel,
A. Büchter, C. Rütten, F. Schacht, and S. Weskamp-Kleine, 97–113. Springer Fachmedien
Wiesbaden, 2024. https://doi.org/10.1007/978-3-658-43964-4_7
.'
ieee: 'U. Häsel-Weide and M. Nührenbörger, “Produktives Fördern im inklusiven Mathematikunterricht,”
in Inklusives Lehren und Lernen von Mathematik: Konzepte und Beispiele mit
Fokus auf Grund- und Förderschule, B. Barzel, A. Büchter, C. Rütten, F. Schacht,
and S. Weskamp-Kleine, Eds. Springer Fachmedien Wiesbaden, 2024, pp. 97–113.'
mla: 'Häsel-Weide, Uta, and M. Nührenbörger. “Produktives Fördern im inklusiven
Mathematikunterricht.” Inklusives Lehren und Lernen von Mathematik: Konzepte
und Beispiele mit Fokus auf Grund- und Förderschule, edited by B. Barzel et
al., Springer Fachmedien Wiesbaden, 2024, pp. 97–113, doi:https://doi.org/10.1007/978-3-658-43964-4_7 .'
short: 'U. Häsel-Weide, M. Nührenbörger, in: B. Barzel, A. Büchter, C. Rütten, F.
Schacht, S. Weskamp-Kleine (Eds.), Inklusives Lehren und Lernen von Mathematik:
Konzepte und Beispiele mit Fokus auf Grund- und Förderschule, Springer Fachmedien
Wiesbaden, 2024, pp. 97–113.'
date_created: 2024-09-05T07:18:03Z
date_updated: 2024-09-05T07:22:02Z
department:
- _id: '543'
doi: 'https://doi.org/10.1007/978-3-658-43964-4_7 '
editor:
- first_name: B.
full_name: Barzel, B.
last_name: Barzel
- first_name: A.
full_name: Büchter, A.
last_name: Büchter
- first_name: C.
full_name: Rütten, C.
last_name: Rütten
- first_name: F.
full_name: Schacht, F.
last_name: Schacht
- first_name: S.
full_name: Weskamp-Kleine, S.
last_name: Weskamp-Kleine
language:
- iso: ger
page: 97-113
publication: 'Inklusives Lehren und Lernen von Mathematik: Konzepte und Beispiele
mit Fokus auf Grund- und Förderschule'
publisher: Springer Fachmedien Wiesbaden
status: public
title: Produktives Fördern im inklusiven Mathematikunterricht
type: book_chapter
user_id: '44184'
year: '2024'
...
---
_id: '56022'
article_number: '18'
author:
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
- first_name: Melina
full_name: Wallner, Melina
id: '45445'
last_name: Wallner
citation:
ama: Häsel-Weide U, Wallner M. Achsensymmetrisch?! Praktiken, soziale und sozio-mathematische
Normen der Begründung der Achsensymmetrie ebener Figuren in der Grundschule. Journal
für Mathematik-Didaktik. 2024;45(2). doi:https://doi.org/10.1007/s13138-024-00241-9
apa: Häsel-Weide, U., & Wallner, M. (2024). Achsensymmetrisch?! Praktiken, soziale
und sozio-mathematische Normen der Begründung der Achsensymmetrie ebener Figuren
in der Grundschule. Journal Für Mathematik-Didaktik, 45(2), Article
18. https://doi.org/10.1007/s13138-024-00241-9
bibtex: '@article{Häsel-Weide_Wallner_2024, title={Achsensymmetrisch?! Praktiken,
soziale und sozio-mathematische Normen der Begründung der Achsensymmetrie ebener
Figuren in der Grundschule}, volume={45}, DOI={https://doi.org/10.1007/s13138-024-00241-9},
number={218}, journal={Journal für Mathematik-Didaktik}, author={Häsel-Weide,
Uta and Wallner, Melina}, year={2024} }'
chicago: Häsel-Weide, Uta, and Melina Wallner. “Achsensymmetrisch?! Praktiken, Soziale
Und Sozio-Mathematische Normen Der Begründung Der Achsensymmetrie Ebener Figuren
in Der Grundschule.” Journal Für Mathematik-Didaktik 45, no. 2 (2024).
https://doi.org/10.1007/s13138-024-00241-9.
ieee: 'U. Häsel-Weide and M. Wallner, “Achsensymmetrisch?! Praktiken, soziale und
sozio-mathematische Normen der Begründung der Achsensymmetrie ebener Figuren in
der Grundschule,” Journal für Mathematik-Didaktik, vol. 45, no. 2, Art.
no. 18, 2024, doi: https://doi.org/10.1007/s13138-024-00241-9.'
mla: Häsel-Weide, Uta, and Melina Wallner. “Achsensymmetrisch?! Praktiken, Soziale
Und Sozio-Mathematische Normen Der Begründung Der Achsensymmetrie Ebener Figuren
in Der Grundschule.” Journal Für Mathematik-Didaktik, vol. 45, no. 2, 18,
2024, doi:https://doi.org/10.1007/s13138-024-00241-9.
short: U. Häsel-Weide, M. Wallner, Journal Für Mathematik-Didaktik 45 (2024).
date_created: 2024-09-05T07:21:55Z
date_updated: 2024-09-05T07:22:06Z
department:
- _id: '543'
doi: https://doi.org/10.1007/s13138-024-00241-9
intvolume: ' 45'
issue: '2'
language:
- iso: eng
publication: Journal für Mathematik-Didaktik
status: public
title: Achsensymmetrisch?! Praktiken, soziale und sozio-mathematische Normen der Begründung
der Achsensymmetrie ebener Figuren in der Grundschule
type: journal_article
user_id: '44184'
volume: 45
year: '2024'
...
---
_id: '56197'
abstract:
- lang: eng
text: AbstractSpecial tasks for pre-service teachers
(PSTs) in university mathematics courses (“interface tasks”) are a common innovation
in recent years to overcome the second discontinuity. By this, we mean tasks that
are situated by typical everyday challenges of mathematics teaching and in which
PSTs must use their mathematical knowledge and skills in a professionally relevant
way. In this paper, we analyze answers that PSTs have created to an interface
task on symmetry. The PSTs were asked to clarify a student’s question from a mathematical
perspective and then give a suitable elementarized answer. We situate these two
steps theoretically and reconstruct the mathematical reasoning in PSTs' answers.
Through qualitative content analysis, we examined how PSTs justify figures' symmetries
from a university mathematics perspective and when responding to the fictitious
student. The scenario of a student questioning the existence of 100° rotationally
symmetrical figures elicited rich and varied responses, proving suitable for an
interface task. We compared PSTs' reasoning related to mathematical clarification
with the reasoning related to elementarization. In many cases, this revealed a
productive use of course content. An interesting result is that there is no uniform
picture as to whether the arguments are more detailed in the mathematical clarification
or in the elementarization.
author:
- first_name: Max
full_name: Hoffmann, Max
id: '32202'
last_name: Hoffmann
orcid: 0000-0002-6964-7123
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: Hoffmann M, Biehler R. Using academic mathematical knowledge when working on
interface tasks–analyses of pre-service teachers’ arguments about rotationally
symmetric figures. ZDM – Mathematics Education. Published online 2024.
doi:10.1007/s11858-024-01633-4
apa: Hoffmann, M., & Biehler, R. (2024). Using academic mathematical knowledge
when working on interface tasks–analyses of pre-service teachers’ arguments about
rotationally symmetric figures. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-024-01633-4
bibtex: '@article{Hoffmann_Biehler_2024, title={Using academic mathematical knowledge
when working on interface tasks–analyses of pre-service teachers’ arguments about
rotationally symmetric figures}, DOI={10.1007/s11858-024-01633-4},
journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
Media LLC}, author={Hoffmann, Max and Biehler, Rolf}, year={2024} }'
chicago: Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge
When Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about
Rotationally Symmetric Figures.” ZDM – Mathematics Education, 2024. https://doi.org/10.1007/s11858-024-01633-4.
ieee: 'M. Hoffmann and R. Biehler, “Using academic mathematical knowledge when working
on interface tasks–analyses of pre-service teachers’ arguments about rotationally
symmetric figures,” ZDM – Mathematics Education, 2024, doi: 10.1007/s11858-024-01633-4.'
mla: Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge When
Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about Rotationally
Symmetric Figures.” ZDM – Mathematics Education, Springer Science and Business
Media LLC, 2024, doi:10.1007/s11858-024-01633-4.
short: M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2024).
date_created: 2024-09-23T07:36:35Z
date_updated: 2024-09-23T07:44:49Z
department:
- _id: '363'
doi: 10.1007/s11858-024-01633-4
language:
- iso: eng
main_file_link:
- url: https://doi.org/10.1007/s11858-024-01633-4
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Using academic mathematical knowledge when working on interface tasks–analyses
of pre-service teachers’ arguments about rotationally symmetric figures
type: journal_article
user_id: '37888'
year: '2024'
...
---
_id: '56114'
author:
- first_name: Matthieu
full_name: Pinaud, Matthieu
last_name: Pinaud
citation:
ama: Pinaud M. Manifolds of absolutely continuous functions with values in an infinite-dimensional
manifold and regularity properties of half-Lie groups. Published online 2024.
apa: Pinaud, M. (2024). Manifolds of absolutely continuous functions with values
in an infinite-dimensional manifold and regularity properties of half-Lie groups.
bibtex: '@article{Pinaud_2024, title={Manifolds of absolutely continuous functions
with values in an infinite-dimensional manifold and regularity properties of half-Lie
groups}, author={Pinaud, Matthieu}, year={2024} }'
chicago: Pinaud, Matthieu. “Manifolds of Absolutely Continuous Functions with Values
in an Infinite-Dimensional Manifold and Regularity Properties of Half-Lie Groups,”
2024.
ieee: M. Pinaud, “Manifolds of absolutely continuous functions with values in an
infinite-dimensional manifold and regularity properties of half-Lie groups.” 2024.
mla: Pinaud, Matthieu. Manifolds of Absolutely Continuous Functions with Values
in an Infinite-Dimensional Manifold and Regularity Properties of Half-Lie Groups.
2024.
short: M. Pinaud, (2024).
date_created: 2024-09-11T22:40:37Z
date_updated: 2024-09-11T22:45:02Z
department:
- _id: '10'
- _id: '87'
- _id: '93'
external_id:
arxiv:
- '2409.06512'
language:
- iso: eng
status: public
title: Manifolds of absolutely continuous functions with values in an infinite-dimensional
manifold and regularity properties of half-Lie groups
type: preprint
user_id: '178'
year: '2024'
...
---
_id: '56199'
citation:
ama: Liebendörfer M, Schmitz A, Biehler R, eds. Lernvideos in der Mathematik
– Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität
Paderborn und der TH Köln.; 2024.
apa: Liebendörfer, M., Schmitz, A., & Biehler, R. (Eds.). (2024). Lernvideos
in der Mathematik – Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos
der Universität Paderborn und der TH Köln.
bibtex: '@book{Liebendörfer_Schmitz_Biehler_2024, title={Lernvideos in der Mathematik
– Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität
Paderborn und der TH Köln}, year={2024} }'
chicago: Liebendörfer, Michael, Angelika Schmitz, and Rolf Biehler, eds. Lernvideos
in der Mathematik – Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos
der Universität Paderborn und der TH Köln, 2024.
ieee: M. Liebendörfer, A. Schmitz, and R. Biehler, Eds., Lernvideos in der Mathematik
– Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität
Paderborn und der TH Köln. 2024.
mla: Liebendörfer, Michael, et al., editors. Lernvideos in der Mathematik – Beiträge
zur Abschlusstagung des Projektes studiVEMINTvideos der Universität Paderborn
und der TH Köln. 2024.
short: M. Liebendörfer, A. Schmitz, R. Biehler, eds., Lernvideos in der Mathematik
– Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität
Paderborn und der TH Köln, 2024.
date_created: 2024-09-23T07:42:26Z
date_updated: 2024-09-25T08:26:10Z
department:
- _id: '363'
editor:
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: Angelika
full_name: Schmitz, Angelika
last_name: Schmitz
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
language:
- iso: ger
main_file_link:
- url: https://kobra.uni-kassel.de/handle/123456789/15993
publication_status: published
status: public
title: Lernvideos in der Mathematik – Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos
der Universität Paderborn und der TH Köln
type: book_editor
user_id: '37888'
year: '2024'
...
---
_id: '56366'
abstract:
- lang: eng
text: AbstractWe discuss in which cases the Dunkl
convolution of distributions , possibly both with non‐compact support, can be
defined and study its analytic properties. We prove results on the (singular‐)support
of Dunkl convolutions. Based on this, we are able to prove a theorem on elliptic
regularity for a certain class of Dunkl operators, called elliptic Dunkl operators.
Finally, for the root system we consider the Riesz distributions and prove that
their Dunkl convolution exists and that holds.
author:
- first_name: Dominik
full_name: Brennecken, Dominik
id: '55911'
last_name: Brennecken
citation:
ama: Brennecken D. Dunkl convolution and elliptic regularity for Dunkl operators.
Mathematische Nachrichten. Published online 2024. doi:10.1002/mana.202300370
apa: Brennecken, D. (2024). Dunkl convolution and elliptic regularity for Dunkl
operators. Mathematische Nachrichten. https://doi.org/10.1002/mana.202300370
bibtex: '@article{Brennecken_2024, title={Dunkl convolution and elliptic regularity
for Dunkl operators}, DOI={10.1002/mana.202300370},
journal={Mathematische Nachrichten}, publisher={Wiley}, author={Brennecken, Dominik},
year={2024} }'
chicago: Brennecken, Dominik. “Dunkl Convolution and Elliptic Regularity for Dunkl
Operators.” Mathematische Nachrichten, 2024. https://doi.org/10.1002/mana.202300370.
ieee: 'D. Brennecken, “Dunkl convolution and elliptic regularity for Dunkl operators,”
Mathematische Nachrichten, 2024, doi: 10.1002/mana.202300370.'
mla: Brennecken, Dominik. “Dunkl Convolution and Elliptic Regularity for Dunkl Operators.”
Mathematische Nachrichten, Wiley, 2024, doi:10.1002/mana.202300370.
short: D. Brennecken, Mathematische Nachrichten (2024).
date_created: 2024-10-07T11:44:00Z
date_updated: 2024-10-07T11:46:15Z
department:
- _id: '555'
doi: 10.1002/mana.202300370
language:
- iso: eng
publication: Mathematische Nachrichten
publication_identifier:
issn:
- 0025-584X
- 1522-2616
publication_status: published
publisher: Wiley
status: public
title: Dunkl convolution and elliptic regularity for Dunkl operators
type: journal_article
user_id: '55911'
year: '2024'
...
---
_id: '56497'
article_number: '114258'
author:
- first_name: Chiara
full_name: Cappello, Chiara
last_name: Cappello
- first_name: Reza
full_name: Naserasr, Reza
last_name: Naserasr
- first_name: Eckhard
full_name: Steffen, Eckhard
id: '15548'
last_name: Steffen
orcid: 0000-0002-9808-7401
- first_name: Zhouningxin
full_name: Wang, Zhouningxin
last_name: Wang
citation:
ama: Cappello C, Naserasr R, Steffen E, Wang Z. Critically 3-frustrated signed graphs.
Discrete Mathematics. 2024;348(1). doi:10.1016/j.disc.2024.114258
apa: Cappello, C., Naserasr, R., Steffen, E., & Wang, Z. (2024). Critically
3-frustrated signed graphs. Discrete Mathematics, 348(1), Article
114258. https://doi.org/10.1016/j.disc.2024.114258
bibtex: '@article{Cappello_Naserasr_Steffen_Wang_2024, title={Critically 3-frustrated
signed graphs}, volume={348}, DOI={10.1016/j.disc.2024.114258},
number={1114258}, journal={Discrete Mathematics}, publisher={Elsevier BV}, author={Cappello,
Chiara and Naserasr, Reza and Steffen, Eckhard and Wang, Zhouningxin}, year={2024}
}'
chicago: Cappello, Chiara, Reza Naserasr, Eckhard Steffen, and Zhouningxin Wang.
“Critically 3-Frustrated Signed Graphs.” Discrete Mathematics 348, no.
1 (2024). https://doi.org/10.1016/j.disc.2024.114258.
ieee: 'C. Cappello, R. Naserasr, E. Steffen, and Z. Wang, “Critically 3-frustrated
signed graphs,” Discrete Mathematics, vol. 348, no. 1, Art. no. 114258,
2024, doi: 10.1016/j.disc.2024.114258.'
mla: Cappello, Chiara, et al. “Critically 3-Frustrated Signed Graphs.” Discrete
Mathematics, vol. 348, no. 1, 114258, Elsevier BV, 2024, doi:10.1016/j.disc.2024.114258.
short: C. Cappello, R. Naserasr, E. Steffen, Z. Wang, Discrete Mathematics 348 (2024).
date_created: 2024-10-10T12:27:11Z
date_updated: 2024-10-10T12:28:13Z
department:
- _id: '542'
doi: 10.1016/j.disc.2024.114258
intvolume: ' 348'
issue: '1'
language:
- iso: eng
publication: Discrete Mathematics
publication_identifier:
issn:
- 0012-365X
publication_status: published
publisher: Elsevier BV
status: public
title: Critically 3-frustrated signed graphs
type: journal_article
user_id: '15540'
volume: 348
year: '2024'
...
---
_id: '56584'
author:
- first_name: Ali
full_name: Suri, Ali
last_name: Suri
citation:
ama: Suri A. Curvature and stability of quasi-geostrophic motion. Journal of
Geometry and Physics. 2024;198:105109.
apa: Suri, A. (2024). Curvature and stability of quasi-geostrophic motion. Journal
of Geometry and Physics, 198, 105109.
bibtex: '@article{Suri_2024, title={Curvature and stability of quasi-geostrophic
motion}, volume={198}, journal={Journal of Geometry and Physics}, author={Suri,
Ali}, year={2024}, pages={105109} }'
chicago: 'Suri, Ali. “Curvature and Stability of Quasi-Geostrophic Motion.” Journal
of Geometry and Physics 198 (2024): 105109.'
ieee: A. Suri, “Curvature and stability of quasi-geostrophic motion,” Journal
of Geometry and Physics, vol. 198, p. 105109, 2024.
mla: Suri, Ali. “Curvature and Stability of Quasi-Geostrophic Motion.” Journal
of Geometry and Physics, vol. 198, 2024, p. 105109.
short: A. Suri, Journal of Geometry and Physics 198 (2024) 105109.
date_created: 2024-10-10T15:59:49Z
date_updated: 2024-10-10T16:00:50Z
department:
- _id: '10'
- _id: '87'
- _id: '93'
intvolume: ' 198'
language:
- iso: eng
main_file_link:
- url: https://doi.org/10.1016/j.geomphys.2024.105109
page: '105109'
publication: Journal of Geometry and Physics
quality_controlled: '1'
status: public
title: Curvature and stability of quasi-geostrophic motion
type: journal_article
user_id: '178'
volume: 198
year: '2024'
...
---
_id: '56585'
author:
- first_name: Ali
full_name: Suri, Ali
last_name: Suri
citation:
ama: Suri A. Conjugate points along spherical harmonics. Journal of Geometry
and Physics. 2024;206:105333.
apa: Suri, A. (2024). Conjugate points along spherical harmonics. Journal of
Geometry and Physics, 206, 105333.
bibtex: '@article{Suri_2024, title={Conjugate points along spherical harmonics},
volume={206}, journal={Journal of Geometry and Physics}, author={Suri, Ali}, year={2024},
pages={105333} }'
chicago: 'Suri, Ali. “Conjugate Points along Spherical Harmonics.” Journal of
Geometry and Physics 206 (2024): 105333.'
ieee: A. Suri, “Conjugate points along spherical harmonics,” Journal of Geometry
and Physics, vol. 206, p. 105333, 2024.
mla: Suri, Ali. “Conjugate Points along Spherical Harmonics.” Journal of Geometry
and Physics, vol. 206, 2024, p. 105333.
short: A. Suri, Journal of Geometry and Physics 206 (2024) 105333.
date_created: 2024-10-10T16:05:18Z
date_updated: 2024-10-10T16:05:47Z
department:
- _id: '10'
- _id: '87'
- _id: '93'
intvolume: ' 206'
language:
- iso: eng
main_file_link:
- url: https://doi.org/10.1016/j.geomphys.2024.105333
page: '105333'
publication: Journal of Geometry and Physics
quality_controlled: '1'
status: public
title: Conjugate points along spherical harmonics
type: journal_article
user_id: '178'
volume: 206
year: '2024'
...
---
_id: '56583'
author:
- first_name: Helge
full_name: Glöckner, Helge
id: '178'
last_name: Glöckner
- first_name: Ali
full_name: Suri, Ali
last_name: Suri
citation:
ama: Glöckner H, Suri A. L^1-regularity of strong ILB-Lie groups. Published online
2024.
apa: Glöckner, H., & Suri, A. (2024). L^1-regularity of strong ILB-Lie groups.
bibtex: '@article{Glöckner_Suri_2024, title={L^1-regularity of strong ILB-Lie groups},
author={Glöckner, Helge and Suri, Ali}, year={2024} }'
chicago: Glöckner, Helge, and Ali Suri. “L^1-Regularity of Strong ILB-Lie Groups,”
2024.
ieee: H. Glöckner and A. Suri, “L^1-regularity of strong ILB-Lie groups.” 2024.
mla: Glöckner, Helge, and Ali Suri. L^1-Regularity of Strong ILB-Lie Groups.
2024.
short: H. Glöckner, A. Suri, (2024).
date_created: 2024-10-10T15:49:15Z
date_updated: 2024-10-10T15:51:43Z
department:
- _id: '10'
- _id: '87'
- _id: '93'
external_id:
arxiv:
- '2410.02909'
language:
- iso: eng
status: public
title: L^1-regularity of strong ILB-Lie groups
type: preprint
user_id: '178'
year: '2024'
...
---
_id: '56780'
abstract:
- lang: eng
text: 'AbstractRecent research in university mathematics
education has moved beyond the traditional focus on the transition from secondary
to tertiary education and students'' understanding of introductory courses such
as pre-calculus and calculus. There is growing interest in the challenges students
face as they move into more advanced mathematics courses that require a shift
toward formal reasoning, proof, modeling, and problem-solving skills. This survey
paper explores emerging trends and innovations in the field, focusing on three
key areas: innovations in teaching and learning advanced mathematical topics,
transitions between different levels and contexts of mathematics education, and
the role of proof and proving in advanced university mathematics. The survey reflects
the evolving landscape of mathematics education research and addresses the theoretical
and practical challenges of teaching and learning advanced mathematics across
various contexts.'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Viviane
full_name: Durand-Guerrier, Viviane
last_name: Durand-Guerrier
- first_name: María
full_name: Trigueros, María
last_name: Trigueros
citation:
ama: Biehler R, Durand-Guerrier V, Trigueros M. New trends in didactic research
in university mathematics education. ZDM – Mathematics Education. Published
online 2024. doi:10.1007/s11858-024-01643-2
apa: Biehler, R., Durand-Guerrier, V., & Trigueros, M. (2024). New trends in
didactic research in university mathematics education. ZDM – Mathematics Education.
https://doi.org/10.1007/s11858-024-01643-2
bibtex: '@article{Biehler_Durand-Guerrier_Trigueros_2024, title={New trends in didactic
research in university mathematics education}, DOI={10.1007/s11858-024-01643-2},
journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
Media LLC}, author={Biehler, Rolf and Durand-Guerrier, Viviane and Trigueros,
María}, year={2024} }'
chicago: Biehler, Rolf, Viviane Durand-Guerrier, and María Trigueros. “New Trends
in Didactic Research in University Mathematics Education.” ZDM – Mathematics
Education, 2024. https://doi.org/10.1007/s11858-024-01643-2.
ieee: 'R. Biehler, V. Durand-Guerrier, and M. Trigueros, “New trends in didactic
research in university mathematics education,” ZDM – Mathematics Education,
2024, doi: 10.1007/s11858-024-01643-2.'
mla: Biehler, Rolf, et al. “New Trends in Didactic Research in University Mathematics
Education.” ZDM – Mathematics Education, Springer Science and Business
Media LLC, 2024, doi:10.1007/s11858-024-01643-2.
short: R. Biehler, V. Durand-Guerrier, M. Trigueros, ZDM – Mathematics Education
(2024).
date_created: 2024-10-29T09:22:06Z
date_updated: 2024-10-29T10:56:14Z
department:
- _id: '363'
doi: 10.1007/s11858-024-01643-2
language:
- iso: eng
main_file_link:
- url: https://link.springer.com/article/10.1007/s11858-024-01643-2
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: New trends in didactic research in university mathematics education
type: journal_article
user_id: '37888'
year: '2024'
...
---
_id: '58269'
author:
- first_name: Andrea
full_name: Dettelbach, Andrea
last_name: Dettelbach
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
citation:
ama: 'Dettelbach A, Häsel-Weide U. Operative Beziehungen erkennen, beschreiben und
nutzen – Initiierung von Lernprozessen unter Einbeziehung der App ‚Rechenfeld‘.
In: Bierbrauer C, Ladel S, Platz M, eds. Förderung prozessbezogener Kompetenzen
mit digitalen Medien. Mit mathematischen Objekten und Werkzeugen arbeiten.
WTM-Verlag; 2024:184-200.'
apa: Dettelbach, A., & Häsel-Weide, U. (2024). Operative Beziehungen erkennen,
beschreiben und nutzen – Initiierung von Lernprozessen unter Einbeziehung der
App ‚Rechenfeld‘. In C. Bierbrauer, S. Ladel, & M. Platz (Eds.), Förderung
prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen Objekten
und Werkzeugen arbeiten (pp. 184–200). WTM-Verlag.
bibtex: '@inbook{Dettelbach_Häsel-Weide_2024, title={Operative Beziehungen erkennen,
beschreiben und nutzen – Initiierung von Lernprozessen unter Einbeziehung der
App ‚Rechenfeld‘}, booktitle={Förderung prozessbezogener Kompetenzen mit digitalen
Medien. Mit mathematischen Objekten und Werkzeugen arbeiten}, publisher={WTM-Verlag},
author={Dettelbach, Andrea and Häsel-Weide, Uta}, editor={Bierbrauer, C. and Ladel,
S. and Platz, M.}, year={2024}, pages={184–200} }'
chicago: Dettelbach, Andrea, and Uta Häsel-Weide. “Operative Beziehungen erkennen,
beschreiben und nutzen – Initiierung von Lernprozessen unter Einbeziehung der
App ‚Rechenfeld‘.” In Förderung prozessbezogener Kompetenzen mit digitalen
Medien. Mit mathematischen Objekten und Werkzeugen arbeiten, edited by C.
Bierbrauer, S. Ladel, and M. Platz, 184–200. WTM-Verlag, 2024.
ieee: A. Dettelbach and U. Häsel-Weide, “Operative Beziehungen erkennen, beschreiben
und nutzen – Initiierung von Lernprozessen unter Einbeziehung der App ‚Rechenfeld‘,”
in Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen
Objekten und Werkzeugen arbeiten, C. Bierbrauer, S. Ladel, and M. Platz, Eds.
WTM-Verlag, 2024, pp. 184–200.
mla: Dettelbach, Andrea, and Uta Häsel-Weide. “Operative Beziehungen erkennen, beschreiben
und nutzen – Initiierung von Lernprozessen unter Einbeziehung der App ‚Rechenfeld‘.”
Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen
Objekten und Werkzeugen arbeiten, edited by C. Bierbrauer et al., WTM-Verlag,
2024, pp. 184–200.
short: 'A. Dettelbach, U. Häsel-Weide, in: C. Bierbrauer, S. Ladel, M. Platz (Eds.),
Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen
Objekten und Werkzeugen arbeiten, WTM-Verlag, 2024, pp. 184–200.'
date_created: 2025-01-20T11:43:51Z
date_updated: 2025-01-20T11:44:37Z
department:
- _id: '543'
editor:
- first_name: C.
full_name: Bierbrauer, C.
last_name: Bierbrauer
- first_name: S.
full_name: Ladel, S.
last_name: Ladel
- first_name: M.
full_name: Platz, M.
last_name: Platz
language:
- iso: ger
page: 184-200
publication: Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen
Objekten und Werkzeugen arbeiten
publisher: WTM-Verlag
related_material:
link:
- relation: confirmation
url: 'https://doi.org/10.37626/GA9783959873246.0 '
status: public
title: Operative Beziehungen erkennen, beschreiben und nutzen – Initiierung von Lernprozessen
unter Einbeziehung der App ‚Rechenfeld‘
type: book_chapter
user_id: '44184'
year: '2024'
...
---
_id: '58391'
author:
- first_name: Gerda
full_name: Werth, Gerda
id: '578'
last_name: Werth
citation:
ama: 'Werth G. Der Einzug der Mathematik in die Bildungspläne der höheren Mädchenschulen
zu Beginn des 20. Jahrhunderts. In: Beiträge Zum Mathematikunterricht 2024.
; 2024:1505-1508. doi:https://doi.org/10.37626/GA9783959872782.0'
apa: Werth, G. (2024). Der Einzug der Mathematik in die Bildungspläne der höheren
Mädchenschulen zu Beginn des 20. Jahrhunderts. Beiträge Zum Mathematikunterricht
2024, 1505–1508. https://doi.org/10.37626/GA9783959872782.0
bibtex: '@inproceedings{Werth_2024, title={Der Einzug der Mathematik in die Bildungspläne
der höheren Mädchenschulen zu Beginn des 20. Jahrhunderts}, DOI={https://doi.org/10.37626/GA9783959872782.0},
booktitle={Beiträge zum Mathematikunterricht 2024}, author={Werth, Gerda}, year={2024},
pages={1505–1508} }'
chicago: Werth, Gerda. “Der Einzug Der Mathematik in Die Bildungspläne Der Höheren
Mädchenschulen Zu Beginn Des 20. Jahrhunderts.” In Beiträge Zum Mathematikunterricht
2024, 1505–8, 2024. https://doi.org/10.37626/GA9783959872782.0.
ieee: 'G. Werth, “Der Einzug der Mathematik in die Bildungspläne der höheren Mädchenschulen
zu Beginn des 20. Jahrhunderts,” in Beiträge zum Mathematikunterricht 2024,
Essen, 2024, pp. 1505–1508, doi: https://doi.org/10.37626/GA9783959872782.0.'
mla: Werth, Gerda. “Der Einzug Der Mathematik in Die Bildungspläne Der Höheren Mädchenschulen
Zu Beginn Des 20. Jahrhunderts.” Beiträge Zum Mathematikunterricht 2024,
2024, pp. 1505–08, doi:https://doi.org/10.37626/GA9783959872782.0.
short: 'G. Werth, in: Beiträge Zum Mathematikunterricht 2024, 2024, pp. 1505–1508.'
conference:
end_date: 2024-03-08
location: Essen
name: 57. Jahretagunt der Gesellschaft für Didaktik der Mathematik
start_date: 2024-03-04
date_created: 2025-01-29T13:01:31Z
date_updated: 2025-01-29T13:02:41Z
department:
- _id: '34'
- _id: '10'
- _id: '98'
- _id: '360'
doi: https://doi.org/10.37626/GA9783959872782.0
language:
- iso: eng
page: 1505-1508
publication: Beiträge zum Mathematikunterricht 2024
publication_status: published
status: public
title: Der Einzug der Mathematik in die Bildungspläne der höheren Mädchenschulen zu
Beginn des 20. Jahrhunderts
type: conference
user_id: '578'
year: '2024'
...
---
_id: '59467'
author:
- first_name: Katherine M
full_name: Miller, Katherine M
last_name: Miller
- first_name: Joseph L
full_name: Polman, Joseph L
last_name: Polman
- first_name: Susan A
full_name: Yoon, Susan A
last_name: Yoon
- first_name: Jooeun
full_name: Shim, Jooeun
last_name: Shim
- first_name: Vivian Y
full_name: Leung, Vivian Y
last_name: Leung
- first_name: Yen
full_name: Nguyen, Yen
last_name: Nguyen
- first_name: Andee
full_name: Rubin, Andee
last_name: Rubin
- first_name: Traci
full_name: Higgins, Traci
last_name: Higgins
- first_name: Jessica M
full_name: Karch, Jessica M
last_name: Karch
- first_name: James KL
full_name: Hammerman, James KL
last_name: Hammerman
- first_name: Camillia
full_name: Matuk, Camillia
last_name: Matuk
- first_name: Kayla
full_name: DesPortes, Kayla
last_name: DesPortes
- first_name: Anna
full_name: Amato, Anna
last_name: Amato
- first_name: Suzanne
full_name: Dikker, Suzanne
last_name: Dikker
- first_name: Xavier
full_name: Ochoa, Xavier
last_name: Ochoa
- first_name: Esteban
full_name: Romero, Esteban
last_name: Romero
- first_name: Susanne
full_name: Podworny, Susanne
id: '30619'
last_name: Podworny
orcid: 0000-0002-6313-5987
- first_name: Yannik
full_name: Fleischer, Yannik
id: '42660'
last_name: Fleischer
orcid: https://orcid.org/0000-0003-0318-0329
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Justice T.
full_name: Walker, Justice T.
last_name: Walker
- first_name: Amanda
full_name: Barany, Amanda
last_name: Barany
- first_name: Alex
full_name: Acquah, Alex
last_name: Acquah
- first_name: Andi
full_name: Scarola, Andi
last_name: Scarola
- first_name: Sayed
full_name: Reza, Sayed
last_name: Reza
- first_name: Trang C.
full_name: Tran, Trang C.
last_name: Tran
- first_name: Ralph
full_name: Vacca, Ralph
last_name: Vacca
- first_name: Megan
full_name: Silander, Megan
last_name: Silander
- first_name: Peter J.
full_name: Woods, Peter J.
last_name: Woods
- first_name: Cassia
full_name: Fernandez, Cassia
last_name: Fernandez
- first_name: Adelmo
full_name: Eloy, Adelmo
last_name: Eloy
- first_name: Paulo
full_name: Blikstein, Paulo
last_name: Blikstein
- first_name: Roseli
full_name: de Deus Lopes, Roseli
last_name: de Deus Lopes
- first_name: Josh
full_name: Radinsky, Josh
last_name: Radinsky
- first_name: Iris
full_name: Tabak, Iris
last_name: Tabak
- first_name: Victor R.
full_name: Lee, Victor R.
last_name: Lee
- first_name: Dorottya
full_name: Demszky, Dorottya
last_name: Demszky
- first_name: Sarah
full_name: Levine, Sarah
last_name: Levine
- first_name: Josephine
full_name: Louie, Josephine
last_name: Louie
citation:
ama: 'Miller KM, Polman JL, Yoon SA, et al. Data and Social Worlds: How Data Science
Education Supports Civic Participation and Social Discourse. In: Lindgren R, Asino
TI, Kyza EA, Looi CK, Keifert DT, Suárez E, eds. Proceedings of the 18th International
Conference of the Learning Sciences-ICLS 2024. International Society of the
Learning Sciences; 2024:1863-1870.'
apa: 'Miller, K. M., Polman, J. L., Yoon, S. A., Shim, J., Leung, V. Y., Nguyen,
Y., Rubin, A., Higgins, T., Karch, J. M., Hammerman, J. K., Matuk, C., DesPortes,
K., Amato, A., Dikker, S., Ochoa, X., Romero, E., Podworny, S., Fleischer, Y.,
Biehler, R., … Louie, J. (2024). Data and Social Worlds: How Data Science Education
Supports Civic Participation and Social Discourse. In R. Lindgren, T. I. Asino,
E. A. Kyza, C. K. Looi, D. T. Keifert, & E. Suárez (Eds.), Proceedings
of the 18th International Conference of the Learning Sciences-ICLS 2024 (pp.
1863–1870). International Society of the Learning Sciences.'
bibtex: '@inproceedings{Miller_Polman_Yoon_Shim_Leung_Nguyen_Rubin_Higgins_Karch_Hammerman_et
al._2024, title={Data and Social Worlds: How Data Science Education Supports Civic
Participation and Social Discourse}, booktitle={Proceedings of the 18th International
Conference of the Learning Sciences-ICLS 2024}, publisher={International Society
of the Learning Sciences}, author={Miller, Katherine M and Polman, Joseph L and
Yoon, Susan A and Shim, Jooeun and Leung, Vivian Y and Nguyen, Yen and Rubin,
Andee and Higgins, Traci and Karch, Jessica M and Hammerman, James KL and et al.},
editor={Lindgren, R. and Asino, T. I. and Kyza, E. A. and Looi, C. K. and Keifert,
D. T. and Suárez, E.}, year={2024}, pages={1863–1870} }'
chicago: 'Miller, Katherine M, Joseph L Polman, Susan A Yoon, Jooeun Shim, Vivian
Y Leung, Yen Nguyen, Andee Rubin, et al. “Data and Social Worlds: How Data Science
Education Supports Civic Participation and Social Discourse.” In Proceedings
of the 18th International Conference of the Learning Sciences-ICLS 2024, edited
by R. Lindgren, T. I. Asino, E. A. Kyza, C. K. Looi, D. T. Keifert, and E. Suárez,
1863–70. International Society of the Learning Sciences, 2024.'
ieee: 'K. M. Miller et al., “Data and Social Worlds: How Data Science Education
Supports Civic Participation and Social Discourse,” in Proceedings of the 18th
International Conference of the Learning Sciences-ICLS 2024, 2024, pp. 1863–1870.'
mla: 'Miller, Katherine M., et al. “Data and Social Worlds: How Data Science Education
Supports Civic Participation and Social Discourse.” Proceedings of the 18th
International Conference of the Learning Sciences-ICLS 2024, edited by R.
Lindgren et al., International Society of the Learning Sciences, 2024, pp. 1863–70.'
short: 'K.M. Miller, J.L. Polman, S.A. Yoon, J. Shim, V.Y. Leung, Y. Nguyen, A.
Rubin, T. Higgins, J.M. Karch, J.K. Hammerman, C. Matuk, K. DesPortes, A. Amato,
S. Dikker, X. Ochoa, E. Romero, S. Podworny, Y. Fleischer, R. Biehler, J.T. Walker,
A. Barany, A. Acquah, A. Scarola, S. Reza, T.C. Tran, R. Vacca, M. Silander, P.J.
Woods, C. Fernandez, A. Eloy, P. Blikstein, R. de Deus Lopes, J. Radinsky, I.
Tabak, V.R. Lee, D. Demszky, S. Levine, J. Louie, in: R. Lindgren, T.I. Asino,
E.A. Kyza, C.K. Looi, D.T. Keifert, E. Suárez (Eds.), Proceedings of the 18th
International Conference of the Learning Sciences-ICLS 2024, International Society
of the Learning Sciences, 2024, pp. 1863–1870.'
date_created: 2025-04-10T07:38:59Z
date_updated: 2025-04-10T09:12:03Z
ddc:
- '510'
department:
- _id: '363'
editor:
- first_name: R.
full_name: Lindgren, R.
last_name: Lindgren
- first_name: T. I.
full_name: Asino, T. I.
last_name: Asino
- first_name: E. A.
full_name: Kyza, E. A.
last_name: Kyza
- first_name: C. K.
full_name: Looi, C. K.
last_name: Looi
- first_name: D. T.
full_name: Keifert, D. T.
last_name: Keifert
- first_name: E.
full_name: Suárez, E.
last_name: Suárez
file:
- access_level: closed
content_type: application/pdf
creator: krueter
date_created: 2025-04-10T07:44:19Z
date_updated: 2025-04-10T07:44:19Z
file_id: '59470'
file_name: ICLS2024_1863-1870.pdf
file_size: 343448
relation: main_file
success: 1
file_date_updated: 2025-04-10T07:44:19Z
has_accepted_license: '1'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://repository.isls.org/handle/1/10830
oa: '1'
page: 1863-1870
publication: Proceedings of the 18th International Conference of the Learning Sciences-ICLS
2024
publisher: International Society of the Learning Sciences
status: public
title: 'Data and Social Worlds: How Data Science Education Supports Civic Participation
and Social Discourse'
type: conference
user_id: '37888'
year: '2024'
...
---
_id: '59791'
author:
- first_name: Sofya
full_name: Maslovskaya, Sofya
id: '87909'
last_name: Maslovskaya
- first_name: Sina
full_name: Ober-Blöbaum, Sina
id: '16494'
last_name: Ober-Blöbaum
citation:
ama: 'Maslovskaya S, Ober-Blöbaum S. Symplectic Methods in Deep Learning. In: IFAC-PapersOnLine.
Vol 58. Elsevier BV; 2024:85-90. doi:10.1016/j.ifacol.2024.10.118'
apa: Maslovskaya, S., & Ober-Blöbaum, S. (2024). Symplectic Methods in Deep
Learning. IFAC-PapersOnLine, 58(17), 85–90. https://doi.org/10.1016/j.ifacol.2024.10.118
bibtex: '@inproceedings{Maslovskaya_Ober-Blöbaum_2024, title={Symplectic Methods
in Deep Learning}, volume={58}, DOI={10.1016/j.ifacol.2024.10.118},
number={17}, booktitle={IFAC-PapersOnLine}, publisher={Elsevier BV}, author={Maslovskaya,
Sofya and Ober-Blöbaum, Sina}, year={2024}, pages={85–90} }'
chicago: Maslovskaya, Sofya, and Sina Ober-Blöbaum. “Symplectic Methods in Deep
Learning.” In IFAC-PapersOnLine, 58:85–90. Elsevier BV, 2024. https://doi.org/10.1016/j.ifacol.2024.10.118.
ieee: 'S. Maslovskaya and S. Ober-Blöbaum, “Symplectic Methods in Deep Learning,”
in IFAC-PapersOnLine, 2024, vol. 58, no. 17, pp. 85–90, doi: 10.1016/j.ifacol.2024.10.118.'
mla: Maslovskaya, Sofya, and Sina Ober-Blöbaum. “Symplectic Methods in Deep Learning.”
IFAC-PapersOnLine, vol. 58, no. 17, Elsevier BV, 2024, pp. 85–90, doi:10.1016/j.ifacol.2024.10.118.
short: 'S. Maslovskaya, S. Ober-Blöbaum, in: IFAC-PapersOnLine, Elsevier BV, 2024,
pp. 85–90.'
date_created: 2025-05-05T09:21:13Z
date_updated: 2025-05-05T09:22:27Z
department:
- _id: '636'
doi: 10.1016/j.ifacol.2024.10.118
intvolume: ' 58'
issue: '17'
language:
- iso: eng
page: 85-90
publication: IFAC-PapersOnLine
publication_identifier:
issn:
- 2405-8963
publication_status: published
publisher: Elsevier BV
status: public
title: Symplectic Methods in Deep Learning
type: conference
user_id: '87909'
volume: 58
year: '2024'
...
---
_id: '59801'
author:
- first_name: Frédéric
full_name: Jean, Frédéric
last_name: Jean
- first_name: Sofya
full_name: Maslovskaya, Sofya
id: '87909'
last_name: Maslovskaya
citation:
ama: Jean F, Maslovskaya S. Inverse optimal control problem in the non autonomous
linear-quadratic case. Published online 2024.
apa: Jean, F., & Maslovskaya, S. (2024). Inverse optimal control problem
in the non autonomous linear-quadratic case.
bibtex: '@article{Jean_Maslovskaya_2024, title={Inverse optimal control problem
in the non autonomous linear-quadratic case}, author={Jean, Frédéric and Maslovskaya,
Sofya}, year={2024} }'
chicago: Jean, Frédéric, and Sofya Maslovskaya. “Inverse Optimal Control Problem
in the Non Autonomous Linear-Quadratic Case,” 2024.
ieee: F. Jean and S. Maslovskaya, “Inverse optimal control problem in the non autonomous
linear-quadratic case.” 2024.
mla: Jean, Frédéric, and Sofya Maslovskaya. Inverse Optimal Control Problem in
the Non Autonomous Linear-Quadratic Case. 2024.
short: F. Jean, S. Maslovskaya, (2024).
date_created: 2025-05-05T09:42:19Z
date_updated: 2025-05-05T09:43:05Z
department:
- _id: '636'
language:
- iso: eng
status: public
title: Inverse optimal control problem in the non autonomous linear-quadratic case
type: preprint
user_id: '87909'
year: '2024'
...
---
_id: '56236'
abstract:
- lang: eng
text: AbstractBackgroundReal‐world
problems are important in math instruction, but they do not necessarily trigger
students' task motivation. Personalizing real‐world problems by (1) matching problems
to students' shared living environment (context personalization) and (2) asking
students to pose their own problems (active personalization) might be two interventions
to increase students' task motivation.AimIn
the current study, we investigated the effects of context personalization and
active personalization on students' self‐efficacy expectations, intrinsic value,
attainment value, utility value, and cost.SampleThe
participants were 28 fifth‐ and sixth‐grade students who voluntarily took part
in a six‐month afterschool program in which they posed problems with the aim of
creating a math walk in their hometown.MethodUsing
a within‐subjects design, at the end of the afterschool program, the students
rated their self‐efficacy expectations and task values for four self‐developed
problems associated with their hometown, four peer‐developed problems associated
with their hometown, and four instructor‐provided problems associated with unfamiliar
locations.ResultsStudents
reported higher self‐efficacy expectations, intrinsic value, attainment value,
and utility value for active‐personalized than non‐personalized problems. To a
lesser extent, context personalization promoted intrinsic value and attainment
value. No effect was found for cost.ConclusionsActive
personalization (i.e. asking students to pose their own real‐world problems) is
suited to enhance students' task motivation, specifically their self‐efficacy
expectations, intrinsic value, attainment value, and utility value. Context personalization
still boosts students' intrinsic value and attainment value. Implementation in
classroom instruction is discussed.
author:
- first_name: Johanna
full_name: Schönherr, Johanna
id: '99409'
last_name: Schönherr
citation:
ama: 'Schönherr J. Personalizing real‐world problems: Posing own problems increases
self‐efficacy expectations, intrinsic value, attainment value, and utility value.
British Journal of Educational Psychology. 2024;94(2):407-424. doi:10.1111/bjep.12653'
apa: 'Schönherr, J. (2024). Personalizing real‐world problems: Posing own problems
increases self‐efficacy expectations, intrinsic value, attainment value, and utility
value. British Journal of Educational Psychology, 94(2), 407–424.
https://doi.org/10.1111/bjep.12653'
bibtex: '@article{Schönherr_2024, title={Personalizing real‐world problems: Posing
own problems increases self‐efficacy expectations, intrinsic value, attainment
value, and utility value}, volume={94}, DOI={10.1111/bjep.12653},
number={2}, journal={British Journal of Educational Psychology}, publisher={Wiley},
author={Schönherr, Johanna}, year={2024}, pages={407–424} }'
chicago: 'Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems
Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility
Value.” British Journal of Educational Psychology 94, no. 2 (2024): 407–24.
https://doi.org/10.1111/bjep.12653.'
ieee: 'J. Schönherr, “Personalizing real‐world problems: Posing own problems increases
self‐efficacy expectations, intrinsic value, attainment value, and utility value,”
British Journal of Educational Psychology, vol. 94, no. 2, pp. 407–424,
2024, doi: 10.1111/bjep.12653.'
mla: 'Schönherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems
Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility
Value.” British Journal of Educational Psychology, vol. 94, no. 2, Wiley,
2024, pp. 407–24, doi:10.1111/bjep.12653.'
short: J. Schönherr, British Journal of Educational Psychology 94 (2024) 407–424.
date_created: 2024-09-24T18:02:43Z
date_updated: 2025-05-27T12:15:31Z
department:
- _id: '913'
doi: 10.1111/bjep.12653
intvolume: ' 94'
issue: '2'
language:
- iso: eng
page: 407-424
publication: British Journal of Educational Psychology
publication_identifier:
issn:
- 0007-0998
- 2044-8279
publication_status: published
publisher: Wiley
status: public
title: 'Personalizing real‐world problems: Posing own problems increases self‐efficacy
expectations, intrinsic value, attainment value, and utility value'
type: journal_article
user_id: '99409'
volume: 94
year: '2024'
...
---
_id: '54836'
article_number: '104659'
author:
- first_name: Johanna
full_name: Schönherr, Johanna
id: '99409'
last_name: Schönherr
- first_name: Stanislaw
full_name: Schukajlow, Stanislaw
last_name: Schukajlow
citation:
ama: 'Schönherr J, Schukajlow S. Preservice teachers’ judgments of students’ expectations
of success and task values: Close relations with their personal task motivation.
Teaching and Teacher Education. 2024;148. doi:10.1016/j.tate.2024.104659'
apa: 'Schönherr, J., & Schukajlow, S. (2024). Preservice teachers’ judgments
of students’ expectations of success and task values: Close relations with their
personal task motivation. Teaching and Teacher Education, 148, Article
104659. https://doi.org/10.1016/j.tate.2024.104659'
bibtex: '@article{Schönherr_Schukajlow_2024, title={Preservice teachers’ judgments
of students’ expectations of success and task values: Close relations with their
personal task motivation}, volume={148}, DOI={10.1016/j.tate.2024.104659},
number={104659}, journal={Teaching and Teacher Education}, publisher={Elsevier
BV}, author={Schönherr, Johanna and Schukajlow, Stanislaw}, year={2024} }'
chicago: 'Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments
of Students’ Expectations of Success and Task Values: Close Relations with Their
Personal Task Motivation.” Teaching and Teacher Education 148 (2024). https://doi.org/10.1016/j.tate.2024.104659.'
ieee: 'J. Schönherr and S. Schukajlow, “Preservice teachers’ judgments of students’
expectations of success and task values: Close relations with their personal task
motivation,” Teaching and Teacher Education, vol. 148, Art. no. 104659,
2024, doi: 10.1016/j.tate.2024.104659.'
mla: 'Schönherr, Johanna, and Stanislaw Schukajlow. “Preservice Teachers’ Judgments
of Students’ Expectations of Success and Task Values: Close Relations with Their
Personal Task Motivation.” Teaching and Teacher Education, vol. 148, 104659,
Elsevier BV, 2024, doi:10.1016/j.tate.2024.104659.'
short: J. Schönherr, S. Schukajlow, Teaching and Teacher Education 148 (2024).
date_created: 2024-06-20T12:30:38Z
date_updated: 2025-05-27T12:16:47Z
department:
- _id: '913'
doi: 10.1016/j.tate.2024.104659
intvolume: ' 148'
language:
- iso: eng
publication: Teaching and Teacher Education
publication_identifier:
issn:
- 0742-051X
publication_status: published
publisher: Elsevier BV
status: public
title: 'Preservice teachers'' judgments of students’ expectations of success and task
values: Close relations with their personal task motivation'
type: journal_article
user_id: '99409'
volume: 148
year: '2024'
...
---
_id: '56235'
article_number: '100639'
author:
- first_name: Johanna
full_name: Schönherr, Johanna
id: '99409'
last_name: Schönherr
- first_name: Anselm R.
full_name: Strohmaier, Anselm R.
last_name: Strohmaier
- first_name: Stanislaw
full_name: Schukajlow, Stanislaw
last_name: Schukajlow
citation:
ama: 'Schönherr J, Strohmaier AR, Schukajlow S. Learning with visualizations helps:
A meta-analysis of visualization interventions in mathematics education. Educational
Research Review. 2024;45. doi:10.1016/j.edurev.2024.100639'
apa: 'Schönherr, J., Strohmaier, A. R., & Schukajlow, S. (2024). Learning with
visualizations helps: A meta-analysis of visualization interventions in mathematics
education. Educational Research Review, 45, Article 100639. https://doi.org/10.1016/j.edurev.2024.100639'
bibtex: '@article{Schönherr_Strohmaier_Schukajlow_2024, title={Learning with visualizations
helps: A meta-analysis of visualization interventions in mathematics education},
volume={45}, DOI={10.1016/j.edurev.2024.100639},
number={100639}, journal={Educational Research Review}, publisher={Elsevier BV},
author={Schönherr, Johanna and Strohmaier, Anselm R. and Schukajlow, Stanislaw},
year={2024} }'
chicago: 'Schönherr, Johanna, Anselm R. Strohmaier, and Stanislaw Schukajlow. “Learning
with Visualizations Helps: A Meta-Analysis of Visualization Interventions in Mathematics
Education.” Educational Research Review 45 (2024). https://doi.org/10.1016/j.edurev.2024.100639.'
ieee: 'J. Schönherr, A. R. Strohmaier, and S. Schukajlow, “Learning with visualizations
helps: A meta-analysis of visualization interventions in mathematics education,”
Educational Research Review, vol. 45, Art. no. 100639, 2024, doi: 10.1016/j.edurev.2024.100639.'
mla: 'Schönherr, Johanna, et al. “Learning with Visualizations Helps: A Meta-Analysis
of Visualization Interventions in Mathematics Education.” Educational Research
Review, vol. 45, 100639, Elsevier BV, 2024, doi:10.1016/j.edurev.2024.100639.'
short: J. Schönherr, A.R. Strohmaier, S. Schukajlow, Educational Research Review
45 (2024).
date_created: 2024-09-24T17:59:41Z
date_updated: 2025-05-27T12:16:09Z
department:
- _id: '913'
doi: 10.1016/j.edurev.2024.100639
intvolume: ' 45'
language:
- iso: eng
publication: Educational Research Review
publication_identifier:
issn:
- 1747-938X
publication_status: published
publisher: Elsevier BV
status: public
title: 'Learning with visualizations helps: A meta-analysis of visualization interventions
in mathematics education'
type: journal_article
user_id: '99409'
volume: 45
year: '2024'
...
---
_id: '56237'
author:
- first_name: Johanna
full_name: Schönherr, Johanna
id: '99409'
last_name: Schönherr
- first_name: Richard E.
full_name: Mayer, Richard E.
last_name: Mayer
citation:
ama: 'Schönherr J, Mayer RE. Anxiety Moderates the Effects of Drawing Support on
Drawing Accuracy in Mathematical Modeling. In: Lecture Notes in Computer Science.
Springer Nature Switzerland; 2024. doi:10.1007/978-3-031-71291-3_26'
apa: Schönherr, J., & Mayer, R. E. (2024). Anxiety Moderates the Effects of
Drawing Support on Drawing Accuracy in Mathematical Modeling. In Lecture Notes
in Computer Science. Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-71291-3_26
bibtex: '@inbook{Schönherr_Mayer_2024, place={Cham}, title={Anxiety Moderates the
Effects of Drawing Support on Drawing Accuracy in Mathematical Modeling}, DOI={10.1007/978-3-031-71291-3_26},
booktitle={Lecture Notes in Computer Science}, publisher={Springer Nature Switzerland},
author={Schönherr, Johanna and Mayer, Richard E.}, year={2024} }'
chicago: 'Schönherr, Johanna, and Richard E. Mayer. “Anxiety Moderates the Effects
of Drawing Support on Drawing Accuracy in Mathematical Modeling.” In Lecture
Notes in Computer Science. Cham: Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-71291-3_26.'
ieee: 'J. Schönherr and R. E. Mayer, “Anxiety Moderates the Effects of Drawing Support
on Drawing Accuracy in Mathematical Modeling,” in Lecture Notes in Computer
Science, Cham: Springer Nature Switzerland, 2024.'
mla: Schönherr, Johanna, and Richard E. Mayer. “Anxiety Moderates the Effects of
Drawing Support on Drawing Accuracy in Mathematical Modeling.” Lecture Notes
in Computer Science, Springer Nature Switzerland, 2024, doi:10.1007/978-3-031-71291-3_26.
short: 'J. Schönherr, R.E. Mayer, in: Lecture Notes in Computer Science, Springer
Nature Switzerland, Cham, 2024.'
date_created: 2024-09-24T18:03:42Z
date_updated: 2025-05-27T12:15:57Z
department:
- _id: '913'
doi: 10.1007/978-3-031-71291-3_26
language:
- iso: eng
place: Cham
publication: Lecture Notes in Computer Science
publication_identifier:
isbn:
- '9783031712906'
- '9783031712913'
issn:
- 0302-9743
- 1611-3349
publication_status: published
publisher: Springer Nature Switzerland
status: public
title: Anxiety Moderates the Effects of Drawing Support on Drawing Accuracy in Mathematical
Modeling
type: book_chapter
user_id: '99409'
year: '2024'
...