---
_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'
...
---
_id: '60103'
abstract:
- lang: eng
text: Noticing besitzt eine hohe Bedeutung für das professionelle Handeln
von Sportlehrkräften, insbesondere für den inklusiven Sportunterricht. Um eine
angemessene Berücksichtigung individueller Lernvoraussetzungen und -prozesse bei
der Planung und Durchführung von Unterricht zu gewährleisten, müssen die Sportlehrkräfte
ihre Aufmerksamkeit gezielt auf die für die individuelle Förderung der Schüler*innen
relevanten Ereignisse im zum Teil unübersichtlichen interaktiven Geschehens in
der Sporthalle richten und diese auf theoretischer Grundlage interpretieren. Noticing,
welches die selektive Aufmerksamkeitslenkung und das theoriegeleitete Deuten umfasst,
bildet somit eine wichtige Voraussetzung, um allen Schüler*innen eine individuelle
Förderung im inklusiven Sportunterricht zu ermöglichen. Die Fähigkeiten angehender
Sportlehrkräften im Bereich Noticing insbesondere in inklusiven Settings sind
bislang kaum untersucht worden. Diese Forschungslücke kann u.a. auf fehlende Forschungsinstrumente
zur standardisierten Erfassung dieses Konstrukts zurückgeführt werden. Im Rahmen
des Beitrags wird daher die Entwicklung und Validierung eines standardisierten,
Videovignetten-basiertes Testinstruments zur Messung des Noticing von angehenden
Sportlehrkräften im Hinblick auf individuelle Förderung im inklusiven Sportunterricht
vorgestellt. Im Fokus der Validierung stehen der Testinhalt, die interne Struktur
des Instruments sowie Zusammenhänge mit verwandten inhaltlichen Konstrukten. Die
Ergebnisse aus drei aufeinander aufbauenden Validierungsstudien geben Hinweise
auf die Reliabilität und Validität der Testwertinterpretation des Instruments
ViProQiS_IF im Sinne des Noticing im Hinblick auf individuelle Förderung im inklusiven
Sportunterricht.
author:
- first_name: Wiebke
full_name: Langer, Wiebke
last_name: Langer
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Jan
full_name: Erhorn, Jan
last_name: Erhorn
citation:
ama: Langer W, Bruns J, Erhorn J. Entwicklung und Validierung eines videobasierten
Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung
im inklusiven Sportunterricht. Journal for Educational Research Online.
2024;2023(1):51-73. doi:10.31244/jero.2023.01.03
apa: Langer, W., Bruns, J., & Erhorn, J. (2024). Entwicklung und Validierung
eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus
auf individuelle Förderung im inklusiven Sportunterricht. Journal for Educational
Research Online, 2023(1), 51–73. https://doi.org/10.31244/jero.2023.01.03
bibtex: '@article{Langer_Bruns_Erhorn_2024, title={Entwicklung und Validierung eines
videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle
Förderung im inklusiven Sportunterricht}, volume={2023}, DOI={10.31244/jero.2023.01.03},
number={1}, journal={Journal for Educational Research Online}, publisher={Waxmann},
author={Langer, Wiebke and Bruns, Julia and Erhorn, Jan}, year={2024}, pages={51–73}
}'
chicago: 'Langer, Wiebke, Julia Bruns, and Jan Erhorn. “Entwicklung Und Validierung
Eines Videobasierten Testinstruments Zur Erfassung Des Noticing Mit Dem Fokus
Auf Individuelle Förderung Im Inklusiven Sportunterricht.” Journal for Educational
Research Online 2023, no. 1 (2024): 51–73. https://doi.org/10.31244/jero.2023.01.03.'
ieee: 'W. Langer, J. Bruns, and J. Erhorn, “Entwicklung und Validierung eines videobasierten
Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung
im inklusiven Sportunterricht,” Journal for Educational Research Online,
vol. 2023, no. 1, pp. 51–73, 2024, doi: 10.31244/jero.2023.01.03.'
mla: Langer, Wiebke, et al. “Entwicklung Und Validierung Eines Videobasierten Testinstruments
Zur Erfassung Des Noticing Mit Dem Fokus Auf Individuelle Förderung Im Inklusiven
Sportunterricht.” Journal for Educational Research Online, vol. 2023, no.
1, Waxmann, 2024, pp. 51–73, doi:10.31244/jero.2023.01.03.
short: W. Langer, J. Bruns, J. Erhorn, Journal for Educational Research Online 2023
(2024) 51–73.
date_created: 2025-06-02T14:13:18Z
date_updated: 2025-06-02T14:14:25Z
department:
- _id: '611'
doi: 10.31244/jero.2023.01.03
intvolume: ' 2023'
issue: '1'
language:
- iso: eng
page: 51-73
publication: Journal for Educational Research Online
publication_identifier:
issn:
- 1866-6671
publication_status: published
publisher: Waxmann
status: public
title: Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung
des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht
type: journal_article
user_id: '72183'
volume: 2023
year: '2024'
...
---
_id: '60104'
abstract:
- lang: eng
text: "Abstract\r\n The understanding
of place value systems, especially the base-ten place value system, is one of
the most important prerequisites to develop numeracy. The understanding of place
value systems can be ascribed to two concepts, which in the tradition of the German
subject-matter didactics are called regrouping principle
and place value principle. Our study aims at clarifying
whether these two principles can be used systematically for an effective identification
of the gaps in students’ understanding to give a basis for individual support.
We therefore conducted a study with N = 100 third graders
(8 to 10 years old). We asked the students to work on 7 tasks on translating named
units into written numbers using the place value system, in which the place value
principle, the regrouping principle or both principles had to be considered. We
analysed the errors qualitatively regarding which principle was violated and developed
a typification of solution behaviour. The identified individual difficulties by
taking the perspective of the two principles can be a starting point for individual
support. Our tasks are shown to be a quick and easy way to diagnose students’
individual problems in understanding the base-ten place value system."
article_number: '11'
author:
- first_name: Solveig
full_name: Jensen, Solveig
last_name: Jensen
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
citation:
ama: Jensen S, Gasteiger H, Bruns J. Place Value and Regrouping as Helpful Constructs
to Diagnose Difficulties in Understanding the Place Value System Stellenwert und
Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim Verständnis
des Stellenwertsystems. Journal für Mathematik-Didaktik. 2024;45(2). doi:10.1007/s13138-024-00234-8
apa: Jensen, S., Gasteiger, H., & Bruns, J. (2024). Place Value and Regrouping
as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value
System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten
beim Verständnis des Stellenwertsystems. Journal Für Mathematik-Didaktik,
45(2), Article 11. https://doi.org/10.1007/s13138-024-00234-8
bibtex: '@article{Jensen_Gasteiger_Bruns_2024, title={Place Value and Regrouping
as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value
System Stellenwert und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten
beim Verständnis des Stellenwertsystems}, volume={45}, DOI={10.1007/s13138-024-00234-8},
number={211}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science
and Business Media LLC}, author={Jensen, Solveig and Gasteiger, Hedwig and Bruns,
Julia}, year={2024} }'
chicago: Jensen, Solveig, Hedwig Gasteiger, and Julia Bruns. “Place Value and Regrouping
as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value
System Stellenwert Und Bündelung Als Hilfreiche Konstrukte Zur Diagnose von Schwierigkeiten
Beim Verständnis Des Stellenwertsystems.” Journal Für Mathematik-Didaktik
45, no. 2 (2024). https://doi.org/10.1007/s13138-024-00234-8.
ieee: 'S. Jensen, H. Gasteiger, and J. Bruns, “Place Value and Regrouping as Helpful
Constructs to Diagnose Difficulties in Understanding the Place Value System Stellenwert
und Bündelung als hilfreiche Konstrukte zur Diagnose von Schwierigkeiten beim
Verständnis des Stellenwertsystems,” Journal für Mathematik-Didaktik, vol.
45, no. 2, Art. no. 11, 2024, doi: 10.1007/s13138-024-00234-8.'
mla: Jensen, Solveig, et al. “Place Value and Regrouping as Helpful Constructs to
Diagnose Difficulties in Understanding the Place Value System Stellenwert Und
Bündelung Als Hilfreiche Konstrukte Zur Diagnose von Schwierigkeiten Beim Verständnis
Des Stellenwertsystems.” Journal Für Mathematik-Didaktik, vol. 45, no.
2, 11, Springer Science and Business Media LLC, 2024, doi:10.1007/s13138-024-00234-8.
short: S. Jensen, H. Gasteiger, J. Bruns, Journal Für Mathematik-Didaktik 45 (2024).
date_created: 2025-06-02T14:13:34Z
date_updated: 2025-06-02T14:14:34Z
department:
- _id: '611'
doi: 10.1007/s13138-024-00234-8
intvolume: ' 45'
issue: '2'
language:
- iso: eng
publication: Journal für Mathematik-Didaktik
publication_identifier:
issn:
- 0173-5322
- 1869-2699
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in
Understanding the Place Value System Stellenwert und Bündelung als hilfreiche Konstrukte
zur Diagnose von Schwierigkeiten beim Verständnis des Stellenwertsystems
type: journal_article
user_id: '72183'
volume: 45
year: '2024'
...
---
_id: '45693'
author:
- first_name: W.
full_name: Langer, W.
last_name: Langer
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: J.
full_name: Erhorn, J.
last_name: Erhorn
citation:
ama: 'Langer W, Bruns J, Erhorn J. Development and validation of a test to measure
situation-specific skills with regard to providing participation in inclusive
physical education. In: Stahnke R, Gegenfurtner A, eds. Teacher professional
vision: Empirical perspectives. Routledge; 2024:232-248.'
apa: 'Langer, W., Bruns, J., & Erhorn, J. (2024). Development and validation
of a test to measure situation-specific skills with regard to providing participation
in inclusive physical education. In R. Stahnke & A. Gegenfurtner (Eds.), Teacher
professional vision: Empirical perspectives (pp. 232–248). Routledge.'
bibtex: '@inbook{Langer_Bruns_Erhorn_2024, title={Development and validation of
a test to measure situation-specific skills with regard to providing participation
in inclusive physical education}, booktitle={Teacher professional vision: Empirical
perspectives}, publisher={Routledge}, author={Langer, W. and Bruns, Julia and
Erhorn, J.}, editor={Stahnke, R. and Gegenfurtner, A.}, year={2024}, pages={232–248}
}'
chicago: 'Langer, W., Julia Bruns, and J. Erhorn. “Development and validation of
a test to measure situation-specific skills with regard to providing participation
in inclusive physical education.” In Teacher professional vision: Empirical
perspectives, edited by R. Stahnke and A. Gegenfurtner, 232–48. Routledge,
2024.'
ieee: 'W. Langer, J. Bruns, and J. Erhorn, “Development and validation of a test
to measure situation-specific skills with regard to providing participation in
inclusive physical education,” in Teacher professional vision: Empirical perspectives,
R. Stahnke and A. Gegenfurtner, Eds. Routledge, 2024, pp. 232–248.'
mla: 'Langer, W., et al. “Development and validation of a test to measure situation-specific
skills with regard to providing participation in inclusive physical education.”
Teacher professional vision: Empirical perspectives, edited by R. Stahnke
and A. Gegenfurtner, Routledge, 2024, pp. 232–48.'
short: 'W. Langer, J. Bruns, J. Erhorn, in: R. Stahnke, A. Gegenfurtner (Eds.),
Teacher professional vision: Empirical perspectives, Routledge, 2024, pp. 232–248.'
date_created: 2023-06-20T18:58:10Z
date_updated: 2025-06-02T14:12:58Z
department:
- _id: '97'
- _id: '611'
editor:
- first_name: R.
full_name: Stahnke, R.
last_name: Stahnke
- first_name: A.
full_name: Gegenfurtner, A.
last_name: Gegenfurtner
language:
- iso: ger
page: 232-248
publication: 'Teacher professional vision: Empirical perspectives'
publication_status: published
publisher: Routledge
status: public
title: Development and validation of a test to measure situation-specific skills with
regard to providing participation in inclusive physical education
type: book_chapter
user_id: '72183'
year: '2024'
...
---
_id: '45692'
author:
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
citation:
ama: 'Bruns J. Intervention Research on Teachers’ Professional Vision: Challenges
of Current Research. In: Stahnke R, Gegenfurtner A, eds. Teacher professional
vision: Theoretical and Methodological Advances. Routledge; 2024:156-171.'
apa: 'Bruns, J. (2024). Intervention Research on Teachers’ Professional Vision:
Challenges of Current Research. In R. Stahnke & A. Gegenfurtner (Eds.), Teacher
professional vision: Theoretical and Methodological Advances (pp. 156–171).
Routledge.'
bibtex: '@inbook{Bruns_2024, title={Intervention Research on Teachers’ Professional
Vision: Challenges of Current Research}, booktitle={Teacher professional vision:
Theoretical and Methodological Advances}, publisher={Routledge}, author={Bruns,
Julia}, editor={Stahnke, R. and Gegenfurtner, A.}, year={2024}, pages={156–171}
}'
chicago: 'Bruns, Julia. “Intervention Research on Teachers’ Professional Vision:
Challenges of Current Research.” In Teacher professional vision: Theoretical
and Methodological Advances, edited by R. Stahnke and A. Gegenfurtner, 156–71.
Routledge, 2024.'
ieee: 'J. Bruns, “Intervention Research on Teachers’ Professional Vision: Challenges
of Current Research,” in Teacher professional vision: Theoretical and Methodological
Advances, R. Stahnke and A. Gegenfurtner, Eds. Routledge, 2024, pp. 156–171.'
mla: 'Bruns, Julia. “Intervention Research on Teachers’ Professional Vision: Challenges
of Current Research.” Teacher professional vision: Theoretical and Methodological
Advances, edited by R. Stahnke and A. Gegenfurtner, Routledge, 2024, pp. 156–71.'
short: 'J. Bruns, in: R. Stahnke, A. Gegenfurtner (Eds.), Teacher professional vision:
Theoretical and Methodological Advances, Routledge, 2024, pp. 156–171.'
date_created: 2023-06-20T18:56:33Z
date_updated: 2025-06-02T14:13:12Z
department:
- _id: '97'
- _id: '611'
editor:
- first_name: R.
full_name: Stahnke, R.
last_name: Stahnke
- first_name: A.
full_name: Gegenfurtner, A.
last_name: Gegenfurtner
language:
- iso: ger
page: 156-171
publication: 'Teacher professional vision: Theoretical and Methodological Advances'
publication_status: published
publisher: Routledge
status: public
title: 'Intervention Research on Teachers’ Professional Vision: Challenges of Current
Research'
type: book_chapter
user_id: '72183'
year: '2024'
...
---
_id: '63605'
alternative_title:
- Trends in Mathematics
author:
- first_name: "Tomasz\t"
full_name: "Tomasz\tGoliński, Tomasz\t"
last_name: "Tomasz\tGoliński"
- first_name: Praful
full_name: Rahangdale, Praful
id: '103300'
last_name: Rahangdale
- first_name: Alice Barbora
full_name: Tumpach, Alice Barbora
last_name: Tumpach
citation:
ama: "Tomasz\tGoliński T, Rahangdale P, Tumpach AB. Poisson structures in the Banach
setting: comparison of different approaches. In: Kielanowski P, Dobrogowska A,
Fernández D, Goliński D, eds. Geometric Methods in Physics, XLI Workshop.
Geometric Methods in Physics XLI. Birkhauser; 2024:97–117. doi:10.1007/978-3-031-89857-0_9"
apa: "Tomasz\tGoliński, T., Rahangdale, P., & Tumpach, A. B. (2024). Poisson
structures in the Banach setting: comparison of different approaches. In P. Kielanowski,
A. Dobrogowska, D. Fernández, & D. Goliński (Eds.), Geometric Methods in
Physics, XLI Workshop (pp. 97–117). Birkhauser. https://doi.org/10.1007/978-3-031-89857-0_9"
bibtex: "@inproceedings{Tomasz\tGoliński_Rahangdale_Tumpach_2024, place={Białowieża,
Poland}, series={Geometric Methods in Physics XLI}, title={Poisson structures
in the Banach setting: comparison of different approaches}, DOI={10.1007/978-3-031-89857-0_9},
booktitle={Geometric Methods in Physics, XLI Workshop}, publisher={Birkhauser},
author={Tomasz\tGoliński, Tomasz\t and Rahangdale, Praful and Tumpach, Alice Barbora},
editor={Kielanowski, P. and Dobrogowska, A. and Fernández, D. and Goliński, D.},
year={2024}, pages={97–117}, collection={Geometric Methods in Physics XLI} }"
chicago: "Tomasz\tGoliński, Tomasz\t, Praful Rahangdale, and Alice Barbora Tumpach.
“Poisson Structures in the Banach Setting: Comparison of Different Approaches.”
In Geometric Methods in Physics, XLI Workshop, edited by P. Kielanowski,
A. Dobrogowska, D. Fernández, and D. Goliński, 97–117. Geometric Methods in Physics
XLI. Białowieża, Poland: Birkhauser, 2024. https://doi.org/10.1007/978-3-031-89857-0_9."
ieee: "T. Tomasz\tGoliński, P. Rahangdale, and A. B. Tumpach, “Poisson structures
in the Banach setting: comparison of different approaches,” in Geometric Methods
in Physics, XLI Workshop, Białystok, Poland, 2024, pp. 97–117, doi: 10.1007/978-3-031-89857-0_9."
mla: "Tomasz\tGoliński, Tomasz, et al. “Poisson Structures in the Banach Setting:
Comparison of Different Approaches.” Geometric Methods in Physics, XLI Workshop,
edited by P. Kielanowski et al., Birkhauser, 2024, pp. 97–117, doi:10.1007/978-3-031-89857-0_9."
short: "T. Tomasz\tGoliński, P. Rahangdale, A.B. Tumpach, in: P. Kielanowski, A.
Dobrogowska, D. Fernández, D. Goliński (Eds.), Geometric Methods in Physics, XLI
Workshop, Birkhauser, Białowieża, Poland, 2024, pp. 97–117."
conference:
end_date: 2024-07-06
location: Białystok, Poland
name: XLI Workshop on Geometric Methods in Physics
start_date: 2024-07-01
date_created: 2026-01-14T01:54:48Z
date_updated: 2026-01-14T02:30:59Z
department:
- _id: '10'
- _id: '87'
- _id: '93'
doi: 10.1007/978-3-031-89857-0_9
editor:
- first_name: P.
full_name: Kielanowski, P.
last_name: Kielanowski
- first_name: A.
full_name: Dobrogowska, A.
last_name: Dobrogowska
- first_name: D.
full_name: Fernández, D.
last_name: Fernández
- first_name: D.
full_name: Goliński, D.
last_name: Goliński
language:
- iso: eng
page: 97–117
place: Białowieża, Poland
publication: Geometric Methods in Physics, XLI Workshop
publication_identifier:
isbn:
- 978-3-031-89857-0
publication_status: published
publisher: Birkhauser
series_title: Geometric Methods in Physics XLI
status: public
title: 'Poisson structures in the Banach setting: comparison of different approaches'
type: conference
user_id: '103300'
year: '2024'
...
---
_id: '63636'
article_type: original
author:
- first_name: Benjamin
full_name: Hinrichs, Benjamin
id: '99427'
last_name: Hinrichs
orcid: 0000-0001-9074-1205
- first_name: Jonas
full_name: Lampart, Jonas
last_name: Lampart
citation:
ama: Hinrichs B, Lampart J. A Lower Bound on the Critical Momentum of an Impurity
in a Bose–Einstein Condensate. Comptes Rendus Mathématique. 2024;362(G11):1399-1411.
doi:10.5802/crmath.652
apa: Hinrichs, B., & Lampart, J. (2024). A Lower Bound on the Critical Momentum
of an Impurity in a Bose–Einstein Condensate. Comptes Rendus. Mathématique,
362(G11), 1399–1411. https://doi.org/10.5802/crmath.652
bibtex: '@article{Hinrichs_Lampart_2024, title={A Lower Bound on the Critical Momentum
of an Impurity in a Bose–Einstein Condensate}, volume={362}, DOI={10.5802/crmath.652},
number={G11}, journal={Comptes Rendus. Mathématique}, publisher={MathDoc/Centre
Mersenne}, author={Hinrichs, Benjamin and Lampart, Jonas}, year={2024}, pages={1399–1411}
}'
chicago: 'Hinrichs, Benjamin, and Jonas Lampart. “A Lower Bound on the Critical
Momentum of an Impurity in a Bose–Einstein Condensate.” Comptes Rendus. Mathématique
362, no. G11 (2024): 1399–1411. https://doi.org/10.5802/crmath.652.'
ieee: 'B. Hinrichs and J. Lampart, “A Lower Bound on the Critical Momentum of an
Impurity in a Bose–Einstein Condensate,” Comptes Rendus. Mathématique,
vol. 362, no. G11, pp. 1399–1411, 2024, doi: 10.5802/crmath.652.'
mla: Hinrichs, Benjamin, and Jonas Lampart. “A Lower Bound on the Critical Momentum
of an Impurity in a Bose–Einstein Condensate.” Comptes Rendus. Mathématique,
vol. 362, no. G11, MathDoc/Centre Mersenne, 2024, pp. 1399–411, doi:10.5802/crmath.652.
short: B. Hinrichs, J. Lampart, Comptes Rendus. Mathématique 362 (2024) 1399–1411.
date_created: 2026-01-16T08:43:59Z
date_updated: 2026-01-16T08:45:25Z
department:
- _id: '799'
doi: 10.5802/crmath.652
external_id:
arxiv:
- '2311.05361'
intvolume: ' 362'
issue: G11
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 1399-1411
project:
- _id: '266'
name: 'PhoQC: Photonisches Quantencomputing'
publication: Comptes Rendus. Mathématique
publication_identifier:
issn:
- 1631-073X
- 1778-3569
publication_status: published
publisher: MathDoc/Centre Mersenne
status: public
title: A Lower Bound on the Critical Momentum of an Impurity in a Bose–Einstein Condensate
type: journal_article
user_id: '99427'
volume: 362
year: '2024'
...
---
_id: '63641'
abstract:
- lang: eng
text: We present a simple functional integration based proof that the semigroups
generated by the ultraviolet-renormalized translation-invariant non- and semi-relativistic
Nelson Hamiltonians are positivity improving (and hence ergodic) with respect
to the Fröhlich cone for arbitrary values of the total momentum. Our argument
simplifies known proofs for ergodicity and the result is new in the semi-relativistic
case.
author:
- first_name: Benjamin
full_name: Hinrichs, Benjamin
id: '99427'
last_name: Hinrichs
orcid: 0000-0001-9074-1205
- first_name: Fumio
full_name: Hiroshima, Fumio
last_name: Hiroshima
citation:
ama: Hinrichs B, Hiroshima F. On the Ergodicity of Renormalized Translation-Invariant
Nelson-Type Semigroups. arXiv:241209708. Published online 2024.
apa: Hinrichs, B., & Hiroshima, F. (2024). On the Ergodicity of Renormalized
Translation-Invariant Nelson-Type Semigroups. In arXiv:2412.09708.
bibtex: '@article{Hinrichs_Hiroshima_2024, title={On the Ergodicity of Renormalized
Translation-Invariant Nelson-Type Semigroups}, journal={arXiv:2412.09708}, author={Hinrichs,
Benjamin and Hiroshima, Fumio}, year={2024} }'
chicago: Hinrichs, Benjamin, and Fumio Hiroshima. “On the Ergodicity of Renormalized
Translation-Invariant Nelson-Type Semigroups.” ArXiv:2412.09708, 2024.
ieee: B. Hinrichs and F. Hiroshima, “On the Ergodicity of Renormalized Translation-Invariant
Nelson-Type Semigroups,” arXiv:2412.09708. 2024.
mla: Hinrichs, Benjamin, and Fumio Hiroshima. “On the Ergodicity of Renormalized
Translation-Invariant Nelson-Type Semigroups.” ArXiv:2412.09708, 2024.
short: B. Hinrichs, F. Hiroshima, ArXiv:2412.09708 (2024).
date_created: 2026-01-16T08:56:18Z
date_updated: 2026-01-16T08:56:37Z
department:
- _id: '799'
external_id:
arxiv:
- '2412.09708'
language:
- iso: eng
project:
- _id: '266'
name: 'PhoQC: Photonisches Quantencomputing'
publication: arXiv:2412.09708
status: public
title: On the Ergodicity of Renormalized Translation-Invariant Nelson-Type Semigroups
type: preprint
user_id: '99427'
year: '2024'
...
---
_id: '63637'
article_type: original
author:
- first_name: Benjamin
full_name: Hinrichs, Benjamin
id: '99427'
last_name: Hinrichs
orcid: 0000-0001-9074-1205
- first_name: Marius
full_name: Lemm, Marius
last_name: Lemm
- first_name: Oliver
full_name: Siebert, Oliver
last_name: Siebert
citation:
ama: Hinrichs B, Lemm M, Siebert O. On Lieb–Robinson Bounds for a Class of Continuum
Fermions. Annales Henri Poincaré. 2024;26(1):41-80. doi:10.1007/s00023-024-01453-y
apa: Hinrichs, B., Lemm, M., & Siebert, O. (2024). On Lieb–Robinson Bounds for
a Class of Continuum Fermions. Annales Henri Poincaré, 26(1), 41–80.
https://doi.org/10.1007/s00023-024-01453-y
bibtex: '@article{Hinrichs_Lemm_Siebert_2024, title={On Lieb–Robinson Bounds for
a Class of Continuum Fermions}, volume={26}, DOI={10.1007/s00023-024-01453-y},
number={1}, journal={Annales Henri Poincaré}, publisher={Springer Science and
Business Media LLC}, author={Hinrichs, Benjamin and Lemm, Marius and Siebert,
Oliver}, year={2024}, pages={41–80} }'
chicago: 'Hinrichs, Benjamin, Marius Lemm, and Oliver Siebert. “On Lieb–Robinson
Bounds for a Class of Continuum Fermions.” Annales Henri Poincaré 26, no.
1 (2024): 41–80. https://doi.org/10.1007/s00023-024-01453-y.'
ieee: 'B. Hinrichs, M. Lemm, and O. Siebert, “On Lieb–Robinson Bounds for a Class
of Continuum Fermions,” Annales Henri Poincaré, vol. 26, no. 1, pp. 41–80,
2024, doi: 10.1007/s00023-024-01453-y.'
mla: Hinrichs, Benjamin, et al. “On Lieb–Robinson Bounds for a Class of Continuum
Fermions.” Annales Henri Poincaré, vol. 26, no. 1, Springer Science and
Business Media LLC, 2024, pp. 41–80, doi:10.1007/s00023-024-01453-y.
short: B. Hinrichs, M. Lemm, O. Siebert, Annales Henri Poincaré 26 (2024) 41–80.
date_created: 2026-01-16T08:46:12Z
date_updated: 2026-01-16T09:05:58Z
department:
- _id: '799'
doi: 10.1007/s00023-024-01453-y
external_id:
arxiv:
- '2310.17736'
intvolume: ' 26'
issue: '1'
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 41-80
project:
- _id: '266'
name: 'PhoQC: Photonisches Quantencomputing'
publication: Annales Henri Poincaré
publication_identifier:
issn:
- 1424-0637
- 1424-0661
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: On Lieb–Robinson Bounds for a Class of Continuum Fermions
type: journal_article
user_id: '99427'
volume: 26
year: '2024'
...
---
_id: '51374'
article_number: '110319'
author:
- first_name: David
full_name: Hasler, David
last_name: Hasler
- first_name: Benjamin
full_name: Hinrichs, Benjamin
id: '99427'
last_name: Hinrichs
orcid: 0000-0001-9074-1205
- first_name: Oliver
full_name: Siebert, Oliver
last_name: Siebert
citation:
ama: Hasler D, Hinrichs B, Siebert O. Non-Fock ground states in the translation-invariant
Nelson model revisited non-perturbatively. Journal of Functional Analysis.
2024;286(7). doi:10.1016/j.jfa.2024.110319
apa: Hasler, D., Hinrichs, B., & Siebert, O. (2024). Non-Fock ground states
in the translation-invariant Nelson model revisited non-perturbatively. Journal
of Functional Analysis, 286(7), Article 110319. https://doi.org/10.1016/j.jfa.2024.110319
bibtex: '@article{Hasler_Hinrichs_Siebert_2024, title={Non-Fock ground states in
the translation-invariant Nelson model revisited non-perturbatively}, volume={286},
DOI={10.1016/j.jfa.2024.110319},
number={7110319}, journal={Journal of Functional Analysis}, publisher={Elsevier
BV}, author={Hasler, David and Hinrichs, Benjamin and Siebert, Oliver}, year={2024}
}'
chicago: Hasler, David, Benjamin Hinrichs, and Oliver Siebert. “Non-Fock Ground
States in the Translation-Invariant Nelson Model Revisited Non-Perturbatively.”
Journal of Functional Analysis 286, no. 7 (2024). https://doi.org/10.1016/j.jfa.2024.110319.
ieee: 'D. Hasler, B. Hinrichs, and O. Siebert, “Non-Fock ground states in the translation-invariant
Nelson model revisited non-perturbatively,” Journal of Functional Analysis,
vol. 286, no. 7, Art. no. 110319, 2024, doi: 10.1016/j.jfa.2024.110319.'
mla: Hasler, David, et al. “Non-Fock Ground States in the Translation-Invariant
Nelson Model Revisited Non-Perturbatively.” Journal of Functional Analysis,
vol. 286, no. 7, 110319, Elsevier BV, 2024, doi:10.1016/j.jfa.2024.110319.
short: D. Hasler, B. Hinrichs, O. Siebert, Journal of Functional Analysis 286 (2024).
date_created: 2024-02-18T12:31:28Z
date_updated: 2026-01-16T09:04:51Z
department:
- _id: '799'
doi: 10.1016/j.jfa.2024.110319
extern: '1'
external_id:
arxiv:
- '2302.06998'
intvolume: ' 286'
issue: '7'
keyword:
- Analysis
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
publication: Journal of Functional Analysis
publication_identifier:
issn:
- 0022-1236
publication_status: published
publisher: Elsevier BV
status: public
title: Non-Fock ground states in the translation-invariant Nelson model revisited
non-perturbatively
type: journal_article
user_id: '99427'
volume: 286
year: '2024'
...
---
_id: '32101'
author:
- first_name: Tobias
full_name: Weich, Tobias
id: '49178'
last_name: Weich
orcid: 0000-0002-9648-6919
- first_name: Yannick
full_name: Guedes Bonthonneau, Yannick
last_name: Guedes Bonthonneau
- first_name: Colin
full_name: Guillarmou, Colin
last_name: Guillarmou
- first_name: Joachim
full_name: Hilgert, Joachim
id: '220'
last_name: Hilgert
citation:
ama: Weich T, Guedes Bonthonneau Y, Guillarmou C, Hilgert J. Ruelle-Taylor resonances
of Anosov actions. J Europ Math Soc. 2024;27(8):3085–3147. doi:https://doi.org/10.4171/JEMS/1428
apa: Weich, T., Guedes Bonthonneau, Y., Guillarmou, C., & Hilgert, J. (2024).
Ruelle-Taylor resonances of Anosov actions. J. Europ. Math. Soc., 27(8),
3085–3147. https://doi.org/10.4171/JEMS/1428
bibtex: '@article{Weich_Guedes Bonthonneau_Guillarmou_Hilgert_2024, title={Ruelle-Taylor
resonances of Anosov actions}, volume={27}, DOI={https://doi.org/10.4171/JEMS/1428},
number={8}, journal={J. Europ. Math. Soc.}, author={Weich, Tobias and Guedes Bonthonneau,
Yannick and Guillarmou, Colin and Hilgert, Joachim}, year={2024}, pages={3085–3147}
}'
chicago: 'Weich, Tobias, Yannick Guedes Bonthonneau, Colin Guillarmou, and Joachim
Hilgert. “Ruelle-Taylor Resonances of Anosov Actions.” J. Europ. Math. Soc.
27, no. 8 (2024): 3085–3147. https://doi.org/10.4171/JEMS/1428.'
ieee: 'T. Weich, Y. Guedes Bonthonneau, C. Guillarmou, and J. Hilgert, “Ruelle-Taylor
resonances of Anosov actions,” J. Europ. Math. Soc., vol. 27, no. 8, pp.
3085–3147, 2024, doi: https://doi.org/10.4171/JEMS/1428.'
mla: Weich, Tobias, et al. “Ruelle-Taylor Resonances of Anosov Actions.” J. Europ.
Math. Soc., vol. 27, no. 8, 2024, pp. 3085–3147, doi:https://doi.org/10.4171/JEMS/1428.
short: T. Weich, Y. Guedes Bonthonneau, C. Guillarmou, J. Hilgert, J. Europ. Math.
Soc. 27 (2024) 3085–3147.
date_created: 2022-06-22T09:56:51Z
date_updated: 2026-02-18T10:33:34Z
ddc:
- '510'
department:
- _id: '10'
- _id: '623'
- _id: '548'
- _id: '91'
doi: https://doi.org/10.4171/JEMS/1428
file:
- access_level: open_access
content_type: application/pdf
creator: weich
date_created: 2022-06-22T09:56:47Z
date_updated: 2022-06-22T09:56:47Z
file_id: '32102'
file_name: 2007.14275.pdf
file_size: 796410
relation: main_file
file_date_updated: 2022-06-22T09:56:47Z
has_accepted_license: '1'
intvolume: ' 27'
issue: '8'
language:
- iso: eng
oa: '1'
page: 3085–3147
publication: J. Europ. Math. Soc.
publication_status: published
status: public
title: Ruelle-Taylor resonances of Anosov actions
type: journal_article
user_id: '49178'
volume: 27
year: '2024'
...