---
_id: '45958'
abstract:
- lang: eng
text: AbstractIn this paper, we consider a non-linear
fourth-order evolution equation of Cahn–Hilliard-type on evolving surfaces with
prescribed velocity, where the non-linear terms are only assumed to have locally
Lipschitz derivatives. High-order evolving surface finite elements are used to
discretise the weak equation system in space, and a modified matrix–vector formulation
for the semi-discrete problem is derived. The anti-symmetric structure of the
equation system is preserved by the spatial discretisation. A new stability proof,
based on this structure, combined with consistency bounds proves optimal-order
and uniform-in-time error estimates. The paper is concluded by a variety of numerical
experiments.
author:
- first_name: Cedric Aaron
full_name: Beschle, Cedric Aaron
last_name: Beschle
- first_name: Balázs
full_name: Kovács, Balázs
id: '100441'
last_name: Kovács
orcid: 0000-0001-9872-3474
citation:
ama: Beschle CA, Kovács B. Stability and error estimates for non-linear Cahn–Hilliard-type
equations on evolving surfaces. Numerische Mathematik. 2022;151(1):1-48.
doi:10.1007/s00211-022-01280-5
apa: Beschle, C. A., & Kovács, B. (2022). Stability and error estimates for
non-linear Cahn–Hilliard-type equations on evolving surfaces. Numerische Mathematik,
151(1), 1–48. https://doi.org/10.1007/s00211-022-01280-5
bibtex: '@article{Beschle_Kovács_2022, title={Stability and error estimates for
non-linear Cahn–Hilliard-type equations on evolving surfaces}, volume={151}, DOI={10.1007/s00211-022-01280-5},
number={1}, journal={Numerische Mathematik}, publisher={Springer Science and Business
Media LLC}, author={Beschle, Cedric Aaron and Kovács, Balázs}, year={2022}, pages={1–48}
}'
chicago: 'Beschle, Cedric Aaron, and Balázs Kovács. “Stability and Error Estimates
for Non-Linear Cahn–Hilliard-Type Equations on Evolving Surfaces.” Numerische
Mathematik 151, no. 1 (2022): 1–48. https://doi.org/10.1007/s00211-022-01280-5.'
ieee: 'C. A. Beschle and B. Kovács, “Stability and error estimates for non-linear
Cahn–Hilliard-type equations on evolving surfaces,” Numerische Mathematik,
vol. 151, no. 1, pp. 1–48, 2022, doi: 10.1007/s00211-022-01280-5.'
mla: Beschle, Cedric Aaron, and Balázs Kovács. “Stability and Error Estimates for
Non-Linear Cahn–Hilliard-Type Equations on Evolving Surfaces.” Numerische Mathematik,
vol. 151, no. 1, Springer Science and Business Media LLC, 2022, pp. 1–48, doi:10.1007/s00211-022-01280-5.
short: C.A. Beschle, B. Kovács, Numerische Mathematik 151 (2022) 1–48.
date_created: 2023-07-10T11:43:44Z
date_updated: 2024-04-03T09:19:34Z
department:
- _id: '841'
doi: 10.1007/s00211-022-01280-5
intvolume: ' 151'
issue: '1'
keyword:
- Applied Mathematics
- Computational Mathematics
language:
- iso: eng
page: 1-48
publication: Numerische Mathematik
publication_identifier:
issn:
- 0029-599X
- 0945-3245
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Stability and error estimates for non-linear Cahn–Hilliard-type equations on
evolving surfaces
type: journal_article
user_id: '100441'
volume: 151
year: '2022'
...
---
_id: '45956'
abstract:
- lang: eng
text: "Abstract\r\n The full Maxwell
equations in the unbounded three-dimensional space coupled to the Landau–Lifshitz–Gilbert
equation serve as a well-tested model for ferromagnetic materials.\r\nWe propose
a weak formulation of the coupled system based on the boundary integral formulation
of the exterior Maxwell equations.\r\nWe show existence and partial uniqueness
of a weak solution and propose a new numerical algorithm based on finite elements
and boundary elements as spatial discretization with backward Euler and convolution
quadrature for the time domain.\r\nThis is the first numerical algorithm which
is able to deal with the coupled system of Landau–Lifshitz–Gilbert equation and
full Maxwell’s equations without any simplifications like quasi-static approximations
(e.g. eddy current model) and without restrictions on the shape of the domain
(e.g. convexity).\r\nWe show well-posedness and convergence of the numerical algorithm
under minimal assumptions on the regularity of the solution.\r\nThis is particularly
important as there are few regularity results available and one generally expects
the solution to be non-smooth.\r\nNumerical experiments illustrate and expand
on the theoretical results."
author:
- first_name: Jan
full_name: Bohn, Jan
last_name: Bohn
- first_name: Michael
full_name: Feischl, Michael
last_name: Feischl
- first_name: Balázs
full_name: Kovács, Balázs
id: '100441'
last_name: Kovács
orcid: 0000-0001-9872-3474
citation:
ama: 'Bohn J, Feischl M, Kovács B. FEM-BEM Coupling for the Maxwell–Landau–Lifshitz–Gilbert
Equations via Convolution Quadrature: Weak Form and Numerical Approximation. Computational
Methods in Applied Mathematics. 2022;23(1):19-48. doi:10.1515/cmam-2022-0145'
apa: 'Bohn, J., Feischl, M., & Kovács, B. (2022). FEM-BEM Coupling for the Maxwell–Landau–Lifshitz–Gilbert
Equations via Convolution Quadrature: Weak Form and Numerical Approximation. Computational
Methods in Applied Mathematics, 23(1), 19–48. https://doi.org/10.1515/cmam-2022-0145'
bibtex: '@article{Bohn_Feischl_Kovács_2022, title={FEM-BEM Coupling for the Maxwell–Landau–Lifshitz–Gilbert
Equations via Convolution Quadrature: Weak Form and Numerical Approximation},
volume={23}, DOI={10.1515/cmam-2022-0145},
number={1}, journal={Computational Methods in Applied Mathematics}, publisher={Walter
de Gruyter GmbH}, author={Bohn, Jan and Feischl, Michael and Kovács, Balázs},
year={2022}, pages={19–48} }'
chicago: 'Bohn, Jan, Michael Feischl, and Balázs Kovács. “FEM-BEM Coupling for the
Maxwell–Landau–Lifshitz–Gilbert Equations via Convolution Quadrature: Weak Form
and Numerical Approximation.” Computational Methods in Applied Mathematics
23, no. 1 (2022): 19–48. https://doi.org/10.1515/cmam-2022-0145.'
ieee: 'J. Bohn, M. Feischl, and B. Kovács, “FEM-BEM Coupling for the Maxwell–Landau–Lifshitz–Gilbert
Equations via Convolution Quadrature: Weak Form and Numerical Approximation,”
Computational Methods in Applied Mathematics, vol. 23, no. 1, pp. 19–48,
2022, doi: 10.1515/cmam-2022-0145.'
mla: 'Bohn, Jan, et al. “FEM-BEM Coupling for the Maxwell–Landau–Lifshitz–Gilbert
Equations via Convolution Quadrature: Weak Form and Numerical Approximation.”
Computational Methods in Applied Mathematics, vol. 23, no. 1, Walter de
Gruyter GmbH, 2022, pp. 19–48, doi:10.1515/cmam-2022-0145.'
short: J. Bohn, M. Feischl, B. Kovács, Computational Methods in Applied Mathematics
23 (2022) 19–48.
date_created: 2023-07-10T11:43:13Z
date_updated: 2024-04-03T09:20:30Z
department:
- _id: '841'
doi: 10.1515/cmam-2022-0145
intvolume: ' 23'
issue: '1'
keyword:
- Applied Mathematics
- Computational Mathematics
- Numerical Analysis
language:
- iso: eng
page: 19-48
publication: Computational Methods in Applied Mathematics
publication_identifier:
issn:
- 1609-4840
- 1609-9389
publication_status: published
publisher: Walter de Gruyter GmbH
status: public
title: 'FEM-BEM Coupling for the Maxwell–Landau–Lifshitz–Gilbert Equations via Convolution
Quadrature: Weak Form and Numerical Approximation'
type: journal_article
user_id: '100441'
volume: 23
year: '2022'
...
---
_id: '52574'
author:
- first_name: Gerda
full_name: Werth, Gerda
id: '578'
last_name: Werth
citation:
ama: 'Werth G. Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde
Vaertings. In: Beiträge zum Mathematikunterricht. WTM; 2022. doi:https://doi.org/10.37626/GA9783959872089.0'
apa: Werth, G. (2022). Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde
Vaertings. Beiträge zum Mathematikunterricht. 56. Jahrestagung der Gesellschaft
für Didaktik der Mathematik, Frankfurt am. Main. https://doi.org/10.37626/GA9783959872089.0
bibtex: '@inproceedings{Werth_2022, place={Münster}, title={Neue Wege im mathematischen
Unterricht - Auf den Spuren Mathilde Vaertings}, DOI={https://doi.org/10.37626/GA9783959872089.0},
booktitle={Beiträge zum Mathematikunterricht}, publisher={WTM}, author={Werth,
Gerda}, year={2022} }'
chicago: 'Werth, Gerda. “Neue Wege im mathematischen Unterricht - Auf den Spuren
Mathilde Vaertings.” In Beiträge zum Mathematikunterricht. Münster: WTM,
2022. https://doi.org/10.37626/GA9783959872089.0.'
ieee: 'G. Werth, “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde
Vaertings,” presented at the 56. Jahrestagung der Gesellschaft für Didaktik der
Mathematik, Frankfurt am. Main, 2022, doi: https://doi.org/10.37626/GA9783959872089.0.'
mla: Werth, Gerda. “Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde
Vaertings.” Beiträge zum Mathematikunterricht, WTM, 2022, doi:https://doi.org/10.37626/GA9783959872089.0.
short: 'G. Werth, in: Beiträge zum Mathematikunterricht, WTM, Münster, 2022.'
conference:
end_date: 2022-09-02
location: Frankfurt am. Main
name: 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik
start_date: 2022-08-29
date_created: 2024-03-14T11:17:56Z
date_updated: 2024-04-09T10:56:58Z
department:
- _id: '10'
- _id: '98'
- _id: '360'
doi: https://doi.org/10.37626/GA9783959872089.0
language:
- iso: ger
place: Münster
publication: Beiträge zum Mathematikunterricht
publication_status: published
publisher: WTM
status: public
title: Neue Wege im mathematischen Unterricht - Auf den Spuren Mathilde Vaertings
type: conference
user_id: '578'
year: '2022'
...
---
_id: '53480'
author:
- first_name: Sara Naseem
full_name: Malik, Sara Naseem
id: '38640'
last_name: Malik
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: 'Malik SN, Rezat S. Linguistic features of word problems that cause difficulties
for learners across the curriculum: A literature review. In: Proceedings on
the Twelfth Congress on the European Society for Research in Mathematics Education
(CERME 12). ERME / Free University of Bozen-Bolzano; 2022.'
apa: 'Malik, S. N., & Rezat, S. (2022). Linguistic features of word problems
that cause difficulties for learners across the curriculum: A literature review.
Proceedings on the Twelfth Congress on the European Society for Research in
Mathematics Education (CERME 12).'
bibtex: '@inproceedings{Malik_Rezat_2022, title={Linguistic features of word problems
that cause difficulties for learners across the curriculum: A literature review},
booktitle={Proceedings on the Twelfth Congress on the European Society for research
in Mathematics Education (CERME 12)}, publisher={ERME / Free University of Bozen-Bolzano},
author={Malik, Sara Naseem and Rezat, Sebastian}, year={2022} }'
chicago: 'Malik, Sara Naseem, and Sebastian Rezat. “Linguistic Features of Word
Problems That Cause Difficulties for Learners across the Curriculum: A Literature
Review.” In Proceedings on the Twelfth Congress on the European Society for
Research in Mathematics Education (CERME 12). ERME / Free University of Bozen-Bolzano,
2022.'
ieee: 'S. N. Malik and S. Rezat, “Linguistic features of word problems that cause
difficulties for learners across the curriculum: A literature review,” 2022.'
mla: 'Malik, Sara Naseem, and Sebastian Rezat. “Linguistic Features of Word Problems
That Cause Difficulties for Learners across the Curriculum: A Literature Review.”
Proceedings on the Twelfth Congress on the European Society for Research in
Mathematics Education (CERME 12), ERME / Free University of Bozen-Bolzano,
2022.'
short: 'S.N. Malik, S. Rezat, in: Proceedings on the Twelfth Congress on the European
Society for Research in Mathematics Education (CERME 12), ERME / Free University
of Bozen-Bolzano, 2022.'
date_created: 2024-04-14T12:12:49Z
date_updated: 2024-04-18T08:03:54Z
ddc:
- '370'
- '510'
department:
- _id: '360'
file:
- access_level: closed
content_type: application/pdf
creator: smalik
date_created: 2024-04-14T12:16:57Z
date_updated: 2024-04-14T12:16:57Z
file_id: '53481'
file_name: Malik_TWG09.pdf
file_size: 390439
relation: main_file
success: 1
file_date_updated: 2024-04-14T12:16:57Z
has_accepted_license: '1'
language:
- iso: eng
publication: Proceedings on the Twelfth Congress on the European Society for research
in Mathematics Education (CERME 12)
publisher: ERME / Free University of Bozen-Bolzano
status: public
title: 'Linguistic features of word problems that cause difficulties for learners
across the curriculum: A literature review'
type: conference
user_id: '31132'
year: '2022'
...
---
_id: '44689'
abstract:
- lang: eng
text: AbstractEven in the digital age, learning
mathematics at an academic level still requires much reading of mathematical text.
Research has shown that reading mathematical text requires readers to engage with
all the structures of the book and with its pedagogical voice, making connections,
and plausible reasoning. Specific practices and strategies that support the close
reading of mathematical text have been suggested; however, descriptions and empirical
evaluations of materials designed to support these activities are rare. We present
the design and first evaluation cycle of materials developed in a design research
project that aims to scaffold close reading of mathematical text. The materials
were designed and evaluated in a German university course on elementary geometry
for first-year teacher education students who study mathematics to become primary
teachers. The reading strategies were explained and modeled for students in reading-strategy
videos. Additionally, close reading of mathematical text was scaffolded by close-reading
tasks and homework tasks and problems that build on the reading strategies and
were specifically designed to foster understanding of the mathematical text. Survey
data were collected from 296 students to evaluate their use of and attitude toward
the different materials. The quantitative results indicate that students used
the materials and were generally able to learn the course content by themselves.
From all provided materials, they found the close-reading tasks most helpful.
A qualitative analysis of answers to open questions revealed issues with different
materials, particularly with the script, and requests for additional materials.
The issues with the script were categorized inductively. The categories are presented
as a qualitative result of the study and discussed.
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Sara Naseem
full_name: Malik, Sara Naseem
id: '38640'
last_name: Malik
- first_name: Markus
full_name: Leifeld, Markus
last_name: Leifeld
citation:
ama: 'Rezat S, Malik SN, Leifeld M. Scaffolding Close Reading of Mathematical Text
in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation.
International Journal of Science and Mathematics Education. 2022;20(S1):215-236.
doi:10.1007/s10763-022-10309-y'
apa: 'Rezat, S., Malik, S. N., & Leifeld, M. (2022). Scaffolding Close Reading
of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary
Level: Design and Evaluation. International Journal of Science and Mathematics
Education, 20(S1), 215–236. https://doi.org/10.1007/s10763-022-10309-y'
bibtex: '@article{Rezat_Malik_Leifeld_2022, title={Scaffolding Close Reading of
Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level:
Design and Evaluation}, volume={20}, DOI={10.1007/s10763-022-10309-y},
number={S1}, journal={International Journal of Science and Mathematics Education},
publisher={Springer}, author={Rezat, Sebastian and Malik, Sara Naseem and Leifeld,
Markus}, year={2022}, pages={215–236} }'
chicago: 'Rezat, Sebastian, Sara Naseem Malik, and Markus Leifeld. “Scaffolding
Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at
the Tertiary Level: Design and Evaluation.” International Journal of Science
and Mathematics Education 20, no. S1 (2022): 215–36. https://doi.org/10.1007/s10763-022-10309-y.'
ieee: 'S. Rezat, S. N. Malik, and M. Leifeld, “Scaffolding Close Reading of Mathematical
Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and
Evaluation,” International Journal of Science and Mathematics Education,
vol. 20, no. S1, pp. 215–236, 2022, doi: 10.1007/s10763-022-10309-y.'
mla: 'Rezat, Sebastian, et al. “Scaffolding Close Reading of Mathematical Text in
Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.”
International Journal of Science and Mathematics Education, vol. 20, no.
S1, Springer, 2022, pp. 215–36, doi:10.1007/s10763-022-10309-y.'
short: S. Rezat, S.N. Malik, M. Leifeld, International Journal of Science and Mathematics
Education 20 (2022) 215–236.
date_created: 2023-05-09T14:03:15Z
date_updated: 2024-04-18T08:22:47Z
department:
- _id: '360'
doi: 10.1007/s10763-022-10309-y
intvolume: ' 20'
issue: S1
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 215-236
publication: International Journal of Science and Mathematics Education
publication_identifier:
issn:
- 1571-0068
- 1573-1774
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
title: 'Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher
Education at the Tertiary Level: Design and Evaluation'
type: journal_article
user_id: '31132'
volume: 20
year: '2022'
...
---
_id: '48389'
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
- first_name: Birgit
full_name: Griese, Birgit
last_name: Griese
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
ama: 'Dröse J, Griese B, Wessel L. Prospective teachers’ diagnostic judgments on
students’ understanding of conditional probabilities. In: Twelfth Congress
of the European Society for Research in Mathematics Education (CERME12). ;
2022.'
apa: Dröse, J., Griese, B., & Wessel, L. (2022). Prospective teachers’ diagnostic
judgments on students’ understanding of conditional probabilities. Twelfth
Congress of the European Society for Research in Mathematics Education (CERME12).
TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12),
Bozen-Bolzano,Italy.
bibtex: '@inproceedings{Dröse_Griese_Wessel_2022, title={Prospective teachers’ diagnostic
judgments on students’ understanding of conditional probabilities}, booktitle={Twelfth
Congress of the European Society for Research in Mathematics Education (CERME12)},
author={Dröse, Jennifer and Griese, Birgit and Wessel, Lena}, year={2022} }'
chicago: Dröse, Jennifer, Birgit Griese, and Lena Wessel. “Prospective Teachers’
Diagnostic Judgments on Students’ Understanding of Conditional Probabilities.”
In Twelfth Congress of the European Society for Research in Mathematics Education
(CERME12), 2022.
ieee: J. Dröse, B. Griese, and L. Wessel, “Prospective teachers’ diagnostic judgments
on students’ understanding of conditional probabilities,” presented at the TwelfthCongressoftheEuropeanSocietyforResearchin
Mathematics Education(CERME12), Bozen-Bolzano,Italy, 2022.
mla: Dröse, Jennifer, et al. “Prospective Teachers’ Diagnostic Judgments on Students’
Understanding of Conditional Probabilities.” Twelfth Congress of the European
Society for Research in Mathematics Education (CERME12), 2022.
short: 'J. Dröse, B. Griese, L. Wessel, in: Twelfth Congress of the European Society
for Research in Mathematics Education (CERME12), 2022.'
conference:
location: Bozen-Bolzano,Italy
name: TwelfthCongressoftheEuropeanSocietyforResearchin Mathematics Education(CERME12)
start_date: Feb2022
date_created: 2023-10-23T10:56:02Z
date_updated: 2024-04-18T08:59:49Z
department:
- _id: '643'
language:
- iso: eng
main_file_link:
- url: https://hal.science/hal-03744585/
publication: Twelfth Congress of the European Society for Research in Mathematics
Education (CERME12)
quality_controlled: '1'
status: public
title: Prospective teachers’ diagnostic judgments on students’ understanding of conditional
probabilities
type: conference
user_id: '37888'
year: '2022'
...
---
_id: '48325'
author:
- first_name: Anna
full_name: Dellori, Anna
id: '57818'
last_name: Dellori
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
ama: Dellori A, Wessel L. Entwicklung und Erprobung von professionsorientierten
Lernumgebungen zur Wissensvernetzung in der Algebra. Beiträge zum Mathematikunterricht
2022. Published online 2022:665-668. doi:10.17877/DE290R-23598
apa: Dellori, A., & Wessel, L. (2022). Entwicklung und Erprobung von professionsorientierten
Lernumgebungen zur Wissensvernetzung in der Algebra. Beiträge zum Mathematikunterricht
2022, 665–668. https://doi.org/10.17877/DE290R-23598
bibtex: '@article{Dellori_Wessel_2022, title={Entwicklung und Erprobung von professionsorientierten
Lernumgebungen zur Wissensvernetzung in der Algebra}, DOI={10.17877/DE290R-23598},
journal={Beiträge zum Mathematikunterricht 2022}, publisher={LibreCat University},
author={Dellori, Anna and Wessel, Lena}, year={2022}, pages={665–668} }'
chicago: Dellori, Anna, and Lena Wessel. “Entwicklung und Erprobung von professionsorientierten
Lernumgebungen zur Wissensvernetzung in der Algebra.” Beiträge zum Mathematikunterricht
2022, 2022, 665–68. https://doi.org/10.17877/DE290R-23598.
ieee: 'A. Dellori and L. Wessel, “Entwicklung und Erprobung von professionsorientierten
Lernumgebungen zur Wissensvernetzung in der Algebra,” Beiträge zum Mathematikunterricht
2022, pp. 665–668, 2022, doi: 10.17877/DE290R-23598.'
mla: Dellori, Anna, and Lena Wessel. “Entwicklung und Erprobung von professionsorientierten
Lernumgebungen zur Wissensvernetzung in der Algebra.” Beiträge zum Mathematikunterricht
2022, LibreCat University, 2022, pp. 665–68, doi:10.17877/DE290R-23598.
short: A. Dellori, L. Wessel, Beiträge zum Mathematikunterricht 2022 (2022) 665–668.
date_created: 2023-10-19T09:37:24Z
date_updated: 2024-04-18T09:14:52Z
department:
- _id: '643'
doi: 10.17877/DE290R-23598
language:
- iso: ger
main_file_link:
- url: http://dx.doi.org/10.17877/DE290R-23598
page: 665-668
publication: Beiträge zum Mathematikunterricht 2022
publisher: LibreCat University
status: public
title: Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung
in der Algebra
type: journal_article
user_id: '37888'
year: '2022'
...
---
_id: '48385'
author:
- first_name: Anna
full_name: Dellori, Anna
id: '57818'
last_name: Dellori
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
ama: 'Dellori A, Wessel L. Design principles for intertwining local and nonlocal
mathematics - The case of relating registers and representations in abstract algebra.
In: Trigueros M, Barquero B, Hochmuth R, Peters J, eds. Proceedings of INDRUM2022.
; 2022:572-573.'
apa: Dellori, A., & Wessel, L. (2022). Design principles for intertwining local
and nonlocal mathematics - The case of relating registers and representations
in abstract algebra. In M. Trigueros, B. Barquero, R. Hochmuth, & J. Peters
(Eds.), Proceedings of INDRUM2022 (pp. 572–573).
bibtex: '@inbook{Dellori_Wessel_2022, title={Design principles for intertwining
local and nonlocal mathematics - The case of relating registers and representations
in abstract algebra}, booktitle={Proceedings of INDRUM2022}, author={Dellori,
Anna and Wessel, Lena}, editor={Trigueros, M. and Barquero, B. and Hochmuth, R.
and Peters, J.}, year={2022}, pages={572–573} }'
chicago: Dellori, Anna, and Lena Wessel. “Design Principles for Intertwining Local
and Nonlocal Mathematics - The Case of Relating Registers and Representations
in Abstract Algebra.” In Proceedings of INDRUM2022, edited by M. Trigueros,
B. Barquero, R. Hochmuth, and J. Peters, 572–73, 2022.
ieee: A. Dellori and L. Wessel, “Design principles for intertwining local and nonlocal
mathematics - The case of relating registers and representations in abstract algebra,”
in Proceedings of INDRUM2022, M. Trigueros, B. Barquero, R. Hochmuth, and
J. Peters, Eds. 2022, pp. 572–573.
mla: Dellori, Anna, and Lena Wessel. “Design Principles for Intertwining Local and
Nonlocal Mathematics - The Case of Relating Registers and Representations in Abstract
Algebra.” Proceedings of INDRUM2022, edited by M. Trigueros et al., 2022,
pp. 572–73.
short: 'A. Dellori, L. Wessel, in: M. Trigueros, B. Barquero, R. Hochmuth, J. Peters
(Eds.), Proceedings of INDRUM2022, 2022, pp. 572–573.'
date_created: 2023-10-23T09:40:30Z
date_updated: 2024-04-18T09:16:53Z
department:
- _id: '643'
editor:
- first_name: M.
full_name: Trigueros, M.
last_name: Trigueros
- first_name: B.
full_name: Barquero, B.
last_name: Barquero
- first_name: R.
full_name: Hochmuth, R.
last_name: Hochmuth
- first_name: J.
full_name: Peters, J.
last_name: Peters
language:
- iso: eng
page: 572-573
publication: Proceedings of INDRUM2022
status: public
title: Design principles for intertwining local and nonlocal mathematics - The case
of relating registers and representations in abstract algebra
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '48407'
author:
- first_name: Anna
full_name: Dellori, Anna
id: '57818'
last_name: Dellori
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
ama: 'Dellori A, Wessel L. Pre-service Teachers’ Professional Development: Relating
Abstract Algebra and School Algebra. In: Karunakaran SS, Higgins A, eds. Proceedings
of the 24th Annual Conference on Research in Undergraduate Mathematics Education.
MA; 2022:1177.'
apa: 'Dellori, A., & Wessel, L. (2022). Pre-service Teachers’ Professional Development:
Relating Abstract Algebra and School Algebra. In S. S. Karunakaran & A. Higgins
(Eds.), Proceedings of the 24th Annual Conference on Research in Undergraduate
Mathematics Education (p. 1177). MA.'
bibtex: '@inbook{Dellori_Wessel_2022, place={Boston}, title={Pre-service Teachers’
Professional Development: Relating Abstract Algebra and School Algebra}, booktitle={Proceedings
of the 24th Annual Conference on Research in Undergraduate Mathematics Education},
publisher={MA}, author={Dellori, Anna and Wessel, Lena}, editor={Karunakaran,
S.S. and Higgins, A.}, year={2022}, pages={1177} }'
chicago: 'Dellori, Anna, and Lena Wessel. “Pre-Service Teachers’ Professional Development:
Relating Abstract Algebra and School Algebra.” In Proceedings of the 24th Annual
Conference on Research in Undergraduate Mathematics Education, edited by S.S.
Karunakaran and A. Higgins, 1177. Boston: MA, 2022.'
ieee: 'A. Dellori and L. Wessel, “Pre-service Teachers’ Professional Development:
Relating Abstract Algebra and School Algebra,” in Proceedings of the 24th Annual
Conference on Research in Undergraduate Mathematics Education, S. S. Karunakaran
and A. Higgins, Eds. Boston: MA, 2022, p. 1177.'
mla: 'Dellori, Anna, and Lena Wessel. “Pre-Service Teachers’ Professional Development:
Relating Abstract Algebra and School Algebra.” Proceedings of the 24th Annual
Conference on Research in Undergraduate Mathematics Education, edited by S.S.
Karunakaran and A. Higgins, MA, 2022, p. 1177.'
short: 'A. Dellori, L. Wessel, in: S.S. Karunakaran, A. Higgins (Eds.), Proceedings
of the 24th Annual Conference on Research in Undergraduate Mathematics Education,
MA, Boston, 2022, p. 1177.'
date_created: 2023-10-24T07:28:19Z
date_updated: 2024-04-18T09:18:08Z
department:
- _id: '643'
editor:
- first_name: S.S.
full_name: Karunakaran, S.S.
last_name: Karunakaran
- first_name: A.
full_name: Higgins, A.
last_name: Higgins
language:
- iso: eng
page: '1177'
place: Boston
publication: Proceedings of the 24th Annual Conference on Research in Undergraduate
Mathematics Education
publisher: MA
status: public
title: 'Pre-service Teachers'' Professional Development: Relating Abstract Algebra
and School Algebra'
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '48408'
author:
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
- first_name: Jennifer
full_name: Dröse, Jennifer
id: '85820'
last_name: Dröse
citation:
ama: 'Wessel L, Dröse J. Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv
gestalten. mathematik lehren. 2022;233:33-36.'
apa: 'Wessel, L., & Dröse, J. (2022). Schreiben will gelernt sein: Schreiblerngelegenheiten
adaptiv gestalten. mathematik lehren, 233, 33–36.'
bibtex: '@article{Wessel_Dröse_2022, title={Schreiben will gelernt sein: Schreiblerngelegenheiten
adaptiv gestalten}, volume={233}, journal={mathematik lehren}, author={Wessel,
Lena and Dröse, Jennifer}, year={2022}, pages={33–36} }'
chicago: 'Wessel, Lena, and Jennifer Dröse. “Schreiben will gelernt sein: Schreiblerngelegenheiten
adaptiv gestalten.” mathematik lehren 233 (2022): 33–36.'
ieee: 'L. Wessel and J. Dröse, “Schreiben will gelernt sein: Schreiblerngelegenheiten
adaptiv gestalten,” mathematik lehren, vol. 233, pp. 33–36, 2022.'
mla: 'Wessel, Lena, and Jennifer Dröse. “Schreiben will gelernt sein: Schreiblerngelegenheiten
adaptiv gestalten.” mathematik lehren, vol. 233, 2022, pp. 33–36.'
short: L. Wessel, J. Dröse, mathematik lehren 233 (2022) 33–36.
date_created: 2023-10-24T07:33:17Z
date_updated: 2024-04-18T09:18:16Z
department:
- _id: '643'
intvolume: ' 233'
language:
- iso: ger
page: 33-36
publication: mathematik lehren
status: public
title: 'Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten'
type: journal_article
user_id: '37888'
volume: 233
year: '2022'
...
---
_id: '35696'
abstract:
- lang: eng
text: 'The data age has led to curriculum developments promoting the relevance
of stochastics in mathematics education. This has resulted in an increased demand
for teacher professional development (PD) courses, and thus in a rising number
of facilitators for this purpose. Their expertise, however, remains under-researched,
even though facilitators are the crucial factor in PD success. Our study aims
at revealing how one aspect of facilitator expertise, orientation, is connected
to other aspects: views on content goals, perception of possible challenges, and
attitude towards teaching resources. The explorations reveal differing orientations
and learning goals with identical teaching resources for two facilitators who
had also been working as a team for the re-design of the PD course for years.'
author:
- first_name: Ralf
full_name: Nieszporek, Ralf
last_name: Nieszporek
- first_name: Birgit
full_name: Griese, Birgit
last_name: Griese
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Nieszporek R, Griese B, Biehler R. Facilitators’ Orientations Towards Learning
Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional
Probability. In: Peters SA, Zapata-Cardona L, Bonafini F, Fan A, eds. Bridging
the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings
of the Eleventh International Conference on Teaching Statistics. International
Association for Statistical Education; 2022. doi:10.52041/iase.icots11.t4b2'
apa: 'Nieszporek, R., Griese, B., & Biehler, R. (2022). Facilitators’ Orientations
Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD
Course on Conditional Probability. In S. A. Peters, L. Zapata-Cardona, F. Bonafini,
& A. Fan (Eds.), Bridging the Gap: Empowering and Educating Today’s Learners
in Statistics. Proceedings of the Eleventh International Conference on Teaching
Statistics. International Association for Statistical Education. https://doi.org/10.52041/iase.icots11.t4b2'
bibtex: '@inbook{Nieszporek_Griese_Biehler_2022, place={Rosario, Argentina}, title={Facilitators’
Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources
for a PD Course on Conditional Probability}, DOI={10.52041/iase.icots11.t4b2},
booktitle={Bridging the Gap: Empowering and Educating Today’s Learners in Statistics.
Proceedings of the Eleventh International Conference on Teaching Statistics},
publisher={International Association for Statistical Education}, author={Nieszporek,
Ralf and Griese, Birgit and Biehler, Rolf}, editor={Peters, S. A. and Zapata-Cardona,
L. and Bonafini, F. and Fan, A.}, year={2022} }'
chicago: 'Nieszporek, Ralf, Birgit Griese, and Rolf Biehler. “Facilitators’ Orientations
Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD
Course on Conditional Probability.” In Bridging the Gap: Empowering and Educating
Today’s Learners in Statistics. Proceedings of the Eleventh International Conference
on Teaching Statistics, edited by S. A. Peters, L. Zapata-Cardona, F. Bonafini,
and A. Fan. Rosario, Argentina: International Association for Statistical Education,
2022. https://doi.org/10.52041/iase.icots11.t4b2.'
ieee: 'R. Nieszporek, B. Griese, and R. Biehler, “Facilitators’ Orientations Towards
Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on
Conditional Probability,” in Bridging the Gap: Empowering and Educating Today’s
Learners in Statistics. Proceedings of the Eleventh International Conference on
Teaching Statistics, S. A. Peters, L. Zapata-Cardona, F. Bonafini, and A.
Fan, Eds. Rosario, Argentina: International Association for Statistical Education,
2022.'
mla: 'Nieszporek, Ralf, et al. “Facilitators’ Orientations Towards Learning Goals,
Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability.”
Bridging the Gap: Empowering and Educating Today’s Learners in Statistics.
Proceedings of the Eleventh International Conference on Teaching Statistics,
edited by S. A. Peters et al., International Association for Statistical Education,
2022, doi:10.52041/iase.icots11.t4b2.'
short: 'R. Nieszporek, B. Griese, R. Biehler, in: S.A. Peters, L. Zapata-Cardona,
F. Bonafini, A. Fan (Eds.), Bridging the Gap: Empowering and Educating Today’s
Learners in Statistics. Proceedings of the Eleventh International Conference on
Teaching Statistics, International Association for Statistical Education, Rosario,
Argentina, 2022.'
date_created: 2023-01-10T09:01:02Z
date_updated: 2024-04-18T09:45:05Z
department:
- _id: '363'
doi: 10.52041/iase.icots11.t4b2
editor:
- first_name: S. A.
full_name: Peters, S. A.
last_name: Peters
- first_name: L.
full_name: Zapata-Cardona, L.
last_name: Zapata-Cardona
- first_name: F.
full_name: Bonafini, F.
last_name: Bonafini
- first_name: A.
full_name: Fan, A.
last_name: Fan
language:
- iso: eng
place: Rosario, Argentina
publication: 'Bridging the Gap: Empowering and Educating Today’s Learners in Statistics.
Proceedings of the Eleventh International Conference on Teaching Statistics'
publication_status: published
publisher: International Association for Statistical Education
status: public
title: Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and
Teaching Resources for a PD Course on Conditional Probability
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '34919'
abstract:
- lang: eng
text: Fundamental ideas (Burrill & Biehler, 2011) have been specified
to structure the curriculum across different age levels and to focus on and revisit
the most important ideas. Such ideas must be based on an epistemological analysis
of the scientific domain of statistics and its applications. Because these domains
are changing, fundamental ideas have to be revisited from time to time. In particular,
data science and machine learning have led to new methods and applications in
society that must be considered for updating fundamental ideas.
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Biehler R. Revisiting Fundamental Ideas for Statistics Education From the
Perspective of Machine Learning and Its Applications. In: Peters SA, Zapata-Cardona
L, Bonafini F, Fan A, eds. Bridging the Gap: Empowering and Educating Today’s
Learners in Statistics. Proceedings of the Eleventh International Conference on
Teaching Statistics. International Association for Statistical Education;
2022. doi:10.52041/iase.icots11.t1a2'
apa: 'Biehler, R. (2022). Revisiting Fundamental Ideas for Statistics Education
From the Perspective of Machine Learning and Its Applications. In S. A. Peters,
L. Zapata-Cardona, F. Bonafini, & A. Fan (Eds.), Bridging the Gap: Empowering
and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International
Conference on Teaching Statistics. International Association for Statistical
Education. https://doi.org/10.52041/iase.icots11.t1a2'
bibtex: '@inproceedings{Biehler_2022, title={Revisiting Fundamental Ideas for Statistics
Education From the Perspective of Machine Learning and Its Applications}, DOI={10.52041/iase.icots11.t1a2},
booktitle={Bridging the Gap: Empowering and Educating Today’s Learners in Statistics.
Proceedings of the Eleventh International Conference on Teaching Statistics},
publisher={International Association for Statistical Education}, author={Biehler,
Rolf}, editor={Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan,
A.}, year={2022} }'
chicago: 'Biehler, Rolf. “Revisiting Fundamental Ideas for Statistics Education
From the Perspective of Machine Learning and Its Applications.” In Bridging
the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings
of the Eleventh International Conference on Teaching Statistics, edited by
S. A. Peters, L. Zapata-Cardona, F. Bonafini, and A. Fan. International Association
for Statistical Education, 2022. https://doi.org/10.52041/iase.icots11.t1a2.'
ieee: 'R. Biehler, “Revisiting Fundamental Ideas for Statistics Education From the
Perspective of Machine Learning and Its Applications,” in Bridging the Gap:
Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh
International Conference on Teaching Statistics, 2022, doi: 10.52041/iase.icots11.t1a2.'
mla: 'Biehler, Rolf. “Revisiting Fundamental Ideas for Statistics Education From
the Perspective of Machine Learning and Its Applications.” Bridging the Gap:
Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh
International Conference on Teaching Statistics, edited by S. A. Peters et
al., International Association for Statistical Education, 2022, doi:10.52041/iase.icots11.t1a2.'
short: 'R. Biehler, in: S.A. Peters, L. Zapata-Cardona, F. Bonafini, A. Fan (Eds.),
Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings
of the Eleventh International Conference on Teaching Statistics, International
Association for Statistical Education, 2022.'
date_created: 2022-12-23T11:09:52Z
date_updated: 2024-04-18T09:45:43Z
department:
- _id: '363'
doi: 10.52041/iase.icots11.t1a2
editor:
- first_name: S. A.
full_name: Peters, S. A.
last_name: Peters
- first_name: L.
full_name: Zapata-Cardona, L.
last_name: Zapata-Cardona
- first_name: F.
full_name: Bonafini, F.
last_name: Bonafini
- first_name: A.
full_name: Fan, A.
last_name: Fan
language:
- iso: eng
publication: 'Bridging the Gap: Empowering and Educating Today’s Learners in Statistics.
Proceedings of the Eleventh International Conference on Teaching Statistics'
publication_status: published
publisher: International Association for Statistical Education
status: public
title: Revisiting Fundamental Ideas for Statistics Education From the Perspective
of Machine Learning and Its Applications
type: conference
user_id: '37888'
year: '2022'
...
---
_id: '34920'
abstract:
- lang: eng
text: A very warm welcome to this Special Issue of the Statistics Education
Research Journal (SERJ) on data science education. Our hope is to give an overview
of selected theoretical thoughts and empirical studies on data science education
from a statistics education research perspective. Data science education is rapidly
developing but research into data science education is still in its infancy. The
current issue presents a snapshot of this developing field.
article_number: '1'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Richard
full_name: De Veaux, Richard
last_name: De Veaux
- first_name: Joachim
full_name: Engel, Joachim
last_name: Engel
- first_name: Sibel
full_name: Kazak, Sibel
last_name: Kazak
- first_name: Daniel
full_name: Frischemeier, Daniel
last_name: Frischemeier
citation:
ama: 'Biehler R, De Veaux R, Engel J, Kazak S, Frischemeier D. Editorial: Research
on Data Science Education. Statistics Education Research Journal. 2022;21(2).
doi:10.52041/serj.v21i2.606'
apa: 'Biehler, R., De Veaux, R., Engel, J., Kazak, S., & Frischemeier, D. (2022).
Editorial: Research on Data Science Education. Statistics Education Research
Journal, 21(2), Article 1. https://doi.org/10.52041/serj.v21i2.606'
bibtex: '@article{Biehler_De Veaux_Engel_Kazak_Frischemeier_2022, title={Editorial:
Research on Data Science Education}, volume={21}, DOI={10.52041/serj.v21i2.606},
number={21}, journal={Statistics Education Research Journal}, publisher={International
Association for Statistical Education}, author={Biehler, Rolf and De Veaux, Richard
and Engel, Joachim and Kazak, Sibel and Frischemeier, Daniel}, year={2022} }'
chicago: 'Biehler, Rolf, Richard De Veaux, Joachim Engel, Sibel Kazak, and Daniel
Frischemeier. “Editorial: Research on Data Science Education.” Statistics Education
Research Journal 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.606.'
ieee: 'R. Biehler, R. De Veaux, J. Engel, S. Kazak, and D. Frischemeier, “Editorial:
Research on Data Science Education,” Statistics Education Research Journal,
vol. 21, no. 2, Art. no. 1, 2022, doi: 10.52041/serj.v21i2.606.'
mla: 'Biehler, Rolf, et al. “Editorial: Research on Data Science Education.” Statistics
Education Research Journal, vol. 21, no. 2, 1, International Association for
Statistical Education, 2022, doi:10.52041/serj.v21i2.606.'
short: R. Biehler, R. De Veaux, J. Engel, S. Kazak, D. Frischemeier, Statistics
Education Research Journal 21 (2022).
date_created: 2022-12-23T11:20:39Z
date_updated: 2024-04-18T09:45:53Z
department:
- _id: '363'
doi: 10.52041/serj.v21i2.606
intvolume: ' 21'
issue: '2'
keyword:
- Education
- Statistics and Probability
language:
- iso: eng
publication: Statistics Education Research Journal
publication_identifier:
issn:
- 1570-1824
publication_status: published
publisher: International Association for Statistical Education
status: public
title: 'Editorial: Research on Data Science Education'
type: journal_article
user_id: '37888'
volume: 21
year: '2022'
...
---
_id: '35718'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Hubert
full_name: Langlotz, Hubert
last_name: Langlotz
- first_name: Wilfried
full_name: Zappe, Wilfried
last_name: Zappe
citation:
ama: Biehler R, Langlotz H, Zappe W. Alles normal?! Daten auf Normalverteilung prüfen–mit
schulischen Mitteln. mathematik lehren. 2022;2022(232):41–45.
apa: Biehler, R., Langlotz, H., & Zappe, W. (2022). Alles normal?! Daten auf
Normalverteilung prüfen–mit schulischen Mitteln. Mathematik Lehren, 2022(232),
41–45.
bibtex: '@article{Biehler_Langlotz_Zappe_2022, title={Alles normal?! Daten auf Normalverteilung
prüfen–mit schulischen Mitteln}, volume={2022}, number={232}, journal={mathematik
lehren}, publisher={Friedrich Verlag}, author={Biehler, Rolf and Langlotz, Hubert
and Zappe, Wilfried}, year={2022}, pages={41–45} }'
chicago: 'Biehler, Rolf, Hubert Langlotz, and Wilfried Zappe. “Alles Normal?! Daten
Auf Normalverteilung Prüfen–Mit Schulischen Mitteln.” Mathematik Lehren
2022, no. 232 (2022): 41–45.'
ieee: R. Biehler, H. Langlotz, and W. Zappe, “Alles normal?! Daten auf Normalverteilung
prüfen–mit schulischen Mitteln,” mathematik lehren, vol. 2022, no. 232,
pp. 41–45, 2022.
mla: Biehler, Rolf, et al. “Alles Normal?! Daten Auf Normalverteilung Prüfen–Mit
Schulischen Mitteln.” Mathematik Lehren, vol. 2022, no. 232, Friedrich
Verlag, 2022, pp. 41–45.
short: R. Biehler, H. Langlotz, W. Zappe, Mathematik Lehren 2022 (2022) 41–45.
date_created: 2023-01-10T09:25:23Z
date_updated: 2024-04-18T09:44:51Z
department:
- _id: '363'
intvolume: ' 2022'
issue: '232'
language:
- iso: eng
page: 41–45
publication: mathematik lehren
publisher: Friedrich Verlag
status: public
title: Alles normal?! Daten auf Normalverteilung prüfen–mit schulischen Mitteln
type: journal_article
user_id: '37888'
volume: 2022
year: '2022'
...
---
_id: '35926'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Birgit
full_name: Griese, Birgit
last_name: Griese
citation:
ama: 'Biehler R, Griese B. Modellieren im Stochastikunterricht: Annahmen hinterfragen,
Ergebnisse validieren. mathematik lehren. 2022;2022(232):2–6.'
apa: 'Biehler, R., & Griese, B. (2022). Modellieren im Stochastikunterricht:
Annahmen hinterfragen, Ergebnisse validieren. Mathematik Lehren, 2022(232),
2–6.'
bibtex: '@article{Biehler_Griese_2022, title={Modellieren im Stochastikunterricht:
Annahmen hinterfragen, Ergebnisse validieren}, volume={2022}, number={232}, journal={mathematik
lehren}, publisher={Friedrich Verlag}, author={Biehler, Rolf and Griese, Birgit},
year={2022}, pages={2–6} }'
chicago: 'Biehler, Rolf, and Birgit Griese. “Modellieren Im Stochastikunterricht:
Annahmen Hinterfragen, Ergebnisse Validieren.” Mathematik Lehren 2022,
no. 232 (2022): 2–6.'
ieee: 'R. Biehler and B. Griese, “Modellieren im Stochastikunterricht: Annahmen
hinterfragen, Ergebnisse validieren,” mathematik lehren, vol. 2022, no.
232, pp. 2–6, 2022.'
mla: 'Biehler, Rolf, and Birgit Griese. “Modellieren Im Stochastikunterricht: Annahmen
Hinterfragen, Ergebnisse Validieren.” Mathematik Lehren, vol. 2022, no.
232, Friedrich Verlag, 2022, pp. 2–6.'
short: R. Biehler, B. Griese, Mathematik Lehren 2022 (2022) 2–6.
date_created: 2023-01-11T08:49:12Z
date_updated: 2024-04-18T09:46:03Z
department:
- _id: '363'
intvolume: ' 2022'
issue: '232'
language:
- iso: eng
page: 2–6
publication: mathematik lehren
publisher: Friedrich Verlag
status: public
title: 'Modellieren im Stochastikunterricht: Annahmen hinterfragen, Ergebnisse validieren'
type: journal_article
user_id: '37888'
volume: 2022
year: '2022'
...
---
_id: '39058'
author:
- first_name: Birgit
full_name: Griese, Birgit
last_name: Griese
- first_name: Ralf
full_name: Nieszporek, Ralf
id: '59608'
last_name: Nieszporek
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Griese B, Nieszporek R, Biehler R. Facilitators’ views on content goals, learning
obstacles, and teaching resources in reference to conditional probability. In:
; 2022.'
apa: Griese, B., Nieszporek, R., & Biehler, R. (2022). Facilitators’ views
on content goals, learning obstacles, and teaching resources in reference to conditional
probability. Twelfth Congress of the European Society for Research in Mathematics
Education (CERME12), Bozen-Bolzano, Italy.
bibtex: '@inproceedings{Griese_Nieszporek_Biehler_2022, title={Facilitators’ views
on content goals, learning obstacles, and teaching resources in reference to conditional
probability}, author={Griese, Birgit and Nieszporek, Ralf and Biehler, Rolf},
year={2022} }'
chicago: Griese, Birgit, Ralf Nieszporek, and Rolf Biehler. “Facilitators’ Views
on Content Goals, Learning Obstacles, and Teaching Resources in Reference to Conditional
Probability,” 2022.
ieee: B. Griese, R. Nieszporek, and R. Biehler, “Facilitators’ views on content
goals, learning obstacles, and teaching resources in reference to conditional
probability,” presented at the Twelfth Congress of the European Society for Research
in Mathematics Education (CERME12), Bozen-Bolzano, Italy, 2022.
mla: Griese, Birgit, et al. Facilitators’ Views on Content Goals, Learning Obstacles,
and Teaching Resources in Reference to Conditional Probability. 2022.
short: 'B. Griese, R. Nieszporek, R. Biehler, in: 2022.'
conference:
end_date: 2022-02-06
location: Bozen-Bolzano, Italy
name: Twelfth Congress of the European Society for Research in Mathematics Education
(CERME12)
start_date: 2022-02-02
date_created: 2023-01-24T08:49:24Z
date_updated: 2024-04-18T10:05:43Z
department:
- _id: '363'
language:
- iso: eng
related_material:
link:
- relation: confirmation
url: https://hal.science/hal-03746264
status: public
title: Facilitators’ views on content goals, learning obstacles, and teaching resources
in reference to conditional probability
type: conference
user_id: '37888'
year: '2022'
...
---
_id: '42653'
author:
- first_name: Elisa
full_name: Lankeit, Elisa
last_name: Lankeit
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Lankeit E, Biehler R. Mathematik-Vorkurse zur Vorbereitung auf das Studium
– Zielsetzungen und didaktische Konzepte. In: Hochmuth R, Biehler R, Liebendörfer
M, Schaper N, eds. Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen
- Konzepte, Praxisbeispiele und Untersuchungsergebnisse. Springer; 2022:117-141.
doi:10.1007/978-3-662-64833-9_4'
apa: Lankeit, E., & Biehler, R. (2022). Mathematik-Vorkurse zur Vorbereitung
auf das Studium – Zielsetzungen und didaktische Konzepte. In R. Hochmuth, R. Biehler,
M. Liebendörfer, & N. Schaper (Eds.), Unterstützungsmaßnahmen in mathematikbezogenen
Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse (pp.
117–141). Springer. https://doi.org/10.1007/978-3-662-64833-9_4
bibtex: '@inbook{Lankeit_Biehler_2022, place={Berlin, Heidelberg}, title={Mathematik-Vorkurse
zur Vorbereitung auf das Studium – Zielsetzungen und didaktische Konzepte}, DOI={10.1007/978-3-662-64833-9_4},
booktitle={Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte,
Praxisbeispiele und Untersuchungsergebnisse}, publisher={Springer}, author={Lankeit,
Elisa and Biehler, Rolf}, editor={Hochmuth, Reinhard and Biehler, Rolf and Liebendörfer,
Michael and Schaper, Niclas}, year={2022}, pages={117–141} }'
chicago: 'Lankeit, Elisa, and Rolf Biehler. “Mathematik-Vorkurse zur Vorbereitung
auf das Studium – Zielsetzungen und didaktische Konzepte.” In Unterstützungsmaßnahmen
in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse,
edited by Reinhard Hochmuth, Rolf Biehler, Michael Liebendörfer, and Niclas Schaper,
117–41. Berlin, Heidelberg: Springer, 2022. https://doi.org/10.1007/978-3-662-64833-9_4.'
ieee: 'E. Lankeit and R. Biehler, “Mathematik-Vorkurse zur Vorbereitung auf das
Studium – Zielsetzungen und didaktische Konzepte,” in Unterstützungsmaßnahmen
in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse,
R. Hochmuth, R. Biehler, M. Liebendörfer, and N. Schaper, Eds. Berlin, Heidelberg:
Springer, 2022, pp. 117–141.'
mla: Lankeit, Elisa, and Rolf Biehler. “Mathematik-Vorkurse zur Vorbereitung auf
das Studium – Zielsetzungen und didaktische Konzepte.” Unterstützungsmaßnahmen
in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse,
edited by Reinhard Hochmuth et al., Springer, 2022, pp. 117–41, doi:10.1007/978-3-662-64833-9_4.
short: 'E. Lankeit, R. Biehler, in: R. Hochmuth, R. Biehler, M. Liebendörfer, N.
Schaper (Eds.), Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen -
Konzepte, Praxisbeispiele und Untersuchungsergebnisse, Springer, Berlin, Heidelberg,
2022, pp. 117–141.'
date_created: 2023-03-02T10:36:32Z
date_updated: 2024-04-18T10:08:12Z
department:
- _id: '363'
doi: 10.1007/978-3-662-64833-9_4
editor:
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Rolf
full_name: Biehler, Rolf
last_name: Biehler
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://doi.org/10.1007/978-3-662-64833-9_4
oa: '1'
page: 117-141
place: Berlin, Heidelberg
publication: Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte,
Praxisbeispiele und Untersuchungsergebnisse
publication_identifier:
isbn:
- '9783662648322'
- '9783662648339'
issn:
- 2197-8751
- 2197-876X
publication_status: published
publisher: Springer
status: public
title: Mathematik-Vorkurse zur Vorbereitung auf das Studium – Zielsetzungen und didaktische
Konzepte
type: book_chapter
user_id: '37888'
year: '2022'
...
---
_id: '35685'
author:
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: Robin
full_name: Göller, Robin
last_name: Göller
- first_name: Lara
full_name: Gildehaus, Lara
last_name: Gildehaus
- first_name: Jörg
full_name: Kortemeyer, Jörg
last_name: Kortemeyer
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Laura
full_name: Ostsieker, Laura
last_name: Ostsieker
- first_name: Jana
full_name: Rode, Jana
last_name: Rode
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
citation:
ama: Liebendörfer M, Göller R, Gildehaus L, et al. The role of learning strategies
for performance in mathematics courses for engineers. International Journal
of Mathematical Education in Science and Technology. 2022;53(5):1133-1152.
doi:10.1080/0020739x.2021.2023772
apa: Liebendörfer, M., Göller, R., Gildehaus, L., Kortemeyer, J., Biehler, R., Hochmuth,
R., Ostsieker, L., Rode, J., & Schaper, N. (2022). The role of learning strategies
for performance in mathematics courses for engineers. International Journal
of Mathematical Education in Science and Technology, 53(5), 1133–1152.
https://doi.org/10.1080/0020739x.2021.2023772
bibtex: '@article{Liebendörfer_Göller_Gildehaus_Kortemeyer_Biehler_Hochmuth_Ostsieker_Rode_Schaper_2022,
title={The role of learning strategies for performance in mathematics courses
for engineers}, volume={53}, DOI={10.1080/0020739x.2021.2023772},
number={5}, journal={International Journal of Mathematical Education in Science
and Technology}, publisher={Informa UK Limited}, author={Liebendörfer, Michael
and Göller, Robin and Gildehaus, Lara and Kortemeyer, Jörg and Biehler, Rolf and
Hochmuth, Reinhard and Ostsieker, Laura and Rode, Jana and Schaper, Niclas}, year={2022},
pages={1133–1152} }'
chicago: 'Liebendörfer, Michael, Robin Göller, Lara Gildehaus, Jörg Kortemeyer,
Rolf Biehler, Reinhard Hochmuth, Laura Ostsieker, Jana Rode, and Niclas Schaper.
“The Role of Learning Strategies for Performance in Mathematics Courses for Engineers.”
International Journal of Mathematical Education in Science and Technology
53, no. 5 (2022): 1133–52. https://doi.org/10.1080/0020739x.2021.2023772.'
ieee: 'M. Liebendörfer et al., “The role of learning strategies for performance
in mathematics courses for engineers,” International Journal of Mathematical
Education in Science and Technology, vol. 53, no. 5, pp. 1133–1152, 2022,
doi: 10.1080/0020739x.2021.2023772.'
mla: Liebendörfer, Michael, et al. “The Role of Learning Strategies for Performance
in Mathematics Courses for Engineers.” International Journal of Mathematical
Education in Science and Technology, vol. 53, no. 5, Informa UK Limited, 2022,
pp. 1133–52, doi:10.1080/0020739x.2021.2023772.
short: M. Liebendörfer, R. Göller, L. Gildehaus, J. Kortemeyer, R. Biehler, R. Hochmuth,
L. Ostsieker, J. Rode, N. Schaper, International Journal of Mathematical Education
in Science and Technology 53 (2022) 1133–1152.
date_created: 2023-01-10T08:56:30Z
date_updated: 2024-04-18T10:08:30Z
department:
- _id: '363'
- _id: '625'
doi: 10.1080/0020739x.2021.2023772
intvolume: ' 53'
issue: '5'
keyword:
- Applied Mathematics
- Education
- Mathematics (miscellaneous)
language:
- iso: eng
page: 1133-1152
publication: International Journal of Mathematical Education in Science and Technology
publication_identifier:
issn:
- 0020-739X
- 1464-5211
publication_status: published
publisher: Informa UK Limited
status: public
title: The role of learning strategies for performance in mathematics courses for
engineers
type: journal_article
user_id: '37888'
volume: 53
year: '2022'
...
---
_id: '42650'
citation:
ama: Hochmuth R, Biehler R, Liebendörfer M, Schaper N, eds. Unterstützungsmaßnahmen
in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse.
Springer; 2022. doi:10.1007/978-3-662-64833-9
apa: Hochmuth, R., Biehler, R., Liebendörfer, M., & Schaper, N. (Eds.). (2022).
Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele
und Untersuchungsergebnisse. Springer. https://doi.org/10.1007/978-3-662-64833-9
bibtex: '@book{Hochmuth_Biehler_Liebendörfer_Schaper_2022, place={Berlin, Heidelberg},
title={Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte,
Praxisbeispiele und Untersuchungsergebnisse}, DOI={10.1007/978-3-662-64833-9},
publisher={Springer}, year={2022} }'
chicago: 'Hochmuth, Reinhard, Rolf Biehler, Michael Liebendörfer, and Niclas Schaper,
eds. Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte,
Praxisbeispiele und Untersuchungsergebnisse. Berlin, Heidelberg: Springer,
2022. https://doi.org/10.1007/978-3-662-64833-9.'
ieee: 'R. Hochmuth, R. Biehler, M. Liebendörfer, and N. Schaper, Eds., Unterstützungsmaßnahmen
in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse.
Berlin, Heidelberg: Springer, 2022.'
mla: Hochmuth, Reinhard, et al., editors. Unterstützungsmaßnahmen in mathematikbezogenen
Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse. Springer,
2022, doi:10.1007/978-3-662-64833-9.
short: R. Hochmuth, R. Biehler, M. Liebendörfer, N. Schaper, eds., Unterstützungsmaßnahmen
in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse,
Springer, Berlin, Heidelberg, 2022.
date_created: 2023-03-02T10:27:21Z
date_updated: 2024-04-18T10:09:22Z
department:
- _id: '363'
- _id: '625'
doi: 10.1007/978-3-662-64833-9
editor:
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
language:
- iso: ger
main_file_link:
- open_access: '1'
url: 'https://doi.org/10.1007/978-3-662-64833-9 '
oa: '1'
place: Berlin, Heidelberg
publication_identifier:
isbn:
- '9783662648322'
- '9783662648339'
issn:
- 2197-8751
- 2197-876X
publication_status: published
publisher: Springer
status: public
title: Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele
und Untersuchungsergebnisse
type: book_editor
user_id: '37888'
year: '2022'
...
---
_id: '43232'
author:
- first_name: Jim
full_name: Ridgway, Jim
last_name: Ridgway
- first_name: Pedro
full_name: Campos, Pedro
last_name: Campos
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Ridgway J, Campos P, Biehler R. Data Science, Statistics, and Civic Statistics:
Education for a Fast Changing World. In: Statistics for Empowerment and Social
Engagement. Springer International Publishing; 2022. doi:10.1007/978-3-031-20748-8_22'
apa: 'Ridgway, J., Campos, P., & Biehler, R. (2022). Data Science, Statistics,
and Civic Statistics: Education for a Fast Changing World. In Statistics for
Empowerment and Social Engagement. Springer International Publishing. https://doi.org/10.1007/978-3-031-20748-8_22'
bibtex: '@inbook{Ridgway_Campos_Biehler_2022, place={Cham}, title={Data Science,
Statistics, and Civic Statistics: Education for a Fast Changing World}, DOI={10.1007/978-3-031-20748-8_22},
booktitle={Statistics for Empowerment and Social Engagement}, publisher={Springer
International Publishing}, author={Ridgway, Jim and Campos, Pedro and Biehler,
Rolf}, year={2022} }'
chicago: 'Ridgway, Jim, Pedro Campos, and Rolf Biehler. “Data Science, Statistics,
and Civic Statistics: Education for a Fast Changing World.” In Statistics for
Empowerment and Social Engagement. Cham: Springer International Publishing,
2022. https://doi.org/10.1007/978-3-031-20748-8_22.'
ieee: 'J. Ridgway, P. Campos, and R. Biehler, “Data Science, Statistics, and Civic
Statistics: Education for a Fast Changing World,” in Statistics for Empowerment
and Social Engagement, Cham: Springer International Publishing, 2022.'
mla: 'Ridgway, Jim, et al. “Data Science, Statistics, and Civic Statistics: Education
for a Fast Changing World.” Statistics for Empowerment and Social Engagement,
Springer International Publishing, 2022, doi:10.1007/978-3-031-20748-8_22.'
short: 'J. Ridgway, P. Campos, R. Biehler, in: Statistics for Empowerment and Social
Engagement, Springer International Publishing, Cham, 2022.'
date_created: 2023-03-30T13:12:59Z
date_updated: 2024-04-18T10:07:16Z
department:
- _id: '363'
doi: 10.1007/978-3-031-20748-8_22
language:
- iso: eng
place: Cham
publication: Statistics for Empowerment and Social Engagement
publication_identifier:
isbn:
- '9783031207471'
- '9783031207488'
publication_status: published
publisher: Springer International Publishing
related_material:
link:
- relation: confirmation
url: https://doi.org/10.1007/978-3-031-20748-8_22
status: public
title: 'Data Science, Statistics, and Civic Statistics: Education for a Fast Changing
World'
type: book_chapter
user_id: '37888'
year: '2022'
...