@article{66677, author = {{Büchter, Theresa and Binder, Karin and Eichler, Andreas}}, journal = {{Der Mathematikunterricht}}, number = {{3}}, pages = {{6--15}}, title = {{{Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele und unterrichtlicher Einsatz}}}, volume = {{73}}, year = {{2026}}, } @article{66694, author = {{Black, Tobias and Winkler, Michael}}, issn = {{2163-2480}}, journal = {{Evolution Equations and Control Theory}}, pages = {{278--308}}, publisher = {{American Institute of Mathematical Sciences (AIMS)}}, title = {{{Global solutions and large time stabilization in a model for thermoacoustics in a standard linear solid}}}, doi = {{10.3934/eect.2026091}}, volume = {{25}}, year = {{2026}}, } @article{66665, abstract = {{Multimode quantum light has promising applications in many areas of physics, such as quantum communications and quantum computing. However, its multimode nature also makes it challenging to measure its properties. Recently [I. Barakat et al., Optica Quantum 3, 36 (2025)], a technique for the simultaneous measurement of squeezing of multiple broadband modes based on a phase-sensitive amplification approach was experimentally implemented using a setup that effectively corresponds to an SU(1,1) interferometer. Here, we aim to provide a complete theoretical analysis of the modal structure of (generally unbalanced) SU(1,1) interferometers and a detailed theoretical formal derivation of the framework for this technique. Utilizing the joint Schmidt decomposition of the transfer functions, we investigate the shape and phase profiles of the modes of the SU(1,1) interferometer and its components [parametric down-conversion (PDC) sections] for different parametric gain regimes. We discover a complicated interplay between the PDC modes and the modes of the entire interferometer, and analyze it by using their overlap coefficients as a similarity measure. Finally, we develop a rigorous processing method for the aforementioned multimode squeezing measurement technique and discuss necessary approximations to make this method experimentally feasible.}}, author = {{Scharwald, Dennis and Sharapova, Polina}}, issn = {{2643-1564}}, journal = {{Physical Review Research}}, number = {{3}}, publisher = {{American Physical Society (APS)}}, title = {{{Characterization of spatial Schmidt modes in high-gain SU(1,1) interferometers}}}, doi = {{10.1103/ph64-ts39}}, volume = {{8}}, year = {{2026}}, } @inproceedings{66711, author = {{Mensendiek, Carolin and Zeipel, Henrik and Preuß, Oliver Ludger and Seiler, Moritz and Sextro, Walter and Trautmann, Heike}}, booktitle = {{Proceedings of the Genetic and Evolutionary Computation Conference Companion}}, isbn = {{9798400724886}}, pages = {{641–644}}, publisher = {{Association for Computing Machinery}}, title = {{{Multi-Objective Pipeline Optimisation and Configuration of Automatic Train Operation Trajectories}}}, doi = {{10.1145/3795101.3805368}}, year = {{2026}}, } @inproceedings{66710, author = {{Löhnert, Bianca and Augsten, Nikolaus and Okulmus, Cem and Ortiz, Magdalena}}, booktitle = {{Proceedings of the 35th International ACM Conference on Knowledge and Information Management (CIKM 2026)}}, title = {{{Rewriting Ontology-Mediated Property Graph Queries into GQL}}}, year = {{2026}}, } @article{66744, author = {{Farheen, Henna and Chen, Yuheng and Chen, Peigang and Maan, Pranshu and Peana, Samuel and Senichev, Alexander and Shalaev, Vladimir M. and Boltasseva, Alexandra and Förstner, Jens and Kildishev, Alexander V.}}, issn = {{1077-260X}}, journal = {{IEEE Journal of Selected Topics in Quantum Electronics}}, keywords = {{tet_topic_opticalantenna}}, pages = {{1--12}}, publisher = {{Institute of Electrical and Electronics Engineers (IEEE)}}, title = {{{Efficient Silicon Nitride Quantum Interconnect for Intrinsic Silicon Nitride Single-Photon Emitters}}}, doi = {{10.1109/jstqe.2026.3722063}}, year = {{2026}}, } @book{66748, author = {{Krauter, Stefan and Froitzheim, Armin}}, isbn = {{978-3-527-72180-1}}, publisher = {{Wiley-VCH, Weinheim}}, title = {{{Photovoltaik Alles-in-einem-Band für Dummies}}}, year = {{2026}}, } @inproceedings{66759, author = {{Biehler, Rolf and Binder, Karin and Haverkamp, Michael and Kempen, Leander}}, booktitle = {{Mathematikabitur „Status Quo–Quo Vadis “: Tagungsband zur Fachtagung zum Mathematikabitur am 11./12. Februar 2025 in Dresden}}, editor = {{Barzel, Bärbel and Schnasse, Saskia and Ebers, Patrick}}, location = {{Dresden}}, pages = {{56–70}}, publisher = {{Universität Duisburg-Essen}}, title = {{{Impulse zur Stochastik in der Oberstufe}}}, year = {{2026}}, } @inbook{66842, abstract = {{AnnoPy ist ein digitales Werkzeug, um kollaborativ Texte zu lesen, zu erschließen und zu analysieren. Es ist für die Präsenzlehre konzipiert und unterstützt Lehrende dabei, den Übergang von der individuellen Auseinandersetzung mit wissenschaftlichen Texten hin zu einer kollaborativ-sozialen Aushandlung des Gelesenen in Lehrveranstaltungen zu organisieren und zu strukturieren. Im Beitrag wird das digitale kollaborative Tool AnnoPy vorgestellt und gezeigt, welche Potenziale sich für die Analyse von Daten über Lernende durch die Integration von KI-basierter Learning Analytics in das Tool ergeben. Anhand von exemplarischen Daten aus einer Vorlesung der Mathematikdidaktik wird zunächst vorgestellt, wie in AnnoPy eine algorithmisch-händische Analyse und Datenauswertung erfolgte, um dann diese Art der Auswertung mit einer KI-gestützten Auswertung, bei der ein MCP-Server eingebunden wurde, zu vergleichen.}}, author = {{Scholle, Oliver and Rezat, Sara and Rezat, Sebastian and Niehus, Dominik}}, booktitle = {{Learning Analytics, Artificial Intelligence und Data Mining in der Hochschulbildung: Beiträge zur Learning AID 2025}}, editor = {{Leschke, Jonas and Queckenberg, Robert and Persike, Malte}}, isbn = {{978-3-8376-8045-4}}, pages = {{171–182}}, publisher = {{transcript}}, title = {{{AnnoPy – Potenziale von KI-basierter Learning Analytics für die Förderung wissenschaftlicher Textkompetenz}}}, doi = {{10.14361/9783839458761}}, year = {{2026}}, } @article{66836, abstract = {{This qualitative case study investigates how automated feedback from a widely accessible digital curriculum resource influences students’ mathematics learning. Drawing on a dialogic feedback framework, the study analyzes students’ feedback processes in an ecologically valid learning context. Grounded in a sociocultural perspective, the framework integrates Carless’ dialogic conceptualization of feedback, Shute’s feedback typology, and Vergnaud’s scheme theory. Eight eighth-graders from a German secondary school worked individually on percentage problems at home, video-recorded via online conferencing. Data included screen recordings and think-aloud protocols, which were analyzed using qualitative text analysis. Results reveal large individual differences in feedback processes—students vary in when and how they access feedback messages and how they make sense of them. Successfully solving a task after feedback does not always indicate understanding; in some cases, feedback aided procedural completion without conceptual insight. The effectiveness depended on the alignment between task design, feedback message content, and students’ actual difficulties. The study concludes that qualitative analysis of feedback processes with digital technologies in ecologically valid settings is necessary to target specific student difficulties and promote learning.}}, author = {{Rezat, Sebastian}}, issn = {{1863-9690}}, journal = {{ZDM – Mathematics Education}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Students’ mathematical feedback processes using a digital curriculum resource: A qualitative perspective}}}, doi = {{10.1007/s11858-026-01821-4}}, year = {{2026}}, } @book{65644, abstract = {{Eine zentrale Herausforderung in der Professionalisierung pädagogischer Fach- und Lehrkräfte besteht in der Relation von eher theoretischen und praktischen Ausbildungsbestandteilen. Beispielsweise fühlen sich angehende Lehrkräfte durch ihr Studium häufig nicht ausreichend auf die beruflichen Anforderungen vorbereitet. Daher wird verstärkt versucht, Curricula von Ausbildungs- und Studiengängen deutlicher an den tatsächlichen professionellen Handlungsanforderungen zu orientieren und auch in frühen Ausbildungsphasen verstärkt Elemente beruflicher Praxis zu integrieren. Dieser Band nimmt die Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften theoretisch-konzeptionell sowie empirisch in den Blick. Zudem werden innovative Lehransätze aufgezeigt, die den Fokus auf eine Stärkung einer solchen Handlungsorientierung legen, z.B. durch simulationsbasierte Lern- und Prüfungsformate. Es handelt sich um den zweiten Band der Reihe Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung, die von der PLAZ – Professional School of Education herausgegeben wird.}}, editor = {{Vogelsang, Christoph and Grotegut, Lea and Bruns, Julia and Riese, Josef and Fechner, Sabine}}, isbn = {{9783818801052}}, publisher = {{Waxmann Verlag GmbH}}, title = {{{Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven}}}, doi = {{10.31244/9783818851057}}, year = {{2026}}, } @inproceedings{66864, abstract = {{When signing digital documents, users often insert scanned or digitized handwritten signatures, which provide no assurance of a document’s authenticity and integrity. Cryptographic signatures offer such guarantees, but are rarely adopted due to persistent usability challenges. This paper explores the potential of digital identity wallets for securely and intuitively signing documents with verified personal data. To this end, we developed IdentitySign, an open-source prototype application, and evaluated it through a user study (N=74). Our results indicate good usability but also reveal potential pitfalls for this and similar wallet-based signature applications, such as unjustified trust in documents with signatures that are cryptographically valid but signed by the wrong signer. We provide guidelines and insights for creating user-centric, secure, and trustworthy digital signage applications using identity wallets.}}, author = {{Last, Yorick}}, booktitle = {{Proceedings of the Twenty-Second Symposium on Usable Privacy and Security}}, location = {{Hannover, Germany}}, title = {{{IdentitySign: Design and User Study of a Prototype Application for Digitally Signing Documents Using an Identity Wallet}}}, year = {{2026}}, } @article{66746, abstract = {{Several recent proposals in integrated photonics concern components that operate on so-called semi-guided waves. Given a dielectric multilayer slab structure, these are wave solutions that propagate along the slab with the functional dependence of ordinary harmonic plane waves, but with modal confinement in the direction perpendicular to the slab plane. While the in-plane unbounded waves are valid as a theoretical construct, practical devices will have to work with laterally confined optical fields. To that end we consider Gaussian superpositions of semi-guided waves, for a range of in-plane propagation angles, here named “semi-guided Gaussian beams.” This paper collects a series of relations that characterize these wave bundles, with emphasis on their divergence. The expressions resemble standard results for optical Gaussian beams, with modifications originating from the 1-D guiding and 1-D bundling. Examples for a high-contrast silicon-on-insulator slab at a typical telecom wavelength are discussed.}}, author = {{Hammer, Manfred and Förstner, Jens}}, issn = {{0740-3224}}, journal = {{Journal of the Optical Society of America B}}, keywords = {{tet_topic_waveguide}}, number = {{9}}, publisher = {{Optica Publishing Group}}, title = {{{Semi-guided Gaussian beams}}}, doi = {{10.1364/josab.606932}}, volume = {{43}}, year = {{2026}}, } @article{32099, author = {{Weich, Tobias and Budde, Julia}}, journal = {{Journal of Functional Analysis}}, number = {{1}}, title = {{{Wave Front Sets of Nilpotent Lie Group Representations}}}, doi = {{ https://doi.org/10.1016/j.jfa.2024.110684}}, volume = {{288}}, year = {{2025}}, } @article{56960, author = {{Black, Tobias}}, issn = {{0893-9659}}, journal = {{Applied Mathematics Letters}}, publisher = {{Elsevier BV}}, title = {{{Absence of dead-core formations in chemotaxis systems with degenerate diffusion}}}, doi = {{10.1016/j.aml.2024.109361}}, volume = {{161}}, year = {{2025}}, } @inbook{57020, abstract = {{AbstractIn this symposium we investigate students’ agency of selecting and using (digital) resources for developing their own learning paths. For that, we first review the literature related to students’ selection and use of resources in mathematics education in different pedagogical settings (presentation 1). Second, we develop insights from the different studies that participate in this symposium (presentation 2–6), at school as well as at university level. Results show that attempts have been made to provide students opportunities to develop agency of their mathematics learning, in particular with the development and provision of numerous digital tools and learning resources at university level and related to innovative pedagogical approaches. At the same time, it is not obvious how these tools and resources help students to develop deeper conceptual understandings. Certainly, students often ‘demand’ more student-centered and autonomous education approaches (e.g., at university level), also in mathematics education. Further, it seems that authentic problem-based education approaches are more motivating for students. These ‘innovative’ approaches necessitate particular types of structure and support for students. Moreover, they require different ways of providing resources that students can and want to interact with, and that help students to navigate through the curriculum to develop their own learning paths. At the same time, teachers also need support on how to orchestrate student learning with the available resources in such environments, so to be able to attend to students’ individual needs. The symposium comprised altogether six presentations:Birgit Pepin & Sebastian Rezat: Students’ agency of selecting and using (digital) resources for developing their own learning paths: An overviewAnnalisa Cusi & Agnese I. Telloni: Learning through digital curriculum resource design: students’ reflections on their role as designersVilma Mesa, Lelia Burley-Sanford, Xinyi Hao, & Carlos Quiroz: Interactive features in university textbooks and their use by teachers and studentsSebastian Rezat: Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking toolBirgit Pepin & Ulises Salinas: Challenge/problem-based mathematics learning at university level: The case of the modeling weekFarzad Radmehr: Problem-posing: An inclusive activity for improving teaching and learning of mathematics at university level}}, author = {{Pepin, Birgit and Rezat, Sebastian}}, booktitle = {{Recent Advances in Mathematics Textbook Research and Development}}, editor = {{Qi, Chunxia and Fan, Lianghuo and Liu, Jian and Liu, Qimeng and Dong, Lianchun}}, isbn = {{9789819784257}}, pages = {{123–126}}, publisher = {{Springer Nature}}, title = {{{Symposium—Towards innovative practices in mathematics education: Teachers’ and students’ choice and use of digital resources}}}, doi = {{10.1007/978-981-97-8426-4_17}}, year = {{2025}}, } @inbook{57022, abstract = {{AbstractEven in the digital age, learning mathematics at an academic level still requires much interaction with mathematical texts. Understanding and developing disciplinary literacy skills at all levels is an increasing matter of interest.}}, author = {{Rezat, Sebastian}}, booktitle = {{Recent Advances in Mathematics Textbook Research and Development}}, editor = {{Qi, Chunxia and Fan, Lianghuo and Liu, Jian and Liu, Qimeng and Dong, Lianchun}}, isbn = {{9789819784257}}, pages = {{133–136}}, publisher = {{Springer Nature}}, title = {{{Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool}}}, doi = {{10.1007/978-981-97-8426-4_20}}, year = {{2025}}, } @inproceedings{58227, author = {{Brockmeier, Jan and Kruse, Stephan and Scheytt, J. Christoph}}, booktitle = {{German Microwave Conference 2025}}, location = {{Dresden}}, title = {{{A Mach-Zehnder-Modulator based FMCW Lidar Emulator in C-Band}}}, year = {{2025}}, } @article{58353, abstract = {{Abstract Statistics and machine learning are critical because they play an essential role in our everyday lives and the careers we may pursue in the future. It may be beneficial to introduce machine learning, such as decision trees (DTs), at an early stage of education. The data-based construction of DTs is an example of a machine learning process, which can be addressed in mathematics or statistics teaching because of relatively low prior knowledge requirements. This paper focuses on investigating how sixth-grade students create and evaluate data-based DTs. The basis is a teaching unit that aims to lay the foundation for machine learning and enhance students’ understanding of the process. We investigate students’ processes in detail while they build DTs with data cards about food items to predict whether a new item is recommendable. After the teaching unit, an interview study examines students’ strategies for creating decision trees. The findings contribute to understanding students’ learning processes and the challenges when working with decision trees.}}, author = {{Podworny, Susanne and Biehler, Rolf and Fleischer, Yannik}}, issn = {{1863-9690}}, journal = {{ZDM – Mathematics Education}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Young students’ engagement with data to create decision trees}}}, doi = {{10.1007/s11858-024-01649-w}}, year = {{2025}}, } @article{54450, abstract = {{In the last decade, there has been increasing interest in allowing users to understand how the predictions of machine-learned models come about, thus increasing transparency and empowering users to understand and potentially contest those decisions.Dialogue-based approaches, in contrast to traditional one-shot eXplainable Artificial Intelligence (XAI) methods, facilitate interactive, in-depth exploration through multi-turn dialogues, simulating expert conversations. This paper reviews the current state of dialogue-based XAI, presenting a systematic review of 1,339 publications, narrowed down to 14 based on inclusion criteria. We explore theoretical foundations of the systems, propose key dimensions along which different solutions to dialogue-based XAI differ, and identify key use cases, target audiences, system components, and the types of supported queries and responses. Furthermore, we investigate the current paradigms by which systems are evaluated and highlight their key limitations. Key findings include identifying the main use cases, objectives, and audiences targeted by dialogue-based XAI methods, and summarize the main types of questions and information needs. Beyond discussing avenues for future work, we present a meta-architecture for these systems from existing literature and outlined prevalent theoretical frameworks.}}, author = {{Mindlin, Dimitry and Beer, Fabian and Sieger, Leonie Nora and Heindorf, Stefan and Cimiano, Philipp and Esposito, Elena and Ngonga Ngomo, Axel-Cyrille}}, journal = {{Artificial Intelligence Review}}, number = {{3}}, publisher = {{Springer}}, title = {{{Beyond One-Shot Explanations: A Systematic Literature Review of Dialogue-Based XAI Approaches}}}, doi = {{10.1007/s10462-024-11007-7}}, volume = {{58}}, year = {{2025}}, }