@article{34629,
  author       = {{Hesse, Kerstin and Sloan, Ian H. and Womersley, Robert S.}},
  issn         = {{0377-0427}},
  journal      = {{Journal of Computational and Applied Mathematics}},
  keywords     = {{Applied Mathematics, Computational Mathematics}},
  publisher    = {{Elsevier BV}},
  title        = {{{Local RBF-based penalized least-squares approximation on the sphere with noisy scattered data}}},
  doi          = {{10.1016/j.cam.2020.113061}},
  volume       = {{382}},
  year         = {{2021}},
}

@techreport{53290,
  abstract     = {{In this report, we consider a semiconductor nanostructure in an optical cavity that is coupled to quantum light. We describe the semiconductor nanostructure with a parabolic band structure in a 1D k-space, while we assume a single-mode quantum field. The 1D<br> system is chosen for simplicity in both the analytical and the numerical treatment and paves the way for the description of 2D structures in the future. Therefore, instead of using parameters which are realistic for 1D systems, we rather use parameters which qualitatively correspond to 2D GaAs structures.}},
  author       = {{Rose, H. and Vasil'ev, A.N. and Tikhonova, O.V. and Meier, Torsten and Sharapova, Polina R.}},
  publisher    = {{LibreCat University}},
  title        = {{{Excitation of an electronic band structure by a single-photon Fock state}}},
  doi          = {{10.5281/ZENODO.5774985}},
  year         = {{2021}},
}

@article{53268,
  author       = {{Soleymani, Mohammad and Santamaria, Ignacio and Schreier, Peter J.}},
  issn         = {{2169-3536}},
  journal      = {{IEEE Access}},
  keywords     = {{General Engineering, General Materials Science, General Computer Science}},
  pages        = {{96948--96963}},
  publisher    = {{Institute of Electrical and Electronics Engineers (IEEE)}},
  title        = {{{Distributed Algorithms for Spectral and Energy-Efficiency Maximization of <i>K</i>-User Interference Channels}}},
  doi          = {{10.1109/access.2021.3094976}},
  volume       = {{9}},
  year         = {{2021}},
}

@techreport{17514,
  abstract     = {{This paper introduces an index that captures the complexity of countries’ corporate income tax systems faced by multinational corporations. It is based on surveys of highly experienced tax consultants of the largest international tax services networks. The index, called the Tax Complexity Index (TCI), is composed of a tax code subindex covering tax regulations and a tax framework subindex covering tax processes and features. For a sample of 100 countries for the year 2016, we find that the level of tax complexity varies considerably across countries, while tax code and framework complexity also vary within countries. From a global perspective, tax complexity is strongly driven by the complexity of both transfer pricing regulations in the tax code and tax audits in the tax framework. When analyzing the associations with other country characteristics, we identify different correlation patterns. For example, tax framework complexity is negatively associated with countries’ governance, suggesting that strongly governed countries tend to have less complex tax frameworks, while tax code complexity is positively associated with the statutory tax rate, indicating that high-tax countries tend to have more complex tax codes. However, none of the observed associa-tions are very strong. We conclude that tax complexity represents a distinct country charac-teristic and propose the use of our TCI and its subindices in future research.}},
  author       = {{Hoppe, Thomas and Schanz, Debora and Sturm, Susann and Sureth-Sloane, Caren}},
  title        = {{{The Tax Complexity Index – A Survey-Based Country Measure of Tax Code and Framework Complexity}}},
  doi          = {{10.2139/ssrn.3469663}},
  year         = {{2021}},
}

@article{32006,
  author       = {{Guillarmou, Colin and Küster, Benjamin}},
  issn         = {{1424-0637}},
  journal      = {{Annales Henri Poincaré}},
  keywords     = {{Mathematical Physics, Nuclear and High Energy Physics, Statistical and Nonlinear Physics}},
  number       = {{11}},
  pages        = {{3565--3617}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Spectral Theory of the Frame Flow on Hyperbolic 3-Manifolds}}},
  doi          = {{10.1007/s00023-021-01068-7}},
  volume       = {{22}},
  year         = {{2021}},
}

@inproceedings{46194,
  author       = {{Kenter, Tobias and Shambhu, Adesh and Faghih-Naini, Sara and Aizinger, Vadym}},
  booktitle    = {{Proceedings of the Platform for Advanced Scientific Computing Conference (PASC)}},
  publisher    = {{ACM}},
  title        = {{{Algorithm-hardware co-design of a discontinuous Galerkin shallow-water model for a dataflow architecture on FPGA}}},
  doi          = {{10.1145/3468267.3470617}},
  year         = {{2021}},
}

@techreport{29313,
  abstract     = {{Employing a unique sample of 2,849 tariff imposition announcements by and against the United States (U.S.) over the period from 2018 to 2019, this study analyzes the impact of recent tariff announcements on share prices from 859 U.S. companies. We provide evidence for negative (cumulative) average abnormal stock returns due to tariff announcements during a symmetric three-day event window. We suggest that stock market investors expect adverse impacts of tariff impositions, e.g. a decrease in the companies’ future cash flows and a threat of retaliation. The negative wealth effects are observed irrespective of whether the Trump administration announces safeguard tariffs to protect domestic firms or a retaliation is declared by foreign countries. Moreover, building several subsamples, we find that the adverse impact is mostly driven by announcements involving China and is associated with a variety of sector, tariff, trade and firm characteristics. }},
  author       = {{Wengerek, Sascha Tobias and Uhde, André}},
  keywords     = {{event study, international relations, protectionism, strategic trade policy, tariffs, trade conflict}},
  title        = {{{Share Price Reactions to Tariff Imposition Announcements in the Trump Era – an Event Study of the Trade Conflict}}},
  year         = {{2021}},
}

@techreport{29315,
  abstract     = {{We merge a sample of 492 merger and acquisition (M&A) announcements from 284 acquiring firms across North America and Europe with data from 5-year single-name credit default swaps (CDSs) that are written on stock-listed acquiring firms between 2005 and 2018. Subsequently, we empirically analyze the CDS investors’ risk perception of M&A announcements using event study methodologies. As a baseline finding, we provide evidence for significantly positive cumulative average abnormal CDS spread changes suggesting that CDS investors perceive an increase in the acquiring firms’ credit risk exposures due to M&A announcements. Our baseline finding holds under several robustness checks, especially when controlling for the robustness of the empirical design as well as regional and sectoral differences. Moreover, results from a large variety of sensitivity analyses including deal and firm characteristics provide a deeper insight into the driving factors of CDS investors’ risk perceptions of M&A announcements.}},
  author       = {{Hippert, Benjamin and Uhde, André}},
  title        = {{{CDS investors’ risk perceptions of M&A announcements}}},
  year         = {{2021}},
}

@techreport{29316,
  abstract     = {{Employing a unique and hand-collected dataset of securitization transactions by European banks, this paper analyzes the relationship between true sale loan securitization and the issuing banks’ non-performing loans to total assets ratios (NPLRs). We provide evidence for an NPLR-reducing effect during the boom phase of securitizations suggesting that banks (partly) securitized NPLs as the most risky junior tranche. In contrast, we find the reverse effect during the crises period indicating that issuing banks demonstrated `skin in the game'. A variety of sensitivity analyses provides further important implications for the vital debate on reducing NPL exposures and regulating securitization markets.}},
  author       = {{Hippert, Benjamin and Uhde, André and Wengerek, Sascha Tobias}},
  keywords     = {{European Banking, Non-performing Loans, Risk Allocation, Securitization}},
  title        = {{{Risk allocation through securitization - Evidence from non-performing loans}}},
  year         = {{2021}},
}

@article{53363,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>In this survey paper we aim to provide an overview of research on mathematics textbooks and, more broadly, curriculum resources as instruments for change related to mathematical content, instructional goals and practices, and student learning of mathematics. In particular, we elaborate on the following themes: (1) The role of curriculum resources as instruments for change from a theoretical perspective; (2) The design of curriculum resources to mediate the implementation of reform ideas and innovative practice; (3) Teachers’ influence on the implementation of change through curriculum resources; (4) Students’ influence on the implementation of change through curriculum resources; and (5) Evidence of curriculum resources yielding changes in student-related factors or variables. We claim that, whilst textbooks and curriculum resources are influential, they alone cannot change teachers’ teaching nor students’ learning practices in times of curricular change. Moreover, more knowledge is needed about features of curriculum resources that support the implementation of change. We contend that curriculum innovations are likely to be successful, if teachers and students are supported to co- and re-design the relevant curriculum trajectories and materials in line with the reform efforts and their own individual needs.</jats:p>}},
  author       = {{Rezat, Sebastian and Fan, Lianghuo and Pepin, Birgit}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{6}},
  pages        = {{1189--1206}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Mathematics textbooks and curriculum resources as instruments for change}}},
  doi          = {{10.1007/s11858-021-01309-3}},
  volume       = {{53}},
  year         = {{2021}},
}

@inbook{34161,
  author       = {{Rezat, Sebastian and Schacht, Florian and Häsel-Weide, Uta}},
  booktitle    = {{Mathematics Education in the Digital Age. Learning, Practice and Theory}},
  editor       = {{Clark-Wilson, A. and Donevska-Todorova, A. and Faggiano, E. and Trgalová , J. and Weigang, H.-G.}},
  pages        = {{168--184}},
  publisher    = {{Routledge}},
  title        = {{{Challenges of making sense of tasks and automated feedback in digital mathematics textbooks}}},
  doi          = {{10.4324/9781003137580}},
  year         = {{2021}},
}

@article{44683,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>One of the most prevalent features of digital mathematics textbooks, compared to traditional ones, is the provision of automated feedback on students’ solutions. Since feedback is regarded as an important factor that influences learning, this is often seen as an affordance of digital mathematics textbooks. While there is a large body of mainly quantitative research on the effectiveness of feedback in general, very little is known about how feedback actually affects students’ individual content specific learning processes and conceptual development. A theoretical framework based on Rabardel’s theory of the instrument and Vergnaud’s theory of conceptual fields is developed to study qualitatively how feedback actually functions in the learning process. This framework was applied in a case study of two elementary school students’ learning processes when working on a probability task from a German 3rd grade digital textbook. The analysis allowed detailed reconstruction of how students made sense of the information provided by the feedback and adjusted their behavior accordingly. This in-depth analysis unveiled that feedback does not necessarily foster conceptual development in the desired way, and a correct solution does not always coincide with conceptual understanding. The results point to some obstacles that students face when working individually on tasks from digital mathematics textbooks with automated feedback, and indicate that feedback needs to be developed in design-based research cycles in order to yield the desired effects.</jats:p>}},
  author       = {{Rezat, Sebastian}},
  issn         = {{1863-9690}},
  journal      = {{ZDM Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{6}},
  pages        = {{1433--1445}},
  publisher    = {{Springer}},
  title        = {{{How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies}}},
  doi          = {{10.1007/s11858-021-01263-0}},
  volume       = {{53}},
  year         = {{2021}},
}

@inbook{35757,
  author       = {{Hochmuth, Reinhard and Biehler, Rolf and Blum, Werner and Achmetli, Kay and Rode, Jana and Krawitz, Janina and Schukajlow, Stanislaw and Bender, Peter and Haase, Jürgen}},
  booktitle    = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  isbn         = {{9783662628539}},
  issn         = {{2197-8751}},
  pages        = {{611--644}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Fachwissen zur Arithmetik bei Grundschullehramtsstudierenden – Entwicklung im ersten Semester und Veränderungen durch eine Lehrinnovation}}},
  doi          = {{10.1007/978-3-662-62854-6_24}},
  year         = {{2021}},
}

@inbook{35746,
  author       = {{Fleischmann, Yael and Biehler, Rolf and Gold, Alexander and Mai, Tobias}},
  booktitle    = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  isbn         = {{9783662628539}},
  issn         = {{2197-8751}},
  pages        = {{321--363}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Integration digitaler Lernmaterialien in die Präsenzlehre am Beispiel des Mathematikvorkurses für Ingenieure an der Universität Paderborn}}},
  doi          = {{10.1007/978-3-662-62854-6_15}},
  year         = {{2021}},
}

@inbook{35755,
  author       = {{Gold, Alexander and Fleischmann, Yael and Mai, Tobias and Biehler, Rolf and Kempen, Leander}},
  booktitle    = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  isbn         = {{9783662628539}},
  issn         = {{2197-8751}},
  pages        = {{365--397}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Die Online-Lernmaterialien im Online-Mathematikvorkurs studiVEMINT: Konzeption und Ergebnisse von Nutzer- und Evaluationsstudien}}},
  doi          = {{10.1007/978-3-662-62854-6_16}},
  year         = {{2021}},
}

@inbook{35730,
  author       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  booktitle    = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  isbn         = {{9783662628539}},
  issn         = {{2197-8751}},
  pages        = {{1--6}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Einführung: Lehrinnovationen in der Hochschulmathematik – praxisrelevant – didaktisch fundiert – forschungsbasiert}}},
  doi          = {{10.1007/978-3-662-62854-6_1}},
  year         = {{2021}},
}

@inbook{35720,
  author       = {{Biehler, Rolf}},
  booktitle    = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  pages        = {{285–290}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Mathematikvorkurse als Brücke in das Studium–Einführung}}},
  doi          = {{10.1007/978-3-662-62854-6_13}},
  year         = {{2021}},
}

@book{35734,
  editor       = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}},
  isbn         = {{9783662628539}},
  issn         = {{2197-8751}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Lehrinnovationen in der Hochschulmathematik}}},
  doi          = {{10.1007/978-3-662-62854-6}},
  year         = {{2021}},
}

@article{35744,
  author       = {{Biehler, Rolf and Weigand, Hans-Georg}},
  journal      = {{mathematik lehren}},
  number       = {{228}},
  pages        = {{2–5}},
  publisher    = {{Friedrich Verlag}},
  title        = {{{3D-Geometrie–virtuell und real}}},
  volume       = {{2021}},
  year         = {{2021}},
}

@article{35778,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>The aim of the special issue is to bring together important current international research on innovative teaching and learning practices in mathematics in engineering education, and to develop deeper understandings of the characteristics of current teaching and learning practices that can inform the design and implementation of future innovative practice. The focus of this review paper is to provide a state-of-the-art overview of this emerging field at the cross-roads between mathematics and engineering education, in addition to introducing the papers of this special issue. To guide this paper, we posed three review questions: (1) How can current (teaching/learning/study) practices of mathematics in engineering education be characterized with a view towards innovation?; (2) What are the ‘resources’ (cognitive, material, digital, social) used, and what are those that appear also well suited for innovative courses?; (3) What are promising innovative practices in mathematics in engineering education, and what are the implications for curriculum reform? Looking back across the studies we summarized in the review, we conclude that they are lagging behind the more fundamental changes that are happening in engineering education, whilst addressing selected aspects of innovative changes within the current system of engineering education. At the same time, the nine papers of this special issue contribute new perspectives for innovative practices in mathematics in engineering education, for a better understanding of current practices and for future research.</jats:p>}},
  author       = {{Pepin, Birgit and Biehler, Rolf and Gueudet, Ghislaine}},
  issn         = {{2198-9745}},
  journal      = {{International Journal of Research in Undergraduate Mathematics Education}},
  keywords     = {{Education, Mathematics (miscellaneous)}},
  number       = {{2}},
  pages        = {{163--188}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices}}},
  doi          = {{10.1007/s40753-021-00139-8}},
  volume       = {{7}},
  year         = {{2021}},
}