@article{52806,
  author       = {{Gilbert, H. and Schürmann, M. and Liebendörfer, M. and Lawson, D. and Hodds, M.}},
  issn         = {{0020-739X}},
  journal      = {{International Journal of Mathematical Education in Science and Technology}},
  keywords     = {{Applied Mathematics, Education, Mathematics (miscellaneous)}},
  pages        = {{1--26}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland}}},
  doi          = {{10.1080/0020739x.2023.2184282}},
  year         = {{2023}},
}

@inbook{52811,
  author       = {{Biehler, Rolf and Guntermann, Dominik and Liebendörfer, Michael and Krämer, Sandra and Schlüter, Sarah}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
  editor       = {{Goethe-Universität Frankfur, IDMI-Primar}},
  isbn         = {{978-3-95987-208-9}},
  pages        = {{407–410}},
  publisher    = {{WTM}},
  title        = {{{Fachdidaktisches Design von Begründungsvideos im Projekt studiVEMINTvideos}}},
  doi          = {{10.37626/GA9783959872089.0}},
  volume       = {{1}},
  year         = {{2023}},
}

@inbook{52810,
  author       = {{Göller, Robin and Gildehaus, Lara and Liebendörfer, Michael and Besser, Michael}},
  booktitle    = {{Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2021. Beiträge zum gleichnamigen Online-Symposium am 12 November 2021 aus Bochum}},
  editor       = {{Härterich, Jörg and Kallweit, Michael and Rolka, Katrin and Skill, Thomas}},
  isbn         = {{978-3-95987-264-5}},
  pages        = {{66–80}},
  publisher    = {{WTM}},
  title        = {{{Erfassung und Vergleich (mathematischer) Eingangsvoraussetzungen angehender Studierender verschiedener mathematikhaltiger Studiengänge}}},
  year         = {{2023}},
}

@inbook{52809,
  author       = {{Kempen, Leander and Liebendörfer, Michael}},
  booktitle    = {{Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2021. Beiträge zum gleichnamigen Online-Symposium am 12 November 2021 aus Bochum}},
  editor       = {{Härterich, Jörg and Kallweit, Michael and Rolka, Katrin and Skill, Thomas}},
  isbn         = {{978-3-95987-264-5}},
  pages        = {{91–106}},
  publisher    = {{WTM}},
  title        = {{{Zu digital - zu viel - zu schwer? Qualitative Einsichten in das Erleben und Handeln von Erstsemester-Studierenden der Mathematik während der Corona-Pandemie}}},
  year         = {{2023}},
}

@inbook{52813,
  author       = {{Schlüter, Sarah and Liebendörfer, Michael}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
  editor       = {{Goethe-Universität Frankfur, IDMI-Primar}},
  isbn         = {{978-3-95987-208-9}},
  pages        = {{1177–1180}},
  publisher    = {{WTM}},
  title        = {{{Bearbeitungsmuster von Studierenden im Umgang mit formalen Definitionen im Kontext konstanter Folgen}}},
  doi          = {{10.37626/GA9783959872089.0}},
  volume       = {{2}},
  year         = {{2023}},
}

@inbook{52812,
  author       = {{Krämer, Sandra and Liebendörfer, Michael}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
  editor       = {{Goethe-Universität Frankfur, IDMI-Primar}},
  isbn         = {{978-3-95987-208-9}},
  pages        = {{949–952}},
  publisher    = {{WTM}},
  title        = {{{Förderung prozeduraler Flexibilität durch Lernvideos mit interaktiven Aufgaben}}},
  doi          = {{10.37626/GA9783959872089.0}},
  volume       = {{2}},
  year         = {{2023}},
}

@article{52807,
  abstract     = {{Many preservice mathematics teachers lose their motivation during their first year at university. This phenomenon has been repeatedly described in recent years but is not yet fully under­stood. Since motivation may relate to different objects such as mathematics or teaching, we aim to qualitatively reconstruct different facets of the central motivational constructs of Situated-Expectancy-Value theory (intrinsic value, attainment value, utility value, cost, and expectancy of success) for preservice mathematics teachers. The analysis of longitudinal group interviews of 14 pre­service higher-secondary mathematic teachers from a German university revealed different objects of motivation (e.g., teaching mathematics, scientific mathematics, procedural mathematics, or proof-based mathematics) in preservice teachers' values and expectancy of success. Furthermore, relations between those values and expectancy of success were identified that played a significant role in preservice teachers’ motivational development over their first semester (e.g., relations of attain­ment value for scientific mathematics and psychological cost). Theoretical and practical implications towards a teaching-specific conceptualization of expectancy of success and values and value interventions are being discussed.}},
  title        = {{{Preservice teachers’ mathematics-related values and expectancy in the transition from school to university}}},
  doi          = {{10.48489/QUADRANTE.31191}},
  year         = {{2023}},
}

@inbook{35669,
  author       = {{Biehler, Rolf and Liebendörfer, Michael and Gueudet, Ghislaine and Rasmussen, Chris and Winsløw, Carl}},
  booktitle    = {{Practice-Oriented Research in Tertiary Mathematics Education}},
  isbn         = {{9783031141744}},
  issn         = {{1869-4918}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Practice-Oriented Research in Tertiary Mathematics Education – An Introduction}}},
  doi          = {{10.1007/978-3-031-14175-1_1}},
  year         = {{2023}},
}

@inbook{35681,
  author       = {{Liebendörfer, Michael and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Schürmann, Mirko and Biehler, Rolf and Schaper, Niclas}},
  booktitle    = {{Practice-Oriented Research in Tertiary Mathematics Education}},
  isbn         = {{9783031141744}},
  issn         = {{1869-4918}},
  pages        = {{91--117}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Framing Goals of Mathematics Support Measures}}},
  doi          = {{10.1007/978-3-031-14175-1_5}},
  year         = {{2023}},
}

@book{46157,
  editor       = {{Biehler, Rolf and Liebendörfer, Michael and Gueudet, Ghislaine and Rasmussen, Chris and Winsløw, Carl}},
  isbn         = {{9783031141744}},
  issn         = {{1869-4918}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Practice-Oriented Research in Tertiary Mathematics Education}}},
  doi          = {{10.1007/978-3-031-14175-1}},
  year         = {{2023}},
}

@article{43504,
  author       = {{Biehler, Rolf and Liebendörfer, Michael and Schmitz, A.}},
  journal      = {{Mitteilungen der Gesellschaft für Didaktik der Mathematik}},
  pages        = {{8--12}},
  title        = {{{Lernvideos und ihre Erstellung - Das Projekt studiVEMINTvideos}}},
  volume       = {{114}},
  year         = {{2023}},
}

@inbook{58101,
  author       = {{Biehler, Rolf and Guntermann, Dominik and Liebendörfer, Michael and Krämer, Sandra and Schlüter, Sarah}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2022. 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Fachdidaktisches Design von Begründungsvideos im Projekt studiVEMINTvideos}}},
  year         = {{2023}},
}

@article{35685,
  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}},
  issn         = {{0020-739X}},
  journal      = {{International Journal of Mathematical Education in Science and Technology}},
  keywords     = {{Applied Mathematics, Education, Mathematics (miscellaneous)}},
  number       = {{5}},
  pages        = {{1133--1152}},
  publisher    = {{Informa UK Limited}},
  title        = {{{The role of learning strategies for performance in mathematics courses for engineers}}},
  doi          = {{10.1080/0020739x.2021.2023772}},
  volume       = {{53}},
  year         = {{2022}},
}

@book{42650,
  editor       = {{Hochmuth, Reinhard and Biehler, Rolf and Liebendörfer, Michael and Schaper, Niclas}},
  isbn         = {{9783662648322}},
  issn         = {{2197-8751}},
  publisher    = {{Springer}},
  title        = {{{Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse}}},
  doi          = {{10.1007/978-3-662-64833-9}},
  year         = {{2022}},
}

@misc{35698,
  author       = {{Schürmann, Mirko and Büdenbender-Kuklinski, C. and Lankeit, Elisa and Liebendörfer, Michael and Hochmuth, R. and Biehler, Rolf and Schaper, N.}},
  publisher    = {{LibreCat University}},
  title        = {{{Dokumentation der Erhebungsinstrumente des Projekts WiGeMath}}},
  doi          = {{10.17170/KOBRA-202205176188}},
  year         = {{2022}},
}

@inbook{42651,
  author       = {{Hochmuth, Reinhard and Biehler, Rolf and Schaper, Niclas and Liebendörfer, Michael and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Ruge, Johanna and Schürmann, Mirko}},
  booktitle    = {{Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse}},
  editor       = {{Reinhard, Hochmuth and Biehler, Rolf and Liebendörfer, Michael and Schaper, Niclas}},
  isbn         = {{9783662648322}},
  issn         = {{2197-8751}},
  pages        = {{3--31}},
  publisher    = {{Springer}},
  title        = {{{Einführung in das WiGeMath-Projekt: Wirkung und Gelingensbedingungen von Unterstützungsmaßnahmen für mathematikbezogenes Lernen in der Studieneingangsphase}}},
  doi          = {{10.1007/978-3-662-64833-9_1}},
  year         = {{2022}},
}

@inbook{42654,
  author       = {{Liebendörfer, Michael and Hochmuth, Reinhard and Biehler, Rolf and Schaper, Niclas and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Ruge, Johanna and Schürmann, Mirko}},
  booktitle    = {{Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse}},
  editor       = {{Hochmuth, Reinhard and Biehler, Rolf and Liebendörfer, Michael and Schaper, Niclas}},
  isbn         = {{9783662648322}},
  issn         = {{2197-8751}},
  pages        = {{33--65}},
  publisher    = {{Springer}},
  title        = {{{Ein Rahmenmodell für hochschuldidaktische Maßnahmen in der Mathematik}}},
  doi          = {{10.1007/978-3-662-64833-9_2}},
  year         = {{2022}},
}

@inbook{42655,
  author       = {{Schürmann, Mirko and Liebendörfer, Michael and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Ruge, Johanna and Schaper, Niclas and Biehler, Rolf and Hochmuth, Reinhard}},
  booktitle    = {{Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse}},
  editor       = {{Hochmuth, Reinhard and Biehler, Rolf and Liebendörfer, Michael and Schaper, Niclas}},
  isbn         = {{9783662648322}},
  issn         = {{2197-8751}},
  pages        = {{67--113}},
  publisher    = {{Springer}},
  title        = {{{Evaluation von Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen}}},
  doi          = {{10.1007/978-3-662-64833-9_3}},
  year         = {{2022}},
}

@inproceedings{39062,
  author       = {{Liebendörfer, Michael and Profeta, Angelo and Krämer, Sandra and Schlüter, Sarah and Becher, Silvia and Biehler, Rolf and Mai, Tobias and Schmitz, Angela}},
  location     = {{Bozen-Bolzano, Italy}},
  title        = {{{Enriching videos with interactive questions to enhance students’ cognitive activity: concept and implementation}}},
  year         = {{2022}},
}

@article{35702,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Mathematics Learning Support Centres are becoming more and more common in higher education both internationally and in Germany. Whereas it is clear that their quality largely depends on a functioning interaction in consultations, little is known about how such consultations proceed in detail. On the basis of models from the literature and recorded support sessions (N = 36), we constructed a process model that divides consultations into four ideal–typical phases. In the individual consultations, forward or backward leaps occur, but overall the model seems to describe the data well. A high intercoder reliability shows that it can be applied consistently on real data by different researchers. An analysis of the consultations between students and tutors shows that both mainly work on past attempts or thoughts of the students to solve the exercise or problems and on concrete strategies to solve a problem within the session. In contrast, very little time is dedicated to summarizing and reflecting the solution. The data allows for a more in-depth discussion of what constitutes quality in advising processes and how it might be further explored. Practically, the model may structure support sessions and help in focussing on different goals in different phases.</jats:p>}},
  author       = {{Schürmann, Mirko and Panse, Anja and Shaikh, Zain and Biehler, Rolf and Schaper, Niclas and Liebendörfer, Michael and Hilgert, Joachim}},
  issn         = {{2198-9745}},
  journal      = {{International Journal of Research in Undergraduate Mathematics Education}},
  keywords     = {{Education, Mathematics (miscellaneous)}},
  number       = {{1}},
  pages        = {{94--120}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Consultation Phases in Mathematics Learning and Support Centres}}},
  doi          = {{10.1007/s40753-021-00154-9}},
  volume       = {{8}},
  year         = {{2021}},
}