@article{65631,
  abstract     = {{<jats:title>Abstract</jats:title>
                  <jats:p>
                    Mathematics textbooks used to be the key resource for students’ self-regulated learning of mathematics. Primarily due to the digitalization of society, students have potentially greater access to a wider range of resources such as internet search engines, learning platforms, educational videos, and Generative AI. This study investigates the role of the mathematics textbook in comparison to other resources within students’ self-regulated learning practices. Data were collected via a survey of 1101 German secondary students, representing three school types (
                    <jats:italic>Gymnasium</jats:italic>
                    ,
                    <jats:italic>Gesamtschule</jats:italic>
                    ,
                    <jats:italic>Realschule</jats:italic>
                    ) and three grade levels (6, 9, and upper secondary). The questionnaire assessed the frequency of resource use in and outside class, reasons and purposes of use, and resource-based strategies when facing learning challenges outside class. Results show that the printed mathematics textbook is the most frequently used resource both in class and outside class. The textbook remains the most relevant resource for key purposes, such as an aid for doing homework and preparing for tests and exams. However, its dominance diminishes with age: in upper secondary school, students increasingly rely on self-created notes, and online resources. Correlation analyses reveal moderate to strong links between in-class and out-of-class use, suggesting an association between resource use and classroom culture. The findings underscore the textbook’s enduring centrality as a foundational, trusted resource within a dynamic and increasingly diverse learning environment. This study calls for pedagogical approaches that integrate textbooks more intentionally within broader resource systems, supporting students’ agency and strategic resource selection in an era of digital abundance.
                  </jats:p>}},
  author       = {{Stallmeister, Lea and Rezat, Sebastian}},
  issn         = {{0013-1954}},
  journal      = {{Educational Studies in Mathematics}},
  keywords     = {{mathematics, textbooks, userstudy, resources, digital resources, students, secondary eduction}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{The role of the mathematics textbook in times of resource diversity}}},
  doi          = {{10.1007/s10649-026-10511-7}},
  year         = {{2026}},
}

@article{60196,
  abstract     = {{This paper examines the governance and quality control of digital curriculum resources (DCR) for K-12 mathematics education in Germany. It focuses on approval processes and criteria set by the 16 federal states, arguing that these have the potential to influence the development of DCR. Using qualitative content analysis, the study explores three research questions: which DCR require official approval, the criteria applied for approval, and the extent to which these criteria are mathematics-specific. Findings indicate that 10 federal states maintain official approval systems, covering digital equivalents of printed textbooks and selected supplemental materials. However, most DCR fall outside these regulated processes, leaving their evaluation largely to individual schools and teachers. The study identifies 17 categories of quality criteria, but reveals a lack of detailed, mathematics-specific requirements. Instead, many criteria are broad references to didactical principles and educational goals, leaving the interpretation and application of these quality standards open-ended. Subject-specific criteria are included but remain limited in specificity. The study underscores the need for research-informed, mathematics-specific quality standards to guide DCR development and approval, emphasizing their importance amidst challenges like artificial intelligence. Policymakers are urged to adopt clearer criteria to ensure high-quality DCR to be used in schools.}},
  author       = {{Rezat, Sebastian}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  keywords     = {{governance, digital curriculum resources, digital textbooks, digital curriculum materials, quality}},
  pages        = {{ 891–904}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{The quality of digital curriculum resources for mathematics in German educational policy}}},
  doi          = {{10.1007/s11858-025-01708-w}},
  volume       = {{57}},
  year         = {{2025}},
}

@inproceedings{55191,
  author       = {{Rezat, Sebastian and Visnovska, Jana and Yan, Guorui and Leshota, Moneoang and Sabra, Hussein}},
  booktitle    = {{Proceedings of the 14th International Congress on Mathematical Education}},
  keywords     = {{Mathematics, Mathematik, Textbook, Curriculum Resources, Schulbuch}},
  pages        = {{537–545}},
  publisher    = {{World Scientific}},
  title        = {{{Topic Study Group 41: Research and development on textbooks and resources for learning and teaching mathematics}}},
  doi          = {{10.1142/9789811287152_0065}},
  volume       = {{1}},
  year         = {{2024}},
}

@article{46547,
  author       = {{Rogolino, Andrea and Filho, José B. G. and Fritsch, Lorena and Ardisson, José D. and da Silva, Marcos A. R. and Atta Diab, Gabriel Ali and Silva, Ingrid Fernandes and Moraes, Carlos André Ferreira and Forim, Moacir Rossi and Bauer, Matthias and Kühne, Thomas D. and Antonietti, Markus and Teixeira, Ivo F.}},
  issn         = {{2155-5435}},
  journal      = {{ACS Catalysis}},
  keywords     = {{Catalysis, General Chemistry, pc2-ressources, Computing Resources Provided by the Paderborn Center for Parallel Computing}},
  number       = {{13}},
  pages        = {{8662--8669}},
  publisher    = {{American Chemical Society (ACS)}},
  title        = {{{Direct Synthesis of Acetone by Aerobic Propane Oxidation Promoted by Photoactive Iron(III) Chloride under Mild Conditions}}},
  doi          = {{10.1021/acscatal.3c02092}},
  volume       = {{13}},
  year         = {{2023}},
}

@inproceedings{29946,
  author       = {{Schall, Christoph Wilhelm Theodor and Schöppner, Volker}},
  booktitle    = {{PPS36}},
  keywords     = {{Computing Resources Provided by the Paderborn Center for Parallel Computing}},
  title        = {{{Design of a test bench for measuring the degradation behavior of plastics during processing}}},
  year         = {{2023}},
}

@article{29947,
  author       = {{Schall, Christoph Wilhelm Theodor and Schöppner, Volker}},
  journal      = {{Polymer Engineering and Science}},
  keywords     = {{Computing Resources Provided by the Paderborn Center for Parallel Computing}},
  number       = {{3}},
  pages        = {{815--823}},
  title        = {{{Measurement of material degradation in dependence of shear rate, temperature, and residence time}}},
  doi          = {{10.1002/pen.25887}},
  volume       = {{62}},
  year         = {{2022}},
}

@article{36538,
  abstract     = {{Der Beitrag beschäftigt sich mit dem Gebrauch von sogenannten Open Educational Resources (OER) innerhalb der deutschsprachigen Soziologie. OER sind Lehr-und Lernmaterialien, die öffent-lich und frei von Kosten zugänglich sind sowie unter einer offenen Lizenz stehen, die es erlaubt, das Material frei zu nutzen, zu vervielfältigen und zu bearbeiten. Um diese Form der Bereitstellung von Lehr-und Lernmaterial zu fördern, sind im deutschen Sprachraum in den letzten Jahren verschie-dene digitale Infrastrukturen entstanden, die an einzelnen Hochschulstandorten, aber auch hochschulübergreifend Lehrenden zur Verfügung stehen, um dort ihr Material zu veröffentlichen. Es wurden 37 dieser Repositorien untersucht. Darüber hinaus wurde auch die Videoplattform YouTube nach soziologischem Lehr-und Lernmaterial durchforstet. Der Beitrag stellt den Zeitverlauf und die Akteur:innen der OER-Veröffentlichungen dar. Anschließend soll mithilfe eines praxistheoretischen Vokabulars die Lehre innerhalb der Soziologie aufgeschlüsselt und ein möglicher Bezug zu den empirischen Ergebnissen hergestellt werden.}},
  author       = {{Hiebl, Johannes and Steinhardt, Isabel and Bigos, Michael}},
  issn         = {{2199-8825}},
  journal      = {{die hochschule}},
  keywords     = {{Soziologie, Praxistheorie, Repositorien, Open Educational Resources, OER}},
  number       = {{8}},
  pages        = {{379--394}},
  title        = {{{Die (Un-)Sichtbarkeit von (offenen) Bildungsmaterialien in der Soziologie}}},
  doi          = {{10.3278/HSL2227W}},
  year         = {{2022}},
}

@article{29948,
  author       = {{Brüning, Florian and Schöppner, Volker}},
  journal      = {{Polymers 14}},
  keywords     = {{Computing Resources Provided by the Paderborn Center for Parallel Computing}},
  title        = {{{Numerical Simulation of Solids Conveying in Grooved Feed Sections of Single Screw Extruders}}},
  doi          = {{https://doi.org/10.3390/polym14020256}},
  year         = {{2022}},
}