@article{53252,
  author       = {{Santos-Arteaga, Francisco J. and Tavana, Madjid and Di Caprio, Debora}},
  issn         = {{2444-569X}},
  journal      = {{Journal of Innovation & Knowledge}},
  number       = {{3}},
  publisher    = {{Elsevier BV}},
  title        = {{{Information acquisition and assimilation capacities as determinants of technological niche markets}}},
  doi          = {{10.1016/j.jik.2022.100193}},
  volume       = {{7}},
  year         = {{2022}},
}

@article{53255,
  author       = {{Jabbari, Mona and Tavana, Madjid and Fattahi, Parviz and Daneshamooz, Fatemeh}},
  issn         = {{2666-4127}},
  journal      = {{Sustainable Operations and Computers}},
  pages        = {{22--32}},
  publisher    = {{Elsevier BV}},
  title        = {{{A parameter tuned hybrid algorithm for solving flow shop scheduling problems with parallel assembly stages}}},
  doi          = {{10.1016/j.susoc.2021.09.002}},
  volume       = {{3}},
  year         = {{2022}},
}

@article{53256,
  author       = {{Hashemi, Seyed Emadedin and Tavana, Madjid and Bakhshi, Maryam}},
  issn         = {{2661-8907}},
  journal      = {{SN Computer Science}},
  number       = {{4}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{A New Particle Swarm Optimization Algorithm for Optimizing Big Data Clustering}}},
  doi          = {{10.1007/s42979-022-01208-8}},
  volume       = {{3}},
  year         = {{2022}},
}

@article{53254,
  author       = {{Tavana, Madjid and Shaabani, Akram and Raeesi Vanani, Iman and Kumar Gangadhari, Rajan}},
  issn         = {{2227-9717}},
  journal      = {{Processes}},
  number       = {{5}},
  publisher    = {{MDPI AG}},
  title        = {{{A Review of Digital Transformation on Supply Chain Process Management Using Text Mining}}},
  doi          = {{10.3390/pr10050842}},
  volume       = {{10}},
  year         = {{2022}},
}

@article{29317,
  abstract     = {{In this paper new semiparametric GARCH models with long memory are in- troduced. The estimation of the nonparametric scale function is carried out by an adapted version of the SEMIFAR algorithm (Beran et al., 2002). Recurring on the revised recommendations by the Basel Committee to measure market risk in the banks' trading books (Basel Committee on Banking Supervision, 2013), the semi- parametric GARCH models are applied to obtain rolling one-step ahead forecasts for the Value at Risk (VaR) and Expected Shortfall (ES) for market risk assets. In addition, standard regulatory traffic light tests (Basel Committee on Banking Supervision, 1996) and a newly introduced traffic light test for the ES are carried out for all models. The practical relevance of our proposal is demonstrated by a comparative study. Our results indicate that semiparametric long memory GARCH models are an attractive alternative to their conventional, parametric counterparts.}},
  author       = {{Letmathe, Sebastian and Feng, Yuanhua and Uhde, André}},
  journal      = {{Journal of Risk}},
  keywords     = {{Semiparametric, long memory, GARCH models, forecasting, Value at Risk, Expected Shortfall, traffic light test, Basel Committee on Banking Supervision}},
  title        = {{{Semiparametric GARCH models with long memory applied to Value at Risk and Expected Shortfall}}},
  doi          = {{10.21314/JOR.2022.044}},
  year         = {{2022}},
}

@inproceedings{47831,
  author       = {{Ködding, Patrick and Dumitrescu, Roman}},
  booktitle    = {{Digitalisierung souverän gestalten II}},
  editor       = {{Hartmann, Ernst A.}},
  title        = {{{Szenario-Technik mit digitalen Technologien}}},
  year         = {{2022}},
}

@article{47628,
  author       = {{Daniel-Söltenfuß, Desiree and Kremer, H.-Hugo and Kückmann, Marie-Ann}},
  issn         = {{0172-2875}},
  journal      = {{Zeitschrift für Berufs- und Wirtschaftspädagogik}},
  number       = {{4}},
  pages        = {{684--697}},
  publisher    = {{Wissenschaftliche Verlagsgesellschaft mbH}},
  title        = {{{Innovations- und Transferprozesse in der beruflichen Bildung als Forschungs- und Entwicklungsgegenstand}}},
  doi          = {{10.25162/zbw-2022-0026}},
  volume       = {{118}},
  year         = {{2022}},
}

@inbook{53559,
  author       = {{Kückmann, Marie-Ann}},
  booktitle    = {{Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung, in Schule, im Betrieb und bei Bildungsträgern}},
  editor       = {{Heisler, Dietmar and Meier, Jörg A.}},
  title        = {{{Lehr- und Lernpraktiken in Zeiten von Corona. Von der technologischen zur didaktischen Transformation }}},
  doi          = {{ 10.3278/9783763972579}},
  year         = {{2022}},
}

@inproceedings{53480,
  author       = {{Malik, Sara Naseem and Rezat, Sebastian}},
  booktitle    = {{Proceedings on the Twelfth Congress on the European Society for research in Mathematics Education (CERME 12)}},
  publisher    = {{ERME / Free University of Bozen-Bolzano}},
  title        = {{{Linguistic features of word problems that cause difficulties for learners across the curriculum: A literature review}}},
  year         = {{2022}},
}

@article{44689,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Even 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.</jats:p>}},
  author       = {{Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}},
  issn         = {{1571-0068}},
  journal      = {{International Journal of Science and Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{S1}},
  pages        = {{215--236}},
  publisher    = {{Springer}},
  title        = {{{Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation}}},
  doi          = {{10.1007/s10763-022-10309-y}},
  volume       = {{20}},
  year         = {{2022}},
}

@inproceedings{48389,
  author       = {{Dröse, Jennifer and Griese, Birgit and Wessel, Lena}},
  booktitle    = {{Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}},
  location     = {{Bozen-Bolzano,Italy}},
  title        = {{{Prospective teachers’ diagnostic judgments on students’ understanding of conditional probabilities}}},
  year         = {{2022}},
}

@article{48325,
  author       = {{Dellori, Anna and Wessel, Lena}},
  journal      = {{Beiträge zum Mathematikunterricht 2022}},
  pages        = {{665--668}},
  publisher    = {{LibreCat University}},
  title        = {{{Entwicklung und Erprobung von professionsorientierten Lernumgebungen zur Wissensvernetzung in der Algebra}}},
  doi          = {{10.17877/DE290R-23598}},
  year         = {{2022}},
}

@inbook{48385,
  author       = {{Dellori, Anna and Wessel, Lena}},
  booktitle    = {{Proceedings of INDRUM2022}},
  editor       = {{Trigueros, M. and Barquero, B. and Hochmuth, R. and Peters, J.}},
  pages        = {{572--573}},
  title        = {{{Design principles for intertwining local and nonlocal mathematics - The case of relating registers and representations in abstract algebra}}},
  year         = {{2022}},
}

@inbook{48407,
  author       = {{Dellori, Anna and Wessel, Lena}},
  booktitle    = {{Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education}},
  editor       = {{Karunakaran, S.S. and Higgins, A.}},
  pages        = {{1177}},
  publisher    = {{MA}},
  title        = {{{Pre-service Teachers' Professional Development: Relating Abstract Algebra and School Algebra}}},
  year         = {{2022}},
}

@article{48408,
  author       = {{Wessel, Lena and Dröse, Jennifer}},
  journal      = {{mathematik lehren}},
  pages        = {{33--36}},
  title        = {{{Schreiben will gelernt sein: Schreiblerngelegenheiten adaptiv gestalten}}},
  volume       = {{233}},
  year         = {{2022}},
}

@article{35741,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Business process management (BPM) drives corporate success through effective and efficient processes. In recent decades, knowledge has been accumulated regarding the identification, discovery, analysis, design, implementation, and monitoring of business processes. This includes methods and tools for tackling various kinds of process change such as continuous process improvement, process reengineering, process innovation, and process drift. However, exogenous shocks, which lead to unintentional and radical process change, have been neglected in BPM research although they severely affect an organization’s context, strategy, and business processes. This research note conceptualizes the interplay of exogenous shocks and BPM in terms of the effects that such shocks can have on organizations’ overall process performance over time. On this foundation, related challenges and opportunities for BPM via several rounds of idea generation and consolidation within a diverse team of BPM scholars are identified. The paper discusses findings in light of extant literature from BPM and related disciplines, as well as present avenues for future (BPM) research to invigorate the academic discourse on the topic.</jats:p>}},
  author       = {{Röglinger, Maximilian and Plattfaut, Ralf and Borghoff, Vincent and Kerpedzhiev, Georgi and Becker, Jörg and Beverungen, Daniel and vom Brocke, Jan and Van Looy, Amy and del-Río-Ortega, Adela and Rinderle-Ma, Stefanie and Rosemann, Michael and Santoro, Flavia Maria and Trkman, Peter}},
  issn         = {{2363-7005}},
  journal      = {{Business & Information Systems Engineering}},
  keywords     = {{Information Systems, Business process management, Exogenous shocks, Challenges, Opportunities}},
  number       = {{5}},
  pages        = {{669--687}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Exogenous Shocks and Business Process Management}}},
  doi          = {{10.1007/s12599-021-00740-w}},
  volume       = {{64}},
  year         = {{2022}},
}

@inbook{35696,
  abstract     = {{<jats:p>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.</jats:p>}},
  author       = {{Nieszporek, Ralf and Griese, Birgit and Biehler, Rolf}},
  booktitle    = {{Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics}},
  editor       = {{Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan, A.}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Facilitators’ Orientations Towards Learning Goals, Perceived Challenges, and Teaching Resources for a PD Course on Conditional Probability}}},
  doi          = {{10.52041/iase.icots11.t4b2}},
  year         = {{2022}},
}

@inproceedings{34919,
  abstract     = {{<jats:p>Fundamental ideas (Burrill &amp; 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.</jats:p>}},
  author       = {{Biehler, Rolf}},
  booktitle    = {{Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics}},
  editor       = {{Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan, A.}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Revisiting Fundamental Ideas for Statistics Education From the Perspective of Machine Learning and Its Applications}}},
  doi          = {{10.52041/iase.icots11.t1a2}},
  year         = {{2022}},
}

@article{34920,
  abstract     = {{<jats:p>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.</jats:p>}},
  author       = {{Biehler, Rolf and De Veaux, Richard and Engel, Joachim and Kazak, Sibel and Frischemeier, Daniel}},
  issn         = {{1570-1824}},
  journal      = {{Statistics Education Research Journal}},
  keywords     = {{Education, Statistics and Probability}},
  number       = {{2}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Editorial: Research on Data Science Education}}},
  doi          = {{10.52041/serj.v21i2.606}},
  volume       = {{21}},
  year         = {{2022}},
}

@article{35718,
  author       = {{Biehler, Rolf and Langlotz, Hubert and Zappe, Wilfried}},
  journal      = {{mathematik lehren}},
  number       = {{232}},
  pages        = {{41–45}},
  publisher    = {{Friedrich Verlag}},
  title        = {{{Alles normal?! Daten auf Normalverteilung prüfen–mit schulischen Mitteln}}},
  volume       = {{2022}},
  year         = {{2022}},
}