@article{56373,
  abstract     = {{<jats:p>The overall task of this paper is to elaborate a typology of the forms of labour that are needed for the production, circulation and use of digital media. First, we introduce a cultural-materialist perspective on theorising digital labour. Second, we discuss the relevance of Marx’s concept of the mode of production for the analysis of digital labour. Third, we introduce a typology of the dimensions of working conditions. Fourth, based on the preceding sections we present a digital labour analysis toolbox. Finally, we draw some conclusions. We engage with the question what labour is, how it differs from work, which basic dimensions it has and how these dimensions can be used for defining digital labour. We introduce the theoretical notion of the mode of production as analytical tool for conceptualizing digital labour. Modes of production are dialectical units of relations of production and productive forces. Relations of production are the basic social relations that shape the economy. Productive forces are a combination of labour power, objects and instruments of work in a work process, in which new products are created. We have a deeper look at dimensions of the work process and the conditions under which it takes place. We present a typology that identifies dimensions of working conditions. It is a general typology that can be used for the analysis of any production process.</jats:p>}},
  author       = {{Fuchs, Christian and Sandoval, Marisol}},
  issn         = {{1726-670X}},
  journal      = {{tripleC: Communication, Capitalism &amp; Critique. Open Access Journal for a Global Sustainable Information Society}},
  number       = {{2}},
  publisher    = {{Information Society Research}},
  title        = {{{Digital Workers of the World Unite! A Framework for Critically Theorising and Analysing Digital Labour}}},
  doi          = {{10.31269/triplec.v12i2.549}},
  volume       = {{12}},
  year         = {{2018}},
}

@article{56369,
  abstract     = {{<jats:p>This article discusses the experience of being an academic in the UK in the contemporary climate of neoliberal capitalism and ‘metric power’ (Beers 2016). Drawing on existing literature and our own practice, the first portion of the paper explores the relationship between neoliberalism, metrics and knowledge. We then examine how neoliberal mantras and instruments impact the university’s structures and processes, and reflect on consequences for the academic self. We take as a starting point the context of increasing workloads and the pressure on academics to excel in multiple roles, from ‘world-leading’ researchers to ‘excellent’ teachers and ‘service providers’ to professional administrators performing recruitment and (self)marketing tasks. Neoliberal academia, we suggest, promotes a meritocratic ideology of individual achievement that frames success and failure as purely personal ‘achievements’, which encourages a competitive ethos and chronic self-criticism. This article insists that these problems need to be understood in the context of neoliberal policy-making and the corporatisation of knowledge, including funding cuts and grant imperatives, the low status of teaching, the cynical instrumentation of university league tables, and increased institutional reliance on precarious academic labour. The article goes on to focus on responses that resist, challenge or, in some cases, compound, the problems identified in part one. Responses by dissatisfied academics range in style and approach – some decide against an academic career; others adopt a strategy of individual withdrawal within the system by trying to create and protect spaces of independence – for example, by refusing to engage beyond officially required minimums. This article argues that opportunities for positive systemic change can be found in collective efforts to oppose the status quo and to create alternatives for how academic labour is organised. Therein, solidarity can act as an instrument of opposition to the individualisation of the neoliberal academic self.</jats:p>}},
  author       = {{Feldman, Zeena and Sandoval, Marisol}},
  issn         = {{1726-670X}},
  journal      = {{tripleC: Communication, Capitalism &amp; Critique. Open Access Journal for a Global Sustainable Information Society}},
  number       = {{1}},
  pages        = {{214--233}},
  publisher    = {{Information Society Research}},
  title        = {{{Metric Power and the Academic Self: Neoliberalism, Knowledge and Resistance in the British University}}},
  doi          = {{10.31269/triplec.v16i1.899}},
  volume       = {{16}},
  year         = {{2018}},
}

@proceedings{56508,
  editor       = {{Lukasiewicz, Thomas and Peñaloza, Rafael and Turhan, Anni-Yasmin}},
  publisher    = {{CEUR-WS.org}},
  title        = {{{Proceedings of the Second Workshop on Logics for Reasoning about Preferences, Uncertainty, and Vagueness co-located with the 9th International Joint Conference on Automated Reasoning, PRUV@IJCAR 2018, Oxford, UK, July 19th, 2018}}},
  volume       = {{2157}},
  year         = {{2018}},
}

@proceedings{56509,
  editor       = {{Trollmann, Frank and Turhan, Anni-Yasmin}},
  isbn         = {{978-3-030-00110-0}},
  publisher    = {{Springer}},
  title        = {{{KI 2018: Advances in Artificial Intelligence - 41st German Conference on AI, Berlin, Germany, September 24-28, 2018, Proceedings}}},
  doi          = {{10.1007/978-3-030-00111-7}},
  volume       = {{11117}},
  year         = {{2018}},
}

@inproceedings{56507,
  author       = {{Peñaloza, Rafael and Thost, Veronika and Turhan, Anni-Yasmin}},
  booktitle    = {{Principles of Knowledge Representation and Reasoning: Proceedings of the Sixteenth International Conference, KR 2018, Tempe, Arizona, 30 October - 2 November 2018}},
  editor       = {{Thielscher, Michael and Toni, Francesca and Wolter, Frank}},
  pages        = {{399–408}},
  publisher    = {{AAAI Press}},
  title        = {{{Query Answering for Rough EL Ontologies}}},
  year         = {{2018}},
}

@article{56503,
  author       = {{Pensel, Maximilian and Turhan, Anni-Yasmin}},
  journal      = {{Int. J. Approx. Reason.}},
  pages        = {{28–70}},
  title        = {{{Reasoning in the Defeasible Description Logic \(ϵ\)\(\mathscrL\) - computing standard inferences under rational and relevant semantics}}},
  doi          = {{10.1016/J.IJAR.2018.08.005}},
  volume       = {{103}},
  year         = {{2018}},
}

@inproceedings{56504,
  author       = {{Pensel, Maximilian and Turhan, Anni-Yasmin}},
  booktitle    = {{Proceedings of the 31st International Workshop on Description Logics co-located with 16th International Conference on Principles of Knowledge Representation and Reasoning (KR 2018), Tempe, Arizona, US, October 27th - to - 29th, 2018}},
  editor       = {{Ortiz, Magdalena and Schneider, Thomas}},
  publisher    = {{CEUR-WS.org}},
  title        = {{{Computing Standard Inferences under Rational and Relevant Semantics in Defeasible EL_bot}}},
  volume       = {{2211}},
  year         = {{2018}},
}

@book{56692,
  editor       = {{Biehler, Rolf and Lange, Thomas and Leuders, Timo and Rösken-Winter, Bettina and Scherer, Petra and Selter, Christoph}},
  isbn         = {{9783658190279}},
  issn         = {{2197-8751}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Mathematikfortbildungen professionalisieren}}},
  doi          = {{10.1007/978-3-658-19028-6}},
  year         = {{2018}},
}

@article{56706,
  abstract     = {{<jats:p>Group comparisons offer students opportunities to reason about many fundamental statistical concepts like center, variation, or distribution. When doing such activities using large, real datasets, technology becomes and essential tool for exploring the data. With its large variety of features and its user-friendly handling, TinkerPlotsTM --as a software for learners and teachers--can facilitate the process of comparing distributions. In this article we focus on eight preservice teachers´  reasoning when comparing groups with TinkerPlots. We present ideas on the design of a course to develop statistical reasoning with TinkerPlots, present a framework to rate learners´  performance when comparing groups with TinkerPlots, and present results of a laboratory study about preservice teachers´  reasoning when comparing groups with TinkerPlots. Findings suggest that the TinkerPlots tool and design of the course supported these preservice teachers´  reasoning and that more learning opportunities are needed to increase their group comparison elements´  repertoire and interpretation in context.
First published May 2018 at Statistics Education Research Journal Archives</jats:p>}},
  author       = {{Frischemeier, Daniel and Biehler, Rolf}},
  issn         = {{1570-1824}},
  journal      = {{Statistics Education Research Journal}},
  number       = {{1}},
  pages        = {{35--60}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Preservice teachers´ comparing groups with TinkerPlots - An exploratory video study}}},
  doi          = {{10.52041/serj.v17i1.175}},
  volume       = {{17}},
  year         = {{2018}},
}

@inbook{56713,
  author       = {{Kolter, Jana and Blum, Werner and Bender, Peter and Biehler, Rolf and Haase, Jürgen and Hochmuth, Reinhard and Schukajlow, Stanislaw}},
  booktitle    = {{Innovative Konzepte für die Grundschullehrerausbildung im Fach Mathematik}},
  editor       = {{Möller, R. and Vogel, R.}},
  isbn         = {{9783658102647}},
  issn         = {{2197-8751}},
  pages        = {{95--121}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Zum Erwerb, zur Messung und zur Förderung studentischen (Fach-)Wissens in der Vorlesung „Arithmetik für die Grundschule“ – Ergebnisse aus dem KLIMAGS-Projekt}}},
  doi          = {{10.1007/978-3-658-10265-4_4}},
  year         = {{2018}},
}

@inbook{56709,
  author       = {{Haase, Jürgen and Hochmuth, Reinhard and Bender, Peter and Biehler, Rolf and Blum, Werner and Kolter, Jana and Schukajlow, Stanislaw}},
  booktitle    = {{Innovative Konzepte für die Grundschullehrerausbildung im Fach Mathematik}},
  editor       = {{Möller, R. and Vogel, R.}},
  isbn         = {{9783658102647}},
  issn         = {{2197-8751}},
  pages        = {{235--253}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Tutorenschulung als Basis für ein kompetenzorientiertes Feedback in fachmathematischen Anfängervorlesungen}}},
  doi          = {{10.1007/978-3-658-10265-4_10}},
  year         = {{2018}},
}

@inproceedings{56711,
  author       = {{Heinemann, Birte and Opel, Simone and Budde, Lea and Schulte, Carsten and Frischemeier, Daniel and Biehler, Rolf and Podworny, Susanne and Wassong, Thomas}},
  booktitle    = {{Proceedings of the 18th Koli Calling International Conference on Computing Education Research, November 22–25, 2018, Koli, Finland}},
  publisher    = {{ACM}},
  title        = {{{Drafting a Data Science Curriculum for Secondary Schools}}},
  doi          = {{10.1145/3279720.3279737}},
  year         = {{2018}},
}

@article{56710,
  author       = {{Heinemann, Birte and Budde, Lea and Schulte, Carsten and Biehler, Rolf and Frischemeier, Daniel and Podworny, Susanne and Wassong, Thomas}},
  journal      = {{Archives of Data Science, Series A}},
  number       = {{1}},
  pages        = {{1–18}},
  title        = {{{Data Science and Big Data in Upper Secondary Schools: What Should Be Discussed From a Perspective of Computer Science Education?}}},
  volume       = {{5}},
  year         = {{2018}},
}

@inbook{56712,
  author       = {{Hoffmann, Max and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2017}},
  editor       = {{Kortenkamp, U. and Kuzle, A.}},
  pages        = {{441--444}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Schnittstellenaufgaben für die Analysis I-Konzept, Beispiele und Evaluationsergebnisse}}},
  year         = {{2018}},
}

@inbook{56695,
  author       = {{Fleischmann, Yael and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2018, Band II}},
  pages        = {{537--540}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Analyse der Erkundung von Untervektorräumen bei der Bearbeitung von Präsenzaufgaben durch Studierende in der linearen Algebra}}},
  year         = {{2018}},
}

@inbook{56783,
  author       = {{Kuzle, Ana and Biehler, Rolf and Dutkowski, Wilfried and Elschenbroich, Hans-Jürgen and Heintz, Gaby and Hollendung, Katrin}},
  booktitle    = {{Mathematikfortbildungen professionalisieren. Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  editor       = {{Biehler, R. and Lange, T. and Leuders, T. and Rösken-Winter, B. and Scherer, P. and Selter, C.}},
  isbn         = {{9783658190279}},
  issn         = {{2197-8751}},
  pages        = {{117--141}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Geometrie dynamisch interpretieren und kompetenzorientiert unterrichten – Konzept und Evaluation der viertägigen Fortbildungsreihe Geometrie kompakt}}},
  doi          = {{10.1007/978-3-658-19028-6_7}},
  year         = {{2018}},
}

@inbook{56784,
  author       = {{Lünne, Steffen and Biehler, Rolf}},
  booktitle    = {{Mathematikfortbildungen professionalisieren. Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}},
  editor       = {{Biehler, R. and Lange, T. and Leuders, T. and Rösken-Winter, B. and Scherer, P. and Selter, C.}},
  isbn         = {{9783658190279}},
  issn         = {{2197-8751}},
  pages        = {{339--360}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Ffunt@OWL – Ein Zertifikatskurs für fachfremd Mathematik unterrichtende Lehrpersonen}}},
  doi          = {{10.1007/978-3-658-19028-6_18}},
  year         = {{2018}},
}

@inbook{56788,
  author       = {{Nieszporek, Ralf and Biehler, Rolf and Griese, Birgit}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2018, Band III}},
  pages        = {{1311--1314}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Kompetenzzuwächse von Lehrkräften in einer Fortbildung zum Thema Stochastik und dem Einsatz digitaler Medien, gemessen mit Hilfe von retrospektiver Kompetenzselbsteinschätzung (ReKoS)}}},
  year         = {{2018}},
}

@inbook{56794,
  author       = {{Podworny, Susanne and Frischemeier, Daniel and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2018, Band III}},
  pages        = {{1423--1426}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Zivilstatistisches Wissen in der Lehramtsausbildung fördern: Design und Durchführung eines univer-sitären Seminars für Lehramtsstudierende der Mathematik}}},
  year         = {{2018}},
}

@inbook{56795,
  author       = {{Podworny, Susanne and Frischemeier, Daniel and Biehler, Rolf}},
  booktitle    = {{Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Sta-tistics (ICOTS10, July, 2018), Kyoto, Japan}},
  editor       = {{Sorto, M.A. and White, A. and Guyot, L.}},
  publisher    = {{International Statistical Institute}},
  title        = {{{Enhancing civic statistical knowledge of secondary preservice teachers for mathematics}}},
  year         = {{2018}},
}