@article{53415,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Given a closed orientable hyperbolic manifold of dimension <jats:inline-formula><jats:alternatives><jats:tex-math>$$\ne 3$$</jats:tex-math><mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML">
                  <mml:mrow>
                    <mml:mo>≠</mml:mo>
                    <mml:mn>3</mml:mn>
                  </mml:mrow>
                </mml:math></jats:alternatives></jats:inline-formula> we prove that the multiplicity of the Pollicott-Ruelle resonance of the geodesic flow on perpendicular one-forms at zero agrees with the first Betti number of the manifold. Additionally, we prove that this equality is stable under small perturbations of the Riemannian metric and simultaneous small perturbations of the geodesic vector field within the class of contact vector fields. For more general perturbations we get bounds on the multiplicity of the resonance zero on all one-forms in terms of the first and zeroth Betti numbers. Furthermore, we identify for hyperbolic manifolds further resonance spaces whose multiplicities are given by higher Betti numbers.
</jats:p>}},
  author       = {{Küster, Benjamin and Weich, Tobias}},
  issn         = {{0010-3616}},
  journal      = {{Communications in Mathematical Physics}},
  keywords     = {{Mathematical Physics, Statistical and Nonlinear Physics}},
  number       = {{2}},
  pages        = {{917--941}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Pollicott-Ruelle Resonant States and Betti Numbers}}},
  doi          = {{10.1007/s00220-020-03793-2}},
  volume       = {{378}},
  year         = {{2020}},
}

@article{39821,
  abstract     = {{In dem vorliegenden Beitrag werden insgesamt zehn authentische Fallportraits von Bielefelder Grundschulkindern vorgestellt. Sie bieten sowohl Einblicke in die familiäre als auch in die schulische Situation von Kindern, so dass heterogene Lebenswirklichkeiten mehrperspektivisch abgebildet werden. Die Fallportraits können im Rahmen der phasenübergreifenden Lehrer_innenbilung eingesetzt werden, um bspw. Transferprozesse zwischen Theorie und Praxis zu unterstützen, eine kritisch-reflexive Auseinandersetzung sowie ein Sensibilisieren für heterogene Lebenswirklichkeiten zu fördern, etc. Didaktische Implementierungsmöglichkeiten und Anknüpfungspunkte zur Portfolioarbeit (2), vier exemplarische theoretische Schwerpunkte (3) sowie der Prozess der Fallportraitgenerierung (4) werden zunächst im vorliegenden Beitrag erläutert, ehe die zehn Fallportraits (5), ein Fazit (6) und zwei exemplarische Veranschaulichungsmaterialien (7) den Beitrag beenden.}},
  author       = {{Pieper, Catania and Kottmann, Brigitte and Miller, Susanne}},
  issn         = {{2625-0675}},
  journal      = {{HLZ - Herausforderung Lehrer_innenbildung, Zeitschrift zur Konzeption, Gestaltung und Diskussion}},
  number       = {{1}},
  pages        = {{94--171}},
  title        = {{{Fallportraits von Bielefelder Grundschulkindern. Fallarbeit in der (phasenübergreifenden) Lehrer_innenbildung}}},
  doi          = {{10.4119/HLZ-2484}},
  volume       = {{3}},
  year         = {{2020}},
}

@inproceedings{53477,
  author       = {{Malik, Sara Naseem}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2020. 54. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 09. bis 13. März 2020 in Würzburg}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Die curriculare Entwicklung der Anforderungen von anwendungsbezogenen Aufgaben}}},
  doi          = {{10.17877/DE290R-21455}},
  year         = {{2020}},
}

@article{53511,
  author       = {{Ricke, Anna}},
  journal      = {{ MusikTexte}},
  pages        = {{11--14}},
  title        = {{{Im Schweigen der Klänge. Zu Farzia Fallahs Sextett "im selben augenblick" (2018)}}},
  volume       = {{165}},
  year         = {{2020}},
}

@article{17522,
  abstract     = {{Employing a unique hand-collected sample of 956 credit risk securitization transactions issued by 64 stock-listed European banks across the EU-13 plus Switzerland over the period from 1997 to 2010, this paper empirically analyzes the impact of securitization on the issuing banks’ effective tax rates. Our analysis reveals that banks may reduce their tax expense through securitization via a direct and indirect channel suggesting that tax avoidance may be a further motive for banks to engage in the securitization business. These baseline findings remain robust under various robustness checks, especially when implementing structural equation models and controlling for a reverse causality between the banks’ tax burden and their incentive to securitize. Finally, various sensitivity analyses provide further important results and implications for tax policies, banking regulation and the ongoing process of revitalizing the European securitization market.}},
  author       = {{Uhde, André}},
  issn         = {{1062-9769}},
  journal      = {{The Quarterly Review of Economics and Finance}},
  keywords     = {{Securitization, Credit risk transfer, Effective tax rates, European banking}},
  title        = {{{Tax avoidance through securitization}}},
  doi          = {{10.1016/j.qref.2020.07.008}},
  year         = {{2020}},
}

@article{17401,
  abstract     = {{Employing a unique hand-collected sample of 956 credit risk securitization transactions issued by 64 stock-listed European banks across the EU-13 plus Switzerland over the period from 1997 to 2010, this paper empirically analyzes the impact of securitization on the issuing banks’ effective tax rates. Our analysis reveals that banks may reduce their tax expense through securitization via a direct and indirect channel suggesting that tax avoidance may be a further motive for banks to engage in the securitization business. These baseline findings remain robust under various robustness checks, especially when implementing structural equation models and controlling for a reverse causality between the banks’ tax burden and their incentive to securitize. Finally, various sensitivity analyses provide further important results and implications for tax policies, banking regulation and the ongoing process of revitalizing the European securitization market.}},
  author       = {{Uhde, André}},
  journal      = {{The Quarterly Review of Economics and Finance}},
  keywords     = {{Securitization, credit risk transfer, effective tax rates, European banking}},
  title        = {{{Tax avoidance through securitization}}},
  year         = {{2020}},
}

@phdthesis{53562,
  author       = {{Kückmann, Marie-Ann}},
  publisher    = {{Eusl}},
  title        = {{{Multiprofessionelle Teamarbeit (MPT) im Kontext einer Dualität des Sozialen. Eine rekonstruktive Mehrebenenanalyse am Berufskolleg vor dem Hintergrund inklusiver Bildung.}}},
  year         = {{2020}},
}

@inbook{44685,
  author       = {{Schumacher, Jan and Rezat, Sebastian}},
  booktitle    = {{Zeichen und Sprache im Mathematikunterricht: Semiotik in Theorie und Praxis}},
  editor       = {{Kadunz, Gert}},
  isbn         = {{9783662611937}},
  pages        = {{85–112}},
  publisher    = {{Springer}},
  title        = {{{Rekonstruktion diagrammatischen Schließens beim Erlernen der Subtraktion negativer Zahlen}}},
  doi          = {{10.1007/978-3-662-61194-4_5}},
  year         = {{2020}},
}

@inbook{44688,
  author       = {{Rezat, Sebastian}},
  booktitle    = {{Mobile Medien im Schulkontext}},
  editor       = {{Meister, Dorothee and Ilka, Mindt}},
  isbn         = {{9783658290382}},
  issn         = {{2512-112X}},
  publisher    = {{Springer}},
  title        = {{{Mathematiklernen mit digitalen Schulbüchern im Spannungsfeld zwischen Individualisierung und Kooperation}}},
  doi          = {{10.1007/978-3-658-29039-9_10}},
  year         = {{2020}},
}

@article{46159,
  author       = {{Leuders, Timo and Wessel, Lena}},
  issn         = {{0933-422X}},
  journal      = {{Pädagogik 2/2020}},
  number       = {{2}},
  pages        = {{26--30}},
  publisher    = {{Beltz Verlagsgruppe}},
  title        = {{{Differenziertes Üben gestalten. Zwischen Umsetzung in der Praxis und Fundierung in der Forschung.}}},
  year         = {{2020}},
}

@article{46158,
  author       = {{Wessel, Lena and Kuzu, T. and Prediger, Susanne}},
  journal      = {{Sprachbildender Mathematikunterricht in der Sekundarstufe - ein forschungsbasiertes Praxisbuch}},
  pages        = {{148–151}},
  title        = {{{Sprachbildender Vorstellungsaufbau für verschiedene mathematische Konzepte: Brüche in Klasse 6}}},
  year         = {{2020}},
}

@inbook{48405,
  author       = {{Sprütten, F. and Wessel, Lena and Zentgraf, K. and Prediger, S.}},
  booktitle    = {{Sprachbildender Mathematikunterricht in der Sekundarstufe. Ein forschungsbasiertes Praxisbuch}},
  editor       = {{Prediger, S.}},
  pages        = {{115--130}},
  publisher    = {{Cornelsen Skriptor}},
  title        = {{{Fach- und sprachintegrierte Ansätze für Neuzugewanderte}}},
  year         = {{2020}},
}

@book{48406,
  author       = {{Wessel, Lena and Prediger, S. and Stein, A. and Wijers, M. and Jonker, V.}},
  publisher    = {{DZLM}},
  title        = {{{Language for Mathematics in Vocational Contexts. Handbook for teachers and facilitators}}},
  year         = {{2020}},
}

@article{35701,
  author       = {{Lünne, Steffen and Schnell, Susanne and Biehler, Rolf}},
  issn         = {{0261-9768}},
  journal      = {{European Journal of Teacher Education}},
  keywords     = {{Education}},
  number       = {{5}},
  pages        = {{688--705}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Motivation of out-of-field teachers for participating in professional development courses in mathematics}}},
  doi          = {{10.1080/02619768.2020.1793950}},
  volume       = {{44}},
  year         = {{2020}},
}

@inbook{35808,
  author       = {{Barzel, Bärbel and Biehler, Rolf}},
  booktitle    = {{Professional development and knowledge of mathematics teachers}},
  editor       = {{Zehetmeier, Stefan and Potari, Despina and Ribeiro, Miguel}},
  pages        = {{163–192}},
  publisher    = {{Routledge}},
  title        = {{{Theory-Based Design of Professional Development for Upper Secondary Teachers–Focusing on the Content-Specific Use of Digital Tools}}},
  year         = {{2020}},
}

@article{35822,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>The derivative concept plays a major role in economics. However, its use in economics is very heterogeneous, sometimes inconsistent, and contradicts students’ prior knowledge from school. This applies in particular to the common economic interpretation of the derivative as the amount of change while increasing the production by one unit. Hence, in calculus courses for economics students, learners should acquire an understanding of the derivative that is mathematically acceptable and connected to their prior knowledge, but which also takes into account its practical use in economics. In this paper we first develop a theoretical model describing such an understanding of the derivative for economics students. We then present an exploratory study investigating the extent to which economics students have such an understanding after their calculus course. The results indicate that many of them might not have acquired this kind of understanding, in particular concerning the common economic interpretation of the derivative. The study furthermore yields possible gaps in students’ understanding and possible misconceptions.</jats:p>}},
  author       = {{Feudel, Frank and Biehler, Rolf}},
  issn         = {{0173-5322}},
  journal      = {{Journal für Mathematik-Didaktik}},
  keywords     = {{Education, General Mathematics}},
  number       = {{1}},
  pages        = {{273--305}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Students’ Understanding of the Derivative Concept in the Context of Mathematics for Economics}}},
  doi          = {{10.1007/s13138-020-00174-z}},
  volume       = {{42}},
  year         = {{2020}},
}

@article{35709,
  author       = {{Kempen, Leander and Biehler, Rolf}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{General Psychology}},
  pages        = {{1180}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Using Figurate Numbers in Elementary Number Theory – Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics and Cognitive Psychology}}},
  doi          = {{10.3389/fpsyg.2020.01180}},
  volume       = {{11}},
  year         = {{2020}},
}

@inbook{35827,
  author       = {{Kempen, Leander and Krämer, Sandra and Biehler, Rolf}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2020}},
  editor       = {{Siller, H.-S. and Weigel, W. and Wörler, J. F.}},
  pages        = {{489--492}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Was verstehen Schülerinnen und Schüler unter „Beweis“? – ausgewählte Ergebnisse einer Pilotstudie}}},
  doi          = {{10.17877/DE290R-21418}},
  year         = {{2020}},
}

@inbook{35819,
  author       = {{Biehler, Rolf and Kempen, Leander and Paravicini, Walther}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2020}},
  editor       = {{Siller, H.-S. and Weigel, W. and Wörler, J. F.}},
  pages        = {{1347--1348}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Hochschuldidaktik Mathematik: Fachbezogenes Design und empirische Studien}}},
  doi          = {{10.17877/DE290R-21487}},
  year         = {{2020}},
}

@article{35826,
  author       = {{Griese, Birgit and Nieszporek, Ralf and Biehler, Rolf}},
  journal      = {{Stochastik in der Schule}},
  number       = {{1}},
  pages        = {{10--17}},
  title        = {{{Frei verfügbare Materialien für Unterricht und Fortbildung: Stochastik verständnisorientiert unterrichten}}},
  volume       = {{40}},
  year         = {{2020}},
}