@article{35822, abstract = {{AbstractThe 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.}}, 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}}, } @inbook{35823, author = {{Fleischer, Yannik and Biehler, Rolf}}, booktitle = {{Beiträge zum Mathematikunterricht 2020}}, editor = {{Siller, H.-S. and Weigel, W. and Wörler, J. F.}}, publisher = {{WTM-Verlag}}, title = {{{Automatisierte Entscheidungsverfahren als Thema im allgemeinbildenden Mathematikunterricht}}}, doi = {{10.17877/DE290R-21301}}, 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}}, } @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{35829, author = {{Kempen, Leander and Krämer, Sandra and Biehler, Rolf}}, booktitle = {{Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)}}, editor = {{Hausberger, T. and Bosch, M. and Chelloughi, F.}}, pages = {{358--367}}, publisher = {{University of Carthage and INDRUM}}, title = {{{Investigating high school graduates’ personal meaning of the notion of “mathematical proof”}}}, 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{35914, author = {{Lünne, Steffen and Schnell, Susanne and Biehler, Rolf}}, booktitle = {{Professionelles Handeln im fachfremd erteilten Mathematikunterricht}}, editor = {{Porsch, R. and Rösken-Winter, B.}}, isbn = {{9783658272920}}, pages = {{141--167}}, publisher = {{Springer Spektrum}}, title = {{{Ffunt@OWL – Konzept und Gestaltungsprinzipien zur Qualifizierung fachfremd Mathematik unterrichtender Lehrkräfte der Sekundarstufe I}}}, doi = {{10.1007/978-3-658-27293-7_6}}, year = {{2020}}, } @inbook{35913, 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}}, booktitle = {{Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)}}, editor = {{Hausberger, T. and Bosch, M. and Chelloughi, F.}}, publisher = {{University of Carthage and INDRUM}}, title = {{{The role of learning strategies for performance in mathematics courses for engineers}}}, year = {{2020}}, } @inproceedings{35786, author = {{Scheer, D. and Laubenstein, Désirée}}, location = {{Universität zu Köln}}, title = {{{Optimierung von Organisationsstrukturen für die emotionale und soziale Entwicklung? Wissenschaftliche Begleitung des Projekts „Geschwisterklassen“ - online.}}}, year = {{2020}}, } @inproceedings{35791, author = {{Scheer, D. and Laubenstein, Désirée}}, location = {{Potsdam}}, title = {{{Auswirkungen der Corona-Schulschließungen auf Schülerinnen und Schüler mit und ohne Förderbedarf der emotionalen und sozialen Entwicklung (COFESE) - online.}}}, year = {{2020}}, }