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Background: Students often show unfavourable attribution: they attribute poor school performance to stable factors such as lack of ability and good school performance to variable factors such as effort. However, attribution can be influenced by individualized digital re‐attributional feedback leading to positive motivational effects and higher learning outcomes. This is very promising, but it still is unclear, whether this digital re‐attributional feedback can also be successfully integrated in everyday classroom activities. Objectives: The present field experiment investigated how integrating digital re‐attributional feedback into classroom instruction affects student attribution, motivation and learning outcomes. Methods: In the experiment, 8th–10th grade high school students (N = 322) worked with a digital mathematics learning program which was integrated in a three‐week teaching unit. Half the students in each classroom received only standard feedback after each practice task (SF group); the other half received additionally an individual re‐attributional feedback (RF group) after every third task. Attribution, mathematics self‐concept, and self‐efficacy were measured by an online questionnaire twice a week; learning outcomes in mathematics were measured weekly. Results and Conclusion: Hierarchical analyses showed that re‐attributional feedback led to a more favourable attribution in case of success on stable factors. Especially low‐performing students benefited from this feedback. No effects on attribution in case of failure, self‐efficacy or learning outcomes could be found. Further research could investigate if certain adaptations to the digital re‐attributional feedback is more effective in a real classroom setting and has a broader impact on different students. Lay Description: What is already known about this topic: Working with computers in the classroom and at home is becoming more common.Re‐attributional feedback can increase student's motivation when given directly after solving a task and at a high density.Digital re‐attributive feedback can be given in a high density.Re‐attributional training sessions have been shown to be effective in individual training sessions or outside the students' classroom. What this paper adds: The study took place within a real teaching environment during mathematics class for 4 weeks.Digital re‐attributional feedback sessions were directly integrated into the students' online learning which was part of the teaching plan. The implications of study findings for practitioners: Computer‐based re‐attributional training show some limited effects in regular classroom instruction and could be well integrated in student online learning—when adapted accordingly.Low‐performing students show less favourable attribution than better‐performing students in case of success and benefit the most from re‐attributional training. [ABSTRACT FROM AUTHOR]

Classroom management is an emotionally demanding task for mathematics teachers, especially if students exhibit frequent discipline problems. Intense classroom conflicts can result in persistent latent emotional dispositions, such as fear or anger, that teachers are not directly aware of but that have a strong influence on their classroom management. However, little is known about the relationship between mathematics teachers' latent emotions and their classroom management strategies. This paper reports on findings from an exploratory, video-based single case study in an urban secondary school in Germany. One mathematics double lesson (95 minutes in total) was videotaped to conduct a depth-hermeneutical analysis of identified classroom management strategies and the corresponding latent teacher emotions. The results suggest that mathematics teachers use classroom management strategies not only to establish orderly lessons but also to regulate intense latent emotions that arise during classroom teaching. [ABSTRACT FROM AUTHOR]

Children with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical difficulties. We explored differential task switch costs with respect to switching between addition versus subtraction with a tablet-based arithmetic verification task and additional standardized tests in German elementary school children in Grades 1 to 4. Two independent studies were conducted. In Study 1, we assessed the validity of a newly constructed tablet-based arithmetic verification task in a controlled classroom-setting (n = 165). Then, effects of switching between different types of arithmetic operations on accuracy and response latency were analyzed through generalized linear mixed models in an online-based testing (Study 2; n = 3,409). Children with mathematical difficulties needed more time and worked less accurately overall. They also exhibited a stronger performance decline when working in a task-switching condition, when working on subtraction (vs. addition) items and in operations with two-digit (vs. one-digit) operations. These results underline the value of process data in the context of assessing mathematical difficulties. [ABSTRACT FROM AUTHOR]

Background: Although research on mathematics learning programs has taken off in recent years, little is known about how different person characteristics are related to practice behaviour with such programs. When implementing a mathematics learning program in the classroom, it might be important to know whether students with specific characteristics need more encouragement to make use of this learning opportunity. Objectives: Using a supply‐use model, we analysed the predictive power of students' cognitive characteristics (prior mathematics knowledge), personality traits (conscientiousness), motivational‐affective characteristics (mathematics self‐concept and mathematics anxiety), and family background characteristics (socioeconomic status and migration background) for practising with an adaptive arithmetic learning program. Methods: We used longitudinal data from 203 fifth graders from seven non‐academic‐track schools in Germany. Practice behaviour, measured by completed tasks in the learning program, was recorded weekly for every student over a period of 22 weeks. Results and Conclusions: The results of our multilevel analyses showed that mathematics anxious students practised less with the program. We did not find any relationship with the other characteristics. Takeaways: Our results suggest that mathematics anxious students need more encouragement when practising with a mathematics learning program; otherwise, they do not get the chance to benefit from the use. Lay Description: What is already known about this topic: The use of mathematics learning programmes in mathematics education has recently intensified.It is important that students practice with such learning programmes regularly over a longer period of time in order for them to achieve learning success.Students differ in their mathematics learning behaviour. What this paper adds: Little is known about how person characteristics are related to practice behaviour with mathematics learning programmes.Students may differ in their use of a mathematics learning programme, which is why cognitive characteristics, personality traits, motivational‐affective characteristics, and family background characteristics may affect students' practice behaviour. Implications for practice: Mathematics anxious students practiced less with a mathematics learning program, and need more encouragement to benefit equally from the implementation in school.Teachers should keep in mind that after the initial enthusiasm, practice with a programme may decrease over time, especially after school holidays. [ABSTRACT FROM AUTHOR]

Background: Computer‐based assessment allows for the monitoring of reader behaviour. The identification of patterns in this behaviour can provide insights that may be useful in informing educational interventions. Objectives: Our study aims to explore what different patterns of reading activity exist, and investigates their interpretation and consistency across different task sets (units), countries, and languages. Three patterns were expected: on‐task, exploring and disengaged. Methods: Using log data from the PISA 2012 digital reading assessment (9226 students from seven countries), we conducted hierarchical cluster analyses with typical process indicators of digital reading assessments. We identified different patterns and explored whether they remained consistent across different units. To validate the interpretation of the identified patterns, we examined their relationship to performance and student characteristics (gender, socio‐economic status, print reading skills). Results and Conclusions: The results indicate a small number of transnational clusters, with unit‐specific differences. Cluster interpretation is supported by associations with student characteristics—for example, students with low print reading skills were more likely to show a disengaged pattern than proficient readers. Exploring behaviour tended to be exhibited only once across the three units: It occurred in the first unit for proficient readers and in later units for less skilled readers. Major Takeaways: Behavioural patterns can be identified in digital reading tasks that may prove useful for educational monitoring and intervention. Although task situations are designed to evoke certain behaviours, the interpretation of observed behavioural patterns requires validation based on task requirements, assessment context and relationships to other available information. Lay Description: What is already known about the subject matter?: Students differ in how they read, comprehend and use digital information.Indicators from process data provide insight about how students engage with digital reading tasks. What does this paper add to the subject matter?: Based on multiple process indicators, a small number of clusters indicating different behavioural activity can be distinguished.These clusters can be described as on‐task, passive, hasty, exploring, disengaged, persistent and lost interest.A meaningful interpretation of the clusters must consider the requirements of the underlying tasks. Implications for practice and/or policy: Knowledge of how students engage with digital resources may provide useful feedback for teachers to guide students' learning or intervene when they struggle.Educational monitoring: The high comparability of country‐specific results suggests an invariant set of solution strategies in the digital reading assessment. [ABSTRACT FROM AUTHOR]

Facilitators of professional development (PD) for mathematics teachers currently gain increasing attention, as their practices are crucial for the success of spreading mathematics educational ideas and innovations into schools and strengthening the professional expertise of teachers. So far, mainly two components of facilitation have been empirically researched: facilitators' knowledge resources and facilitation moves. In this paper, we propose to develop a more comprehensive conceptual framework in order to explain facilitators' practices and underlying decisions. For this purpose, we lift Schoenfeld's ROG framework for teachers' decision-making (comprising resources, orientations, and goals) to the facilitator level, and add identity as a fourth component to obtain what we call the ROGI framework. We draw on data collected simultaneously in two PD projects for mathematics teachers in Germany and in Israel. Through three cases of facilitation, we illustrate how the adapted ROGI framework helps to understand processes of decision-making made by facilitators during mathematics professional development sessions. [ABSTRACT FROM AUTHOR]

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Gender disparities persist in the field of mathematics in German science and academia. From one scientific career level to the next, the proportion of female scientists decreases and women are still underrepresented in the top positions in science/academia. Gatekeeping is assumed to be one reason for the persistence of this disparity. Gatekeepers influence access to and advancement in the science system: They recruit researchers and provide support in the form of knowledge relevant for career advancement and open the way for further career steps, i.e., they hold an important decision-making position regarding the future of prospective female scientists. The study investigates if and if so, how gender disparities are reinforced in recruitment and support processes by gatekeepers in a mathematical cluster of excellence in Germany. Qualitative semi-structured interviews were conducted with 44 scientific gatekeepers in leadership positions. The results show how recruitment and support practices, perceptions, and criteria of scientific potential are interwoven with gender stereotypes, thereby creating potential barriers for female PhD students and postdocs. [ABSTRACT FROM AUTHOR]

The present study investigated direct as well as indirect relations between children's emotion regulation (anger- and avoidant-oriented strategies), behavior regulation, and mathematics achievement in a longitudinal study during the transition from primary to secondary school in Germany. Participants were 76 primary school students attending grade four at Time 1, of whom 51 participated again as secondary school students attending grade five at Time 2, as well as children's mothers and teachers. Anger- and avoidant-oriented emotion regulation strategies at Time 1 were negatively associated to behavior regulation at Time 2. Behavior regulation at Time 2 was positively related to mathematics achievement at Time 2. There were no direct relations between emotion regulation (anger- and avoidant-oriented strategies) at Time 1 and mathematics achievement at Time 2. However, we found significant indirect negative effects between emotion regulation (anger- and avoidant-oriented strategies) at Time 1 and mathematics achievement at Time 2 via behavior regulation at Time 1. Thus, anger- and avoidant-oriented emotion regulation at Time 1 indirectly affected mathematics achievement negatively at Time 2 via behavior regulation at Time 2. This study confirms the complex structure of self-regulatory processes and underlines the importance of specific emotion regulation strategies for mathematics achievement. [ABSTRACT FROM AUTHOR]

Although mathematical modeling plays an important role in many curricula worldwide, significant discrepancies persist in the importance of mathematical modeling in ordinary mathematics classrooms and teacher education. This paper compares pre-service mathematics teachers' professional mathematical modeling competencies in three different regions—Germany, Mainland China, and Hong Kong—where educational and cultural traditions differ, including the role of mathematical modeling. In total, 232 pre-service mathematics teachers from the three regions completed a modeling task covering mathematics content knowledge (MCK) of modeling and mathematical pedagogical content knowledge (MPCK) of modeling. The results show that pre-service teachers from Germany demonstrated the strongest MCK and MPCK of mathematical modeling; by contrast, pre-service mathematics teachers from Mainland China and Hong Kong demonstrated relatively weaker MCK and MPCK of mathematical modeling. MCK and MPCK of mathematical modeling were also found to be unevenly developed at different competence levels for the three regions. These differences may be attributed to the history of mathematical modeling in mathematics curricula, teacher education, and teaching culture in these three regions. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogische Psychologie is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In Germany, the Abitur is the highest qualification granted at the end of secondary education after 12 or 13 years of schooling; it provides a general university entrance qualification. Traditionally, written and oral examinations are required to obtain the Abitur. Until 1990, there were mainly decentralized examinations in mathematics in West Germany (Federal Republic of Germany [FRG]), which were taken after 13 school years, and a centralized examination that students took after 12 years of school in East Germany (German Democratic Republic [GDR]). In the unified Germany, examinations are now increasingly set by the 16 individual federal states. This paper has a special focus on changes and permanent features in the written Abitur examination in mathematics in Germany in the context of the social changes caused by the German reunification in 1990. These changes since 1990 are described with regard to the initial situation and framing conditions for the written Abitur examination. Two time periods are considered: (1) the examination situation in the FRG and GDR before 1990 and (2) the changes in the five eastern German federal states (former GDR) under the system change and accession to the FRG after 1990 but before the PISA shock. [ABSTRACT FROM AUTHOR]

This large‐scale and longitudinal study examines early home support for learning, formal/informal home mathematics activities, and their associations with children's mathematical development between age two and six. Data were collected in Germany between 2012 and 2018, N = 1184 (49% girls, 51% boys), and 15% of children had parents with a migration history. Linguistically and mathematically stimulating, attentive, and responsive parent–child engagement at age two predicted children's mathematical skills at age four and six (small‐to‐medium effect size). Both formal and informal home mathematical activities at age five predicted children's mathematical skills at age six (small effect size), and were associated with children's prior mathematics attainment. This study also provides indicators where individual differences and social circumstances are relevant to understanding different early mathematics outcomes. [ABSTRACT FROM AUTHOR]

Against the growing demand for the STEM labour force, the study examines labour market returns to STEM qualifications among immigrants who arrived in Germany since the 1980s. Analysing the German microcensus data for years 2015 and 2016, we demonstrate that skilled immigrants with STEM qualifications largely attain better labour market outcomes in Germany compared to immigrants without STEM qualifications, thus narrowing the gap to their native-born counterparts. Male immigrants succeed in utilizing their STEM capital better than female immigrants, but all immigrants face difficulties in translating their STEM qualifications into STEM employment. Our analyses further focus on returns to various STEM qualifications, attesting that medical qualifications are especially beneficial for Germany's female immigrants. The analysis of heterogeneous effects of STEM qualifications across major migrant groups reveals that Eastern European male immigrants make the best of their STEM qualifications, whereas among women, STEM qualified from Turkey or MENA countries are the most successful. These and other findings are discussed both from the supply and demand sides of the labour market. [ABSTRACT FROM AUTHOR]

The importance of learning technologies for mathematics education is increasing as new opportunities arise for mathematics education for all students, in school and at home. These so-called technology-enhanced learning environments (TELEs) incorporating technology with mathematical content are useful for developing mathematical knowledge and can simultaneously foster self-regulated learning (SRL) and motivational learning in mathematics. However, how do primary students' differences in their SRL and motivation affect their rating of the quality of mathematical TELEs? To answer this research question, we asked third and fourth-grade primary students (n = 115) to evaluate both their SRL, including metacognition and motivation, and the quality characteristics of the ANTON application, a frequently and intensively used TELE in Germany. Using a person-centered research approach by conducting a cluster analysis, we identified three SRL profiles of primary students--motivated self-learners, non-motivated self-learners, and average motivated non-self-learners--who differ in their ratings of the quality characteristics of the TELE (output variables). Our results highlight that motivated self-learners and non-motivated self-learners vary significantly in their rating of the adequacy of the TELE to their mathematical learning and highly but not significantly concerning the TELE's reward system. Moreover, differences existed between the motivated self-learners and the average motivated non-self-learners regarding their rating of the characteristic differentiation. Based on these findings, we assume that technical elements associated with adequacy, differentiation, and rewards of mathematical TELEs should be tailorable to the needs of individuals and groups of primary schoolchildren. [ABSTRACT FROM AUTHOR]

Copyright of Revue d'Histoire des Mathématiques is the property of Societe Mathematique de France and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The registered report was targeted at identifying latent profiles of competence development in reading and mathematics among N = 15,012 German students in upper secondary education sampled in a multi-stage stratified cluster design across German schools. These students were initially assessed in grade 9 and provided competence assessments on three measurement occasions across six years using tests especially developed for the German National Educational Panel Study (NEPS). Using Latent Growth Mixture Models, Using Latent Growth Mixture Models, we aimed at identifying multiple profiles of competence development. Specifically, we expected to find at least one generalized (i.e., reading and mathematical competence develop similarly) and two specialized profiles (i.e., one of the domains develops faster) of competence development and that these profiles are explained by the specialization of interest and of vocational education of students. Contrary to our expectations, we did not find multiple latent profiles of competence development. The model describing our data best was a single-group latent growth model confirming a competence development profile, which can be described as specializing in mathematical competences, indicating a higher increase in mathematical competences as compared to reading competences in upper secondary school. Since only one latent profile was identified, potential predictors (specialization of vocational education and interest) for different profiles of competence development were not examined. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Field Education (IJOFE) is the property of International Journal of Field Education (IJOFE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Supporting students with difficulties in learning mathematics is a challenge for teachers and educational administrators. Formative assessment is considered to play a successful role in supporting at-risk students as well as students without difficulties in mathematics. There is a need for intervention programs, including formative assessment techniques, that (a) are easy to implement in the regular classroom without requiring radical changes in teachers' individual teaching style, and (b) are effective in supporting at-risk students at the earliest stage possible in their school careers. This article analyzes an effectiveness trial of a formative assessment program developed to meet these goals and conducted in the first two years of elementary school. The examination of the longitudinal dataset from Grades 1–3 (N = 2,330) revealed an effect after the implementation, which was maintained at nearly the same effect size one year after completion of the program. The findings imply that formative assessment can foster the arithmetic achievement of students at risk as well as that of the entire class without changing the curriculum or teachers' individual teaching style. [ABSTRACT FROM AUTHOR]

Developmental Coordination Disorder (DCD) and Attention Deficit Hyperactivity Disorder (ADHD) often co-occur and are associated with specific learning difficulties. Robust prevalence estimations do not yet exist. We studied how symptoms of DCD and/or ADHD are related to difficulties in reading, writing, and mathematics. Using the data from a large online study with a sample of 3,170 3rd and 4th grade children in Germany, including parent-reported DCD- and ADHD symptoms, we followed two approaches. In the categorical approach, we divided the children into groups with and without DCD and/or ADHD on the basis of cut-offs. The results showed that children without DCD/ADHD have fewer difficulties in all learning domains. Children with only DCD showed less learning difficulties than children with ADHD and the comorbid group. In the continuous approach, we performed a latent profile analysis on the basis of symptoms of fine and gross motor problems, inattention, hyperactivity, impulsivity, and intelligence. This yielded four disability profiles of children with (1) no DCD- or ADHD-symptoms, (2) clinical ADHD-scores and above-average DCD, (3) above-average DCD and inattention, and (4) above-average ADHD. Profiles 2 and 3 appeared related to the lowest learning achievement. Theoretical implications are discussed. [ABSTRACT FROM AUTHOR]

A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school subjects is still pending. In the present study, it is analyzed whether the error climate differs in different school subjects and whether the same interrelations between the ways in which individuals deal with errors can be found in these different school subjects. In a study with 937 students from 48 classrooms from grades 5 to 7, in different secondary schools in Germany and Austria, we assessed the error climate and individual reactions following errors in mathematics, German, and English. Small mean differences between mathematics and the two language subjects were yielded. In addition, we found medium-sized correlations between the error climate measures in the three school subjects. However, the same pattern of interrelations between error climate and the way individuals deal with errors for all three school subjects could be shown. The results suggest that the perception of the error climate is rather similar in different school subjects. This has implications, for instance, for interventions that aim at fostering the error climate. [ABSTRACT FROM AUTHOR]

As mathematical competence is linked to educational success, professional achievement, and even a country's economic growth, researchers have been interested in early predictors for quite some time. Although there have been numerous studies on domain‐specific numerical abilities predicting later mathematical competence in preschool children, research in toddlers is scarce, especially regarding additional influential aspects, such as domain‐general cognitive abilities and the children's social background. Using a large‐scale dataset, the present study examined predictive effects of numeracy skills in 17‐month‐olds for later mathematical achievement. We found small, positive effects, even when controlling for child‐related variables (i.e., age and sex) and the children's social background (i.e., maternal education and household language). Additionally, we compared results with a domain‐general categorization task and found no distinct effect on mathematical competence. The present results are discussed with regard to the specificities of the dataset, as well as implications for future studies on predictors of mathematical competence. [ABSTRACT FROM AUTHOR]

The study presented in the paper has the following goals. The first is to review and compare teacher competence frameworks developed in Eastern (Chinese) and Western (German) contexts, exemplified for the domain of mathematics. Major similarities of the two contexts could be reconstructed in the conceptualization of teacher competence as a multidimensional construct comprising knowledge, teaching-related skills and beliefs. Distinct differences could be identified as well, with the Chinese frameworks including a wider range of teacher-competence facets and emphasizing more teaching-related competencies than the Western (German) frameworks. The second purpose is to adapt and validate a German framework of the measurement of mathematics teacher competence in a Chinese context. This adaptation and validation uses exemplarily mathematics teacher, in detail follow-up-studies of the international Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M). With the integration of a qualitative approach (e.g. elemental validity) and a quantitative approach (e.g. construct validity) to validate the framework, the results of both approaches suggest a satisfactory validity for the adaptation. Overall, the results point out that the examined teacher competence framework and its instruments can be used for comparative analyses in Germany and China. [ABSTRACT FROM AUTHOR]

This paper focuses on commonalities and differences of three approaches to large-scale professional development (PD) in mathematics education, based on two studies from Germany and one from the United States of America. All three initiatives break new ground in improving PD targeted at educating 'multipliers,' and in all three cases specific design principles for successful PD are defined, implemented, and discussed. All three teams systematically investigate the success of their PD activity and thereby discuss their theoretical assumptions, research questions, methods, and results. Given the goal of scaling up, the initiatives are pilot projects due to the relatively small number of participants. The paper highlights the diversity of approaches, each including various specific strengths but also some limitations. This is done by analyzing the three studies regarding the features 'large-scale PD and scientific knowledge on it', 'goals and design of PD', 'research design and methods', and 'research results and implications'. Overall, the studies help to understand the enormous challenges of the field when aiming at large-scale PD and systematically investigating and reflecting its impact. One prominent challenge is teacher educators' double role of intervening and investigating. All three studies recommend a continued or even stronger focus on participants' practice and its challenges. It makes sense to assume that the focus on participants' practice and strengths is even more important when starting further cascades. [ABSTRACT FROM AUTHOR]

Using Progress in International Reading Literacy Study 2001 and Programme for International Student Assessment 2003 data for Germany, this paper examines whether second-generation immigrants and girls are graded worse in math than comparable natives and boys, respectively. Once all grading-relevant characteristics, namely math skills and oral participation, are accounted for, pupils should obtain same school grades. Results of a matching approach and class fixed effects regressions suggest that second-generation immigrants have grade disadvantages in primary education which could bias their secondary school track choice. Regarding secondary school, most immigrants are not affected by grade discrimination and girls enrolled in upper-secondary school are systematically graded better. [ABSTRACT FROM AUTHOR]

We present a deterministic (1+o(1))-approximation O(n1/2+o(1) + D1+o(1))-time algorithm for solving the single-source shortest paths problem on distributed weighted networks (the CONGEST model); here n is the number of nodes in the network and D is its (hop) diameter. This is the first non-trivial deterministic algorithm for this problem. It also improves (i) the running time of the randomized (1+o(1))-approximation Õ(√n1/2D1/4+D)-time algorithm of Nanongkai [STOC 2014] by a factor of as large as n1/8, and (ii) the O(є-1logє-1)-approximation factor of Lenzen and Patt-Shamir's Õ(n1/2+є+D)-time algorithm [STOC 2013, pp. 381-390] within the same running time. (Throughout, we use Õ(.) to hide polylogarithmic factors in n.) Our running time matches the known time lower bound of Ω(√n/log n + D) [M. Elkin, SIAM J. Comput., 36 (2006), pp. 433-456], thus essentially settling the status of this problem which was raised at least a decade ago [M. Elkin, SIGACT News, 35 (2004), pp. 40-57]. It also implies a (2+o(1))-approximation O(n1/2+o(1)+D1+o(1))-time algorithm for approximating a network's weighted diameter which almost matches the lower bound by Holzer and Pinsker [in Proceedings of OPODIS, 2015, Schloss Dagstuhl. Leibniz-Zent. Inform., Wadern, Germany, 2016, 6]. In achieving this result, we develop two techniques which might be of independent interest and useful in other settings: (i) a deterministic process that replaces the "hitting set argument" commonly used for shortest paths computation in various settings, and (ii) a simple, deterministic construction of an (no(1), o(1))-hop set of size n1+o(1). We combine these techniques with many distributed algorithmic techniques, some of which are from problems that are not directly related to shortest paths, e.g., ruling sets [A. V. Goldberg, S. A. Plotkin, and G. E. Shannon, SIAM J. Discrete Math., 1 (1988), pp. 434-446], source detection [C. Lenzen and D. Peleg, in Proceedings of PODC, 2013, pp. 375-382], and partial distance estimation [C. Lenzen and B. Patt-Shamir, in Proceedings of PODC, 2015, pp. 153-162]. Our hop set construction also leads to single-source shortest paths algorithms in two other settings: (i) a (1+o(1))-approximation no(1)-time algorithm on congested cliques, and (ii) a (1+o(1))-approximation no(1)-pass n1+o(1)-space streaming algorithm. The first result answers an open problem in [D. Nanongkai, in Proceedings of STOC, 2014, pp. 565-573]. The second result partially answers an open problem raised by McGregor in 2006 [List of Open Problems in Sublinear Algorithms: Problem 14]. [ABSTRACT FROM AUTHOR]

Results of international comparison studies show substantially better mathematics performance of the investigated Asian than European students from the early years on. A Taiwanese-German Research Program (TaiGer) engages in exploring differences and similarities in the educational system, in teachers' knowledge and beliefs and in teaching or learning practice in Taiwan and Germany. Embedded in this Research Program, this contribution focuses on early mathematics education. As mathematics is often seen as an internationally more or less homogeneous discipline, it could be assumed that differences in the educational outcomes could be explained by, e.g. cultural-societal factors, curriculum or instruction practice. This contribution gives an overview about results of studies analyzing the differences between children's mathematical performance in Asia and Europe or America with a focus on early childhood education. For a sound comparison between countries aiming to analyze if cultural differences or other aspects (e.g. teaching practice or structural differences) are responsible for differences, basic conditions concerning teaching and learning should be controlled. At first sight, it could be recognized that, next to the cultural background, Germany and Taiwan differ extremely in basic frame conditions (e.g. preservice training) concerning early mathematics education. For this reason, this contribution analyzed if, with a third well-considered European country, a comparative design for ongoing research could be possible, where pairwise similarities allow to clarify relations between differences in early mathematics education and the cultural background on the one hand and early mathematics education and institutional frame conditions or the teachers' professional knowledge on the other hand. [ABSTRACT FROM AUTHOR]

This study presents a small part of a larger study investigating Turkish and German mathematics teachers' and their students' values (Values in Mathematics Teaching in Turkey and Germany). The main focus of the study was school levels of the teachers working at primary and secondary schools. The interactions related to nationality were also of interest. The methodology employed in this paper was a descriptive study. The participants were 27 German and 33 Turkish teachers. A five-point Likert-type questionnaire was used as data collection instrument. The data were subjected to descriptive and inferential statistics for analysis. Effect size coefficients were also calculated. The results indicated that school levels of the teachers within and between the two nations had a significant effect on the mathematics teachers' education values. It is thought that these findings may help to show interesting differences in systems in Germany and Turkey. [ABSTRACT FROM AUTHOR]

We analyze the empirical content of the Roy model, stripped down to sector-specific unobserved heterogeneity and self-selection on the basis of potential outcomes. We characterize sharp bounds on the joint distribution of potential outcomes and testable implications of the Roy model. We apply these bounds to derive a measure of departure from Roy self-selection, so as to identify prime targets for intervention. Special emphasis is put on the case of binary outcomes. We analyze a Roy model of college major choice in Canada and Germany and take a new look at the underrepresentation of women in science, technology, engineering, and mathematics. [ABSTRACT FROM AUTHOR]

Germany has been officially free of bovine tuberculosis since 1996. However, in the last years there has been an increase of bovine tuberculosis cases, particularly in the southern part of Germany, in the Allgäu region. As a consequence a one-time tuberculosis surveillance program was revisited with different premortal and postmortal tests. The aim of this paper was to estimate diagnostic sensitivities and specificities of the different tests used within this surveillance program. In the absence of a perfect test with 100% sensitivity and 100% specificity, thus in the absence of a gold standard, a Bayesian latent class approach with two different datasets was performed. The first dataset included 389 animals, tested with single intra-dermal comparative cervical tuberculin (SICCT) test, PCR and pathology; the second dataset contained 175 animals, tested with single intra-dermal cervical tuberculin (SICT) test, Bovigam® assay, pathology and culture. Two-way conditional dependencies were considered within the models. Additionally, inter-laboratory agreement (five officially approved laboratories) of the Bovigam® assay was assessed with Cohen's kappa test (21 blood samples). The results are given in posterior means and 95% credibility intervals. The specificities of the SICT test, SICCT test, PCR and pathology ranged between 75.8% [68.8–82.2%] and 99.0% [96.8–100%]. The Bovigam® assay stood out with a very low specificity (6.9% [3.6–11.1%]), though it had the highest sensitivity (95.7% [91.3–99.2%]). The sensitivities of the SICCT test, PCR, SICT test, pathology and culture varied from 57.8% [48.0–67.6%] to 88.9% [65.5–99.7%]. The prevalences were 19.8% [14.6–26.5%] (three-test dataset) and 7.7% [4.2–12.3%] (four-test dataset). Among all pairwise comparisons the highest agreement was 0.62 [0.15–1]). In conclusion, the specificity of the Bovigam® assay and the inter-laboratory agreement were lower than expected. [ABSTRACT FROM AUTHOR]

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Recent years have seen tremendous advances in the scientific study of networks, as more and larger data sets of relationships among nodes have become available in many different fields. This has led to pathbreaking discoveries of near-universal network behavior over time, including the principle of preferential attachment and the emergence of scaling in complex networks. Missing from the set of network analysis methods to date is a measure that describes for each node how its relationship (or links) with other nodes changes from one period to the next. Conventional measures of network change for the most part show how the degrees of a node change; these are scalar comparisons. Our contribution is to use, for the first time, the cosine similarity to capture not just the change in degrees of a node but its relationship to other nodes. These are vector (or matrix)-based comparisons, rather than scalar, and we refer to them as “rewiring” coefficients. We apply this measure to three different networks over time to show the differences in the two types of measures. In general, bigger increases in our rewiring measure are associated with larger increases in network density, but this is not always the case. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to examine the incidence trends of type 1 diabetes diagnosed with ketoacidosis in Saxony, Germany from 1999 to 2016. Methods: The population based Childhood Diabetes Registry of Saxony comprising valid data for all children aged 0–14 years diagnosed with type 1 diabetes from1999 to 2016 were used for the analyses. Direct age-standardized incidence rates were calculated and the effects of age, sex, calendar year, home districts and family history of any types of diabetes on the incidence were modelled using Poisson regression. Trend analyses for standard rate ratios of children with moderate and severe diabetic ketoacidosis versus children with type 1 diabetes with non-diabetic ketoacidosis were performed using join point regression. Results: The rate of ketoacidosis at the time of the type 1 diabetes diagnosis was high with 35.2% during the entire observation period in Saxony. The Poisson regression analysis indicated a statistically significant increased occurrence of diabetic ketoacidosis for younger age-groups, but no statistically significant differences between boys and girls. The join point trend analyses show that the proportion of severe and moderate ketoacidosis is increasing disproportionally to the increase in incidence of type 1 diabetes over the years. Conclusion: Due to the observed increasing incidence of diabetes as well of diabetic ketoacidosis, an educational prevention campaign is needed in Saxony as soon as possible to aid pediatricians, general physicians as well as general public to identify the early signs of type 1 diabetes. [ABSTRACT FROM AUTHOR]

After years of hypothetical surveys and simulator studies, automated vehicles (AVs) are now being tested in realistic traffic environments adding validity to knowledge about their acceptance. We present data from a pilot test with participants (n = 125) after experiencing a ride in an electric AV on a large clinic area in Berlin, Germany. As a first contribution, we bridge the gap between missing definitions of key constructs, confusion about their operationalisations, and a rigorous test of their statistical properties and data structure by examining scales on acceptance, trust, perceived safety, intention to use, and—for the first time applied to AVs—the emotions amusement, fear, surprise, and boredom. Tests of reliability and normality were satisfying for almost all constructs (Cronbach’s alphas ≥ .69; six of eight scales normally distributed). The vehicles were accepted (M = 1.22; SD = 0.70; range -2 to 2), trusted (M = 3.29; SD = 0.81; range 1 to 5), and perceived as safe (M = 3.29; SD = 1.03; range 1 to 5). However, factor analyses did not reflect the hypothesised data structure, and validity concerns question the suitability of some constructs for attitude assessment of electric AVs. Our open item for comments added valuable insights in qualitative aspects of user attitudes towards electric AVs regarding driving style, technical features, and (unsettling) audio-visual feedback. We thus argue for broader conceptualisations of key constructs based on interdisciplinary exchange and multi-methodical study designs. [ABSTRACT FROM AUTHOR]

In research into higher education, the evaluation of completion and dropout rates has generated a steady stream of interest for decades. While most studies only calculate quotes using student and graduate numbers for both phenomena, we propose to additionally consider the budget available to universities. We transfer the idea of the excellence shift indicator [] from the research to the teaching area, in particular to the completion rate of educational entities. The graduation shift shows the institutions’ ability to produce graduates as measured against their basic academic teaching efficiency. It is an important advantage of the graduation shift that it avoids the well-known heterogeneity problem in efficiency measurements. Our study is based on German universities of applied science. Given their politically determined focus on education, this dataset is well-suited for introducing and evaluating the graduation shift. Using a comprehensive dataset covering the years 2008 to 2013, we show that the graduation shift produces results, which correlate closely with the results of the well-known graduation rate and standard Data Envelopment Analysis (DEA). Compared to the graduation rate, the graduation shift is preferable because it allows to take the budget of institutions into account. Compared to the DEA, the computation of the graduation shift is easy, the results are robust, and non-economists can understand them results. Thus, we recommend the graduation shift as an alternative method of efficiency measurement in the teaching area. [ABSTRACT FROM AUTHOR]

Background: Monitoring the reasons why a considerable number of people do not receive recommended vaccinations allows identification of important trends over time, and designing and evaluating strategies to address vaccine hesitancy and increase vaccine uptake. Existing validated measures assessing vaccine hesitancy focus primarily on confidence in vaccines and the system that delivers them. However, empirical and theoretical work has stated that complacency (not perceiving diseases as high risk), constraints (structural and psychological barriers), calculation (engagement in extensive information searching), and aspects pertaining to collective responsibility (willingness to protect others) also play a role in explaining vaccination behavior. The objective was therefore to develop a validated measure of these 5C psychological antecedents of vaccination. Methods and findings: Three cross-sectional studies were conducted. Study 1 uses factor analysis to develop an initial scale and assesses the sub-scales’ convergent, discriminant, and concurrent validity (N = 1,445, two German convenience-samples). In Study 2, a sample representative regarding age and gender for the German population (N = 1,003) completed the measure for vaccination in general and for specific vaccinations to assess the potential need for a vaccine-specific wording of items. Study 3 compared the novel scale’s performance with six existing measures of vaccine hesitancy (N = 350, US convenience-sample). As an outcome, a long (15-item) and short (5-item) 5C scale were developed as reliable and valid indicators of confidence, complacency, constraints, calculation, and collective responsibility. The 5C sub-scales correlated with relevant psychological concepts, such as attitude (confidence), perceived personal health status and invulnerability (complacency), self-control (constraints), preference for deliberation (calculation), and communal orientation (collective responsibility), among others. The new scale provided similar results when formulated in a general vs. vaccine-specific way (). In a comparison of seven measures the 5C scale was constantly among the scales that explained the highest amounts of variance in analyses predicting single vaccinations (between 20% and 40%; ). The present studies are limited to the concurrent validity of the scales. Conclusions: The 5C scale provides a novel tool to monitor psychological antecedents of vaccination and facilitates diagnosis, intervention design and evaluation. Its short version is suitable for field settings and regular global monitoring of relevant antecedents of vaccination. [ABSTRACT FROM AUTHOR]

The article discusses the life, works and contribution of Alexander Grothendieck in mathematics. Grothendieck is a man who changed mathematics within 20 years of work in functional analysis and algebraic geometry. He was born in Berlin, Germany in 1928 and became a political activist in all major European revolutions. He worked in functional analysis between 1950 and 1955, and posed many questions on the structure of topological linear locally convex spaces. Among his contributions to functional analysis include nuclear spaces, topological tensor products and Grothendieck inequality.

Several scholars have concluded that ethnic diversity has negative consequences for social trust. However, recent research has called into question whether ethnic diversity per se has detrimental effects, or whether lower levels of trust in diverse communities simply reflect a higher concentration of less trusting groups, such as poor people, minorities, or immigrants. Drawing upon a nationally representative sample of the German population (GSOEP), we make two contributions to this debate. First, we examine how ethnic diversity at the neighborhood level–specifically the proportion of immigrants in the neighborhood–is linked to social trust focusing on the compositional effect of poverty. Second, in contrast to the majority of current research on ethnic diversity, we use a behavioral measure of trust in combination with fine-grained (zip-code level) contextual measures of ethnic composition and poverty. Furthermore, we are also able to compare the behavioral measure to a standard attitudinal trust question. We find that household poverty partially accounts for lower levels of trust, and that after controlling for income, German and non-German respondents are equally trusting. However, being surrounded by neighbors with immigrant background is also associated with lower levels of social trust. [ABSTRACT FROM AUTHOR]

Background: Diagnosis of fetal anomaly is a significant life event and social stigma can negatively impact on the well-being of women opting for an abortion. This study investigated the psychometric properties of a measure of stigma among women who had had an abortion after diagnosis of fetal anomaly in a German setting. Methods: The Individual Level Abortion Stigma (ILAS) scale was translated into German. Psychometric properties of the ILAS scale were examined among 130 women with a history of an abortion after diagnosis of fetal anomaly. Individual and situational factors associated with stigma in the context of an abortion after diagnosis of fetal anomaly were explored. Results: Factor analysis suggested a four-dimensional structure of the German version of the Individual Level Abortion Stigma scale (Cronbach’s α, .83–.91), corresponding to the subscales of the original scale. Test-retest reliability was acceptable for the worries about judgment subscale, the self-judgment subscale, and the community condemnation subscale, but less convincing for the isolation subscale. Associations between the subscales and measures of depression, self-esteem and secrecy were found in directions consistent with theory. Women who did not perceive their fetus to have a low survival chance and women whose fetus was at higher gestational age reported higher levels of stigma, whereas higher perceived partner support was associated with lower levels of stigma. Limitation: Generalizability of study results was limited, as participants were recruited from one clinic in Germany and the study had a response rate of 46.5%. Conclusions: The ILAS subscales are largely reliable and valid measures to assess stigma among women who have had an abortion after diagnosis of fetal anomaly. Suggestions for improving the assessment of stigma experienced in this population are outlined. The scales can be useful in research aiming at investigating psychological outcomes of abortion after diagnosis of fetal anomaly and improving care structures. [ABSTRACT FROM AUTHOR]

Previous studies investigating the association between fine-motor skills (FMS) and mathematical skills have lacked specificity. In this study, we test whether an FMS link to numerical skills is due to the involvement of finger representations in early mathematics. We gave 81 pre-schoolers (mean age of 4 years, 9 months) a set of FMS measures and numerical tasks with and without a specific finger focus. Additionally, we used receptive vocabulary and chronological age as control measures. FMS linked more closely to finger-based than to nonfinger-based numerical skills even after accounting for the control variables. Moreover, the relationship between FMS and numerical skill was entirely mediated by finger-based numerical skills. We concluded that FMS are closely related to early numerical skill development through finger- based numerical counting that aids the acquisition of mathematical mental representations. [ABSTRACT FROM AUTHOR]

Background: Unintentional weight loss (UWL) is common in older age and associated with adverse outcomes including mortality. The aim of the present study was to determine psychosocial correlates of UWL. Methods: Data were derived from a large, nationally representative study of community-dwelling individuals in the second half of life (40 years and over) in Germany in 2014 (n = 7,933). Data on UWL were assessed in face-to-face interviews as unintentional loss of more than 5kg (11 pounds) in weight in the past 12 months, and data on psychosocial factors were recorded in self-administered questionnaires. Results: Multiple logistic regressions revealed that UWL was positively associated with depressive symptoms and positive affect, whereas it was negatively associated with self-esteem. Individuals with UWL were more likely to feel lonely and perceive themselves as socially excluded. Conclusion: The findings of important psychosocial correlates of UWL may help to identify individuals at risk for UWL in older age. This is in particular important since interventions to treat this phenomenon in older age are available that reduce adverse consequences resulting from UWL. [ABSTRACT FROM AUTHOR]

Sex differences in mathematical performance have frequently been examined over the last decades indicating an advantage for males especially when numerical problems cannot be solved by (classroom-)learnt strategies and/or estimation. Even in basic numerical tasks such as number line estimation, males were found to outperform females - with sex differences argued to emerge from different solution strategies applied by males and females. We evaluated the latter using two versions of the number line estimation task: a bounded and an unbounded task version. Assuming that women tend more strongly to apply known procedures, we expected them to be at a particular disadvantage in the unbounded number line estimation task, which is less prone to be solved by specific strategies such as proportion judgement but requires numerical estimation. Results confirmed more pronounced sex differences for unbounded number line estimation with males performing significantly more accurately in this task version. This further adds to recent evidence suggesting that estimation performance in the bounded task version may reflect solution strategies rather than numerical estimation. Additionally, it indicates that sex differences regarding the spatial representation of number magnitude may not be universal, but associated with spatial-numerical estimations in particular. [ABSTRACT FROM AUTHOR]

The Scale of Positive and Negative Experience (SPANE) measures the frequency of positive and negative affect. It consists of two subscales, one for positive and one for negative affect with six adjectives each and assesses a broad range of emotions. In this study, the psychometric properties of the German version of the scale were explored with reliability and confirmatory factorial analysis by using a German sample of N = 498. To examine the convergent validity of the SPANE we correlated its subscales with other well-being and happiness measures. Retest-reliabilities were tested after four weeks, taking into account the occurrence of emotionally significant life events. The scale was also applied to evaluate a training of subjective well-being and in a study on text comprehensibility. The results confirmed the postulated two-factor structure of the SPANE and showed good psychometric properties and convergent validity. In conclusion, the German version of the scale behaves in accordance with the original scale and may be used in future studies of well-being. [ABSTRACT FROM AUTHOR]

Many learners have difficulties with rational number tasks because they persistently rely on their natural number knowledge, which is not always applicable. Studies show that such a natural number bias can mislead not only children but also educated adults. It is still unclear whether and under what conditions mathematical expertise enables people to be completely unaffected by such a bias on tasks in which people with less expertise are clearly biased. We compared the performance of eighth-grade students and expert mathematicians on the same set of algebraic expression problems that addressed the effect of arithmetic operations (multiplication and division). Using accuracy and response time measures, we found clear evidence for a natural number bias in students but no traces of a bias in experts. The data suggested that whereas students based their answers on their intuitions about natural numbers, expert mathematicians relied on their skilled intuitions about algebraic expressions. We conclude that it is possible for experts to be unaffected by the natural number bias on rational number tasks when they use strategies that do not involve natural numbers. [ABSTRACT FROM AUTHOR]

The (German) market for law professors fulfils the conditions for a hog cycle: In the short run, supply cannot be extended or limited; future law professors must be hired soon after they first present themselves, or leave the market; demand is inelastic. Using a comprehensive German dataset, we show that the number of market entries today is negatively correlated with the number of market entries eight years ago. This suggests short-sighted behavior of young scholars at the time when they decide to prepare for the market. Using our statistical model, we make out-of-sample predictions for the German academic market in law until 2020. [ABSTRACT FROM AUTHOR]

Purpose: Preliminary iodine concentration (UIC) measurements in spot urines of the representative German adult study DEGS indicated a severe worsening of iodine status compared to previous results in German children (KiGGS study). Therefore, we aimed to evaluate adult iodine status in detail and to investigate the impact of hydration status on UIC. Methods: UIC and creatinine concentrations were measured in 6978 spot urines from the German nationwide DEGS study (2008-2011). Twenty-four-hour iodine excretions (24-h UIE) were estimated by relating iodine/creatinine ratios to age- and sex-specific 24-h creatinine reference values. Urine osmolality was measured in two subsamples of spot urines ( n = 100 each) to determine the impact of hydration status on UIC. Results: In DEGS, median UIC was 69 µg/L in men and 54 µg/L in women, lying clearly below the WHO cutoff for iodine sufficiency (100 µg/L). Estimated median 24-h UIE was 113 µg/day, accompanied by 32 % of DEGS adults, lying below the estimated average requirement (EAR) for iodine. Comparative analysis with the KiGGS data (>14,000 spot urines of children; median UIC 117 µg/L) revealed a comparable percentage

Interference Frisian (IF) is a variety of Frisian, spoken by mostly younger speakers, which is heavily influenced by Dutch. IF exhibits all six logically possible word orders in a cluster of three verbs. This phenomenon has been researched by Koeneman and Postma (2006), who argue for a parameter theory, which leaves frequency differences between various orders unexplained. Rejecting Koeneman and Postma’s parameter theory, but accepting their conclusion that Dutch (and Frisian) data are input for the grammar of IF, we will argue that the word order preferences of speakers of IF are determined by frequency and similarity. More specifically, three-verb clusters in IF are sensitive to: their linear left-to-right similarity to two-verb clusters and three-verb clusters in Frisian and in Dutch; the (estimated) frequency of two- and three-verb clusters in Frisian and Dutch. The model will be shown to work best if Dutch and Frisian, and two- and three-verb clusters, have equal impact factors. If different impact factors are taken, the model’s predictions do not change substantially, testifying to its robustness. This analysis is in line with recent ideas that the sequential nature of human speech is more important to syntactic processes than commonly assumed, and that less burden need be put on the hierarchical dimension of syntactic structure. [ABSTRACT FROM AUTHOR]

Objective: To examine whether intra- and intergenerational caregiving affect subjective well-being (SWB) of the caregivers longitudinally. Methods: Data were drawn from the German Ageing Survey (DEAS), which is a population-based longitudinal study of individuals living in Germany aged 40 and over. The waves in 2002, 2008 and 2011 were used (with 10,434 observations). SWB was examined in a broad sense, covering affective (AWB) and cognitive well-being (CWB), positive (PA) and negative affect (NA) as well as functional and mental health. While intragenerational caregiving was defined as providing care for spouse/partner, intergenerational caregiving was defined as providing care for mother, father, mother-in-law, father-in-law, partner’s mother or partner’s father. Results: Fixed effects regressions adjusting for sociodemographic factors, social network, self-efficacy and morbidity showed that intergenerational informal care did not affect the various SWB outcome measures. Intragenerational caregiving affected CWB (women) and mental health (total sample and men), whereas it did not affect the other outcome variables. Conclusion: Our findings highlight the importance of intragenerational caregiving for mental health (men) and cognitive well-being (women). Consequently, interventions to avoid mental illness due to intragenerational caregiving are urgently needed. [ABSTRACT FROM AUTHOR]

Activities of daily living (ADL) of children are widely assessed with the Pediatric Evaluation Disability Inventory (PEDI). This study examined test–retest and inter-rater reliability of the German PEDI (PEDI-G). During the adaptation of the PEDI nine items were added. In total, 117 parents of 53 children without and 64 children with a diagnosed physical disability from Austria, Germany, and Switzerland participated. Reliability was examined by intraclass correlation coefficient (ICC), standard error of measurement (SEM) and smallest detectable difference (SDD) for the Functional Skill Scale with and without added items and the Caregiver Assistance Scale. Cohen`s Kappa was used to calculate the reliability of the Modification Scale. All ICC's for test–retest and inter-rater reliability were above 0.75, indicating good to very good reliability. The SDD varied from 0.83–5.58 across PEDI domains and scales. For the Modification Scale, Cohen's weighted kappa varied from 0.25 to 1.00 indicating sufficient reliability for some but not all items. Our findings indicate that the Functional Skill Scale and the Caregiver Assistance Scale of the PEDI-G are reliable scales that can be used to evaluate ADLs of children with and without physical disability. [ABSTRACT FROM PUBLISHER]