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Entry-level prerequisites in mathematics are of paramount importance for success in STEM undergraduate programs. Nevertheless, basic mathematical skills from lower secondary school are often neglected in repetition and support measures. Similarly, there is a lack of appropriate diagnostic, quality-controlled instruments for this purpose. This paper presents a reliable and both content as well as differentially and prognostically valid computer-based instrument for diagnosing these skills. A paper and an online version measure the same construct. The online version includes instant feedback that integrates both performance and improvement feedback. In the outlook, outstanding key development and testing steps are addressed. [ABSTRACT FROM AUTHOR]

The question of how young people become pupils in and through subject-specific education at schools has so far rarely been studied in German-speaking countries. Our paper examines theoretical concepts for the reconstruction of subjectification in the medium of school knowledge and translates them into methodological premises for empirical analysis. Then, we explore the videotaped mathematics lesson of a sixth grade class. Analysing the observed practices of writing, imagining and calculating, we intend to describe how both the subject matter and, intertwined with it, certain recognisable subjects (teacher and pupils) emerge. We argue that these practices of subjectification are specific to mathematics education by referring to studies in the field of mathematics education. [ABSTRACT FROM AUTHOR]

This paper examines the role of self-concept and test anxiety as well as "constructive support" by teachers for the social acceptance of students in secondary school. With regard to constructive support, a distinction is made between two central facets, namely socio-emotional support and instructional support. Here, for the first time, the role of these facets for the social acceptance experienced by students is investigated and it is examined which differential effects are shown for learners with individual risk factors of school failure. Survey data from two time points (mean interval 8 weeks) of 1,116 students in 49 secondary school mathematics classes in Germany were analysed using multi-level analyses. The results show that both facets of constructive support were related to students' perceived social acceptance. Students with low mathematics self-concept or high anxiety felt less well integrated into class. The facets of constructive support played a special role for these correlations: The connection between self-concept and social acceptance was moderated by instructional support, so that in classes with high instructional support, learners with low self-concept felt comparably well socially integrated as the other learners. The relationship between anxiety and social acceptance was moderated by both facets of constructive support, so that in classes with high constructive support, learners with high performance anxiety perceived themselves as socially accepted as their less anxious peers. This contribution thus supports the high importance of relationship quality in school and provides new insights into differential connections between teaching and school outcomes depending on the learning prerequisites of the students. [ABSTRACT FROM AUTHOR]

Centered on the presentation and evaluation of seven entertaining samples of science fiction stories involving mathematicians and amusing mathematical problems, the paper touches on the relation between mathematics and humanities, on the role of mathematics in Science Fiction (with a glimpse at the latter's difference from classical utopian texts and the current category of "fantasy"), and the bewildering joint occurrence of insightful observations and incredible mathematical blunders in SF literature. Picking up the recent slogan of "halfcultured individuals" (in contrast to the famous "two cultures"), the paper canvasses for a continuation and extension of Knut Radbruch's pioneering studies on the interplay between mathematics and letters. [ABSTRACT FROM AUTHOR]

The article offers briefs related to Deutsche Mathematiker-Vereinigung (DMV). Topics include Science Council published the position paper impetus from the Covid- 19 crisis for further development of the science system in Germany passed to reorientation of science policy; and response capability in policy advice about a lack of sovereignty and Security in the digital space up to strategic challenges in internationalization.

The article informs about case study of a serious and multiple ethical misconduct after an author submitted a paper to five journals for publication and committed some form of plagiarism. Topics include mathematics and in sciences in general, multiple submissions of the same results or parallel papers are prohibited as serious ethical misconduct; and mathematics simultaneous or concurrent submission of a manuscript describing the same research publication in the electronic online systems.

In this paper the current relationship between physics and its philosophy is examined as well as its possibilities of development. The study is largely based on case studies. Although both disciplines have joint roots in pre-christian philosophy, today their teachings and research occur independently from one another. Both communities consider their systematic dialogue as important for each side. Nevertheless, the huge amount of information and the high degree of specialization of these debates renders the mutual dialogue rare events. As a result, associated inputs are missing in both directions and at all levels and debates lose the content stringency required for a continuous exchange. True interdisciplinarity is therefore no longer given. In the external perception, the two territories appear to belong together, but within the professional communities factual alienation is quite noticeable. Nevertheless, physics and philosophy remain intimately connected, both in their common claim to generate positive knowledge of the world, and at the level of concrete questions. In this essay, the transformation of physical concepts - which always have a philosophical core – is illustrated on the basis of several case studies. Mathematics also plays a key role in the recognition of nature, and should be addressed as well in this context. Today's physics has many facets: Depending on the perspective, it appears as a mathematically extremely sophisticated theory-building exercise, or as THE paradigmatic example of an empirical science with an astounding history of application successes, or as a world science that is at least implicitly normative. In fact, the interaction between theory, experiment and interpretation allows for a deeper understanding and successful predictions. Latest at this point, the intrinsic connection between physics and philosophy is revealed. In the philosophicalhistorical perspective, the time-invariant component of physics or its supporting inner structure becomes visible: conceptual leitmotifs and explanatory strategies are preserved, although in a modified form. As an effective and sustainable corrective of the current state, which is perceived as unsatisfactory by both sides, I propose that logical and epistemological basic contents, as well as specific topics of the philosophy of physics becomes part of the curriculum of the physicist's education. [ABSTRACT FROM AUTHOR]