Publications

Feudel, F. & Panse, A. (2024). Facilitating note-taking with guided notes – Students’ preferences regarding positions for blanks and preprinted parts. International Journal of Mathematical Education in Science and Technology, online first. https://doi.org/10.1080/0020739X.2024.2310622

Feudel, F. & Unger, A. (2024). Development and implementation of Concept-Test questions in abstract algebra. International Journal of Mathematical Education in Science and Technology, online first. https://doi.org/10.1080/0020739X.2023.2297002

Feudel, F. & Unger, A. (2024). Development and implementation of Concept-Test questions in abstract algebra. International Journal of Mathematical Education in Science and Technology, online first. https://doi.org/10.1080/0020739X.2023.2297002

Feudel F., Panse A., & Rohwedder T. (2023). Usage of prerecorded mathematics video-lectures – Comparison of the intentions of an instructor with students’ usage. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (pp. 2327-2334). Alfréd Rényi Institute of Mathematics and ERME.

Büchele, S. & Feudel, F. (2023). Changes in Students’ Mathematical Competencies at the Beginning of Higher Education Within the Last Decade at a German University. International Journal of Science and Mathematics Education, 21. 2325–2347, https://doi.org/10.1007/s10763-022-10350-x

Feudel, F. (2023). What knowledge related to the derivative is commonly used in basic economics textbooks? – Selected results from a praxeological analysis. In T. Dreyfus, A. Gonzahléz-Martín, J. Monaghan, E. Nardi & P. Thompson (Eds.), Proceedings of the conference "The Learning and Teaching of Calculus across disciplines" (pp. 101-104). Bergen, Norway: MatRIC.

Feudel, F. & Panse A. (2023). What are suitable positions for blanks in guided notes? – An investigation of students’ perspectives. In M. Trigueros, B. Barquero, R. Hochmuth, J. Peters (Eds.), Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (pp. 602-611). Hannover: University of Hannover and INDRUM.

Grenier-Boley N. & Feudel, F. (2023). Report about TWG 6 on students' practices and assessment. In M. Trigueros, B. Barquero, R. Hochmuth, J. Peters (Eds.), Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (pp. 577-581). Hannover: University of Hannover and INDRUM.

Feudel, F. & Fehlinger, L. (2023). Using a lecture-oriented flipped classroom in a proof-oriented advanced mathematics course. International Journal of Mathematical Education in Science and Technology, 54(1), 46-73. https://doi.org/10.1080/0020739X.2021.1949057

Feudel, F. & Unger, A. (2022). Students’ Strategic Usage of Formative Quizzes in an Undergraduate Course in Abstract Algebra. International Journal of Research in Undergraduate Mathematics Education, online first. https://doi.org/10.1007/s40753-022-00194-9

Feudel F. & Unger A. (2022). Wie verwenden Studierende optionale vorlesungsbegleitende digitale Tests zur Förderung von Konzeptverständnis? In IDMI-Primar Goethe-Universität Frankfurt (Eds.), Beiträge zum Mathematikunterricht 2022 (pp. 411-415). Münster: WTM-Verlag.

Feudel, F., & Biehler, R. (2022). Students’ Understanding of the Economic Interpretation of the Derivative in the Context of Marginal Cost. International Journal of Research in Undergraduate Mathematics Education, 8(3), 437-468. https://doi.org/10.1007/s40753-021-00144-x

Feudel, F. & Panse, A. (2022). Can Guided Notes Support Students' Note-taking in Mathematics Lectures? International Journal of Research in Undergraduate Mathematics Education, 8(1), 8-35. https://doi.org/10.1007/s40753-021-00146-9

Feudel, F. & Dietz, H. M. (2021). Unterstützung von Studierenden beim Lernen mathematischer Konzepte im Kontext von Großveranstaltungen. Erscheint in R. Biehler, A. Eichler, R. Hochmuth, S. Rach, & N. Schaper (Eds.), Lehrinnovationen in der Hochschulmathematik: praxisrelevant – didaktisch fundiert – forschungsbasiert (pp. 527–555). Wiesbaden: Springer Spektrum.

Panse, A. & Feudel, F. (2021). Please mind the gap – Mathematikvorlesungen mit Lückenskript. Erscheint in R. Biehler, A. Eichler, R. Hochmuth, S. Rach, & N. Schaper (Eds.), Lehrinnovationen in der Hochschulmathematik: praxisrelevant – didaktisch fundiert – forschungsbasiert (pp. 587–610). Wiesbaden: Springer Spektrum.

Fehlinger, L. & Feudel, F. (2020). Flipped Classroom in der Analysis I zur Unterstützung der Studierenden beim Lernen in mathematischen Vorlesungen. In H.-S. Siller, W. Weigel, & J. F. Wörler (Eds.), Beiträge zum Mathematikunterricht 2020 (pp. 1349–1352). Münster: WTM-Verlag.

Feudel, F. & Biehler, R. (2020). Students’ Understanding of the Derivative Concept in the Context of Mathematics for Economics. Journal für Mathematik-Didaktik, 42(1), 273-305. https://doi.org/10.1007/s13138-020-00174-z

Feudel, F. (2019). Required knowledge of the derivative in economics – Results from a textbook analysis. In J. Monaghan, E. Nardi & T. Dreyfus (Eds.), Calculus in upper secondary and beginning university mathematics – Conference proceedings (pp. 95-98). Kristiansand, Norway: MatRIC.

Panse, A. & Feudel, F. (2019). "Auf einmal kann ich auch mitdenken." – Mitschreiben in Vorlesungen mit Lückenskript. In Beiträge zum Mathematikunterricht 2019 (pp. 605-608). Münster: WTM-Verlag.

Feudel, F. & Dietz, H. M. (2019). Supporting the use of study skills in large mathematics service courses to enhance students’ success – one example. In U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 2474-2481). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

Feudel, F. (2019). Die Ableitung in der Mathematik für Wirtschaftswissenschaftler. Wiesbaden: Springer.

Feudel, F. & Dietz, H. M. (2019). Teaching study skills in mathematics service courses – How to cope with students’ refusal? Teaching Mathematics and its Applications: An International Journal of the IMA, 38(1), 20-42. https://doi.org/10.1093/teamat/hrx016

Voßkamp, R., Alpers, B., & Feudel, F. (2018). Mathematik in den Ingenieur- und Wirtschaftswissenschaften – Besondere Problemstellungen und Lösungsansätze. In Beiträge zum Mathematikunterricht 2018 (pp. 125-126). Münster: WTM-Verlag.

Feudel, F. (2018). Verständnis der Ableitung im Kontext der Grenzkosten in der Mathematik für Wirtschaftswissenschaftler. In Beiträge zum Mathematikunterricht 2018 (pp. 533-536). Münster: WTM-Verlag.

Feudel, F. (2018). C’ (x) = C(x+1)-C(x)? – Students’ connections between the derivative and its economic interpretation in the context of marginal cost. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild, & N. M. Hogstad (Eds.), Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (pp. 95-104). Kristiansand: University of Agder and INDRUM.

Feudel, F. (2017). What level of understanding of the derivative do students of economics have when entering university? – Results of a pretest covering important aspects of the derivative. In R. Göller, R. Biehler, R. Hochmuth, & H.-G. Rück (Eds.). Didactics of Mathematics in Higher Education as a Scientific Discipline – Conference Proceedings. Khdm-Report 17-05 (pp. 310-318). Kassel: Universität Kassel.

Feudel, F. (2017). Erfolgsbedingungen für die methodische Unterstützung von Studienanfängern in mathematischen Serviceveranstaltungen. In U. Kortenkamp, U. & A. Kuzle (Eds.), Beiträge zum Mathematikunterricht 2017 (pp. 235-238). Münster: WTM-Verlag.

Feudel, F. (2017). Ableitung und Approximation in der Mathematik für Wirtschaftswissenschaftler. In U. Kortenkamp & A. Kuzle (Eds.), Beiträge zum Mathematikunterricht 2017 (pp. 231-234). Münster: WTM-Verlag.

Mai, T., Feudel, F., & Biehler, R. (2017). Der Vektorbegriff an der Schnittstelle zwischen Schule und Hochschule. In U. Kortenkamp & A. Kuzle (Eds.), Beiträge zum Mathematikunterricht 2017 (pp. 629-632). Münster: WTM-Verlag.

Feudel, F. (2017). Students’ interpretation of the derivative in an economic context. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Conference of the European Society for Research in Mathematics Education (pp. 2049-2056). Dublin: DCU Institute of Education & ERME.

Mai, T., Feudel, F., & Biehler, R. (2017). A vector is a line segment between two points? – Students’ concept definitions of a vector during the transition from school to university. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Conference of the European Society for Research in Mathematics Education (pp. 2185-2192). Dublin: DCU Institute of Education & ERME.

Feudel, F. (2016): Relevant knowledge concerning the derivative concept for students of economics – A normative point of view and students' perspectives. In E. Nardi, C. Winsløw, & T. Hausberger (Eds.), Proceedings of the First conference of the International Network for Didactic Research in University Mathematics (pp. 181-190).  Montpellier: University of Montpellier and INDRUM.

Feudel, F. (2015). Die Ableitung als absolute Änderung? – Unterschiedliches Begriffsverständnis in Mathematik und Wirtschaftswissenschaften. In F. Caluori, H. Linneweber-Lammerskitten, & C. Streit (Eds.), Beiträge zum Mathematikunterricht 2015 (pp. 1049-1052). Münster: WTM-Verlag.

Feudel, F. (2015). Studienmethodische Förderung in der Mathematik für Wirtschaftswissenschaftler – Chancen und Schwierigkeiten. In F. Caluori, H. Linneweber-Lammerskitten, & C. Streit (Eds.), Beiträge zum Mathematikunterricht 2015 (pp. 284-287). Münster: WTM-Verlag.

Feudel, F. (2014). The concept of marginal cost - one name for two different mathematical objects in mathematics and economics (Oberwolfach Report No. 56). Oberwolfach: Forschungsinstitut Oberwolfach.