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Seite: https://www.hochschule-ruhr-west.de//forschung/forschung-in-den-fachbereichen/institut-naturwissenschaften/beschaeftigte/prof-dr-paed-dipl-math-mike-altieri/
Datum: 16.09.2019, 20:29Uhr

Prof. Dr. paed. Dipl.-Math. Mike Altieri

I studied at the University of Duisburg-Essen, Heidelberg University and Technical University of Dortmund where I focused on applied mathematics and numerics. After finishing my diploma thesis on multigrid methods, I founded two companies. One specializing in the educational sector and the other in computational fluid dynamics. Beside my work as CEO, I graduated in "technical business administration" at the Chamber of Industry and Commerce (IHK).

In 2008 I became coordinator for engineering mathematics at the Technical University of Dortmund. While there I finished my PhD thesis in mathematics didactics of higher education about success in math exams in STEM studies. My thesis was supervised by Susanne Prediger. Since 2016 I have been professor of applied mathematics and didactics of mathematics respectively natural sciences at Ruhr West University of Applied Sciences. This position allows me to combine my experiences in mathematics, mathematics didactics and applications of mathematics as a teacher as well as a scientist and also allows me to use this in lectures and research.

Prof. Dr. paed. Mike Altieri
Lehrgebiet: Angewandte Mathematik - Didaktik der Naturwissenschaften/Mathematik

Institut Naturwissenschaften
Duisburger Str. 100, 45479 Mülheim an der Ruhr
Gebäude 01

Telefon: +49 208 882 54-433

mike.altieri hs-ruhrwest "«@&.de

1. Research and Teaching Focus

1.1. Digital Exercises with STACK (Smart Training)

Today’s digitalization has reached a sophisticated stage so that we may ask to what extent digital exercises are able to substitute or enhance traditional learning settings. To cover this question, I use the worldwide established open source system STACK, developed by Chris Sangwin. STACK allows me to model and develop didactically advanced digital exercises in which tasks are combined with dynamic geometry software (e.g. GeoGebra) and feedback to students’ responses is generated adaptively according to the automated assessment of the response properties. The student-centered adaptive feedback can take different forms, e.g. text-based feedback and/or audiovisual feedback in form of a video tutorial. STACK also permits to compile individual worksheets with randomized items, to automatically assess students’ responses and to provide an automated, yet differentiated, feedback. This is called Smart Training. Finally, I use STACK to carry out research with respect to the use and effects of digital exercises in real teaching and learning environments. 

1.2. Problem Based Learning (Deep Learning)

The NMC Horizon Report 2017 predicts a medium-term trend towards the establishment of Deep Learning in tertiary education on a larger scale. I support this trend by using Smart Training (see above) in order to avoid working with routine based and standardized exercises in tutorials and lab sessions. Instead, routine based tasks are delegated to the digital STACK environment so that the weekly exercises can be used to establish Deep Learning by problem-based activities (PBL). The combination of Smart Training and Deep Learning with the aim to foster both algebraic skills and deeper understanding raises a body of research questions. 

1.3. Interactive Video Based Learning (H5P)

Nowadays, many students spend a lot of private learning time watching instructional videos available on YouTube. Most of these videos are designed in a linear format without any interactive features. Moreover, such videos do not account for differences in knowledge prerequisites and experiences of users so that every student who is interested in using instructional videos has to look for the video that fits best his or her special demands and educational background. This time consuming and sometimes frustrating way of finding a well-suited instructional video can be avoided thanks to interactive technology. The open source technology H5P makes it possible to integrate several video clips designed for different levels of user knowledge and skills into onevideo and to navigate through them. By this, every student can benefit from one single “all in one for all”. To get an impression, please have a look at our interactive videos at http://interaktive-lernvideos.de/category/interaktiv/. Feel free to contact me, if you would like to become a partner in this project of interactive learning video production. 

As a next step, I would like to combine these non-linear instructional videos with STACK (see above) in order to create an intelligent tutoring system (ITS). Moreover, I plan to further investigate the research questions that arise from learning with an interactive video with differentiated user knowledge levels and the described concept "all in one for all". 

1.4. Interactive Instructional Videos for a Combined Learning of Math and the Subject Specific Language

The German Study for Youth – Information & (Multi)Media 2018 (JIM-Studie) states a high relevance of instructional videos as medium for both informal learning (80%) and formal learning (20%). Simultaneously, a growing number of non-native STEM-students begin their study in Germany or prepare for it (about 160.000 in Germany). Especially international first year students experience severe difficulties in following lectures due to a lack of understanding the subject specific language.

Considering both trends, the idea was born to extend the existing interactive instructional videos by language exercises for learning and training in the subject specific language. This is the aim of the interdisciplinary project “Lernvideo 2.0 MINTernational innovativ” (https://www.video-minternational.eu/), which is carried out in cooperation with the TU Dortmund University. The project partners are experts in didactics of mathematics, didactics of media studies and German-as-a-Foreign-Language. They work together in order to provide interactive instructional videos with combined learning focus (subject and subject specific language) according to principles of multimedia learning and instructional psychology.

1.5. The STEM WORLD Project

At the Ruhr West University of Applied Sciences, I teach my students of Civil Engineering and Industrial Engineering according to the teaching and learning concept "Deep Learning & Smart Training" (see above). The NMC Horizon Reports 2016 and 2017 in particular regard problem-based learning (PBL) as a method that facilitates Deep Learning and appropriately prepares students for the requirements of today's working conditions of engineers. For these reasons, PBL was integrated into the overall course concept which is embedded in the STEM-World project. STEM-World represents the environment in which mathematics didactics, mathematics and engineering sciences are intertwined and all facets of the course come together. In addition to the above-mentioned internally differentiated learning videos, STEM-World also encompasses exercises for the promotion of mathematically correct notation and the refreshment of basic mathematics. As a next step in this project, we currently integrate PBL into a game based augmented reality with embedded interactive H5P video. This will be realized by Unreal Engine 4.  

2. Working Group on Digital Pedagogy

2.1. Fields of interests

We are interested in all kinds of digitalization in education on a small as well as on a large scale with special emphasize on digital exercises, interactive digital learning environments and the combination of both in terms of intelligent tutoring systems. Further fields of special interest are the entanglement of the analogue and classical teaching world (e.g. problem based learning) with modern digital technologies (e.g. augmented reality) to facilitate a maximal learning outcome. 

2.2. Projects and Grants

  • 2018 (150.000 €): Lernvideo 2.0 MINTernational interaktive Lernvideos zur kombinierten fachlichen und fachsprachlichen Studienvorbereitung und –begleitung Competition MINTernational innovativ and innovation award together with Dr. M. Syrou, TU Dortmund Collaborators: Prof. Dr. M. Abánades, Universidad Rey Juan Carlos, Madrid, Spanien and Prof. Dr. E. Roemer, HRW supported by: Stifterverband, Daimler-Fonds and Daimler and Benz Stiftung https://www.stifterverband.org/minternational/minternational-innovativ
  • 2018 (49.744 €): STACK mal drei – Digitale Übungsaufgaben für die Mechanik I + Umrechnungstrainer für physikalische Einheiten + Analysetrainer für Kombinationen aus geometrischen Grundkörpern together with Prof. Dr. N. Grammou, Prof. Dr. A. Ostendorf, Prof. Dr. P. Vogt, Prof. Dr. M. Gelien, HRW
  • 2018 (25.538 €): Digitale Übungsaufgaben 2.0 – Integration von interaktivem audiovisuellen Feedback in digitale Übungsaufgaben HRW Teaching Grant
  • 2017 (49.949 €): Lernvideo 2.0: All in one for all – Binnendifferenzierende Lernvideos durch Nutzung von H5P und interaktiver Gestaltungstechnologie Fellowship for innovations in digital university teaching supported by: Stifterverband and the Ministry of Culture and Science of the German State of North Rhine-Westphalia https://www.stifterverband.org/digital-lehrfellows/2017/altieri
  • 2017 (17.430 €): Smart Training II (digitale Übungsaufgaben für die Hochschullehre) supported by: QV-FB4 
  • 2017 (38.475 €): Deep Learning in Grundvorlesungen zur Ingenieurmathematik together with Prof. Dr. Marion Gelien and Prof. Dr. Peter Vogt, HRW Teaching Grant
  • 2017 (24.960 €): Mediendidaktik trifft Fehlerforschung - Computerbasierte Reduzierung von Fehlermustern in der Grundlagenmathematik bei Studierenden durch konfliktinduzierende, interaktive Videos HRW Research Grant 
  • 2017 (16.850 €): Deep Learning & Smart Training in Grundvorlesungen zur Ingenieurmathematik supported by: QV-FB4 
  • 2016 (25.000 €): Interaktive Weiterentwicklung des HRW Online Tutors together with Prof. Dr. M. Primbs supported by: QV-FB4 

2.3. Members of the working group

Dirk Paluch (digital exercises, STACK development, Flexibility, PhD student)
Evelyn Schirmer (interactive videos, H5P content development, PhD student)
Matthias Staupe (digital exercises, STACK content development, Moodle expert)
Erik Kunze (digital exercises, STACK development, interactive videos, H5P content development)
Christiane Opfermann (interactive videos, H5P content development, Fachsprache/jargon)
Alex Leidag (performance management, streaming server, video portal)
Alex von der Heidt (digital exercises, STACK quality management)
Karsten Steinhauer (H5P, interactive videos and other interactive content types)
Sabrina Tolksdorf (interactive videos, H5P content development, Latex programmer)
Ben Eltz (interactive videos, H5P expert)
Antonia Görg (interactive lecture recording, H5P, Fachsprache/jargon)
Cedric Pörschke (interactive lecture recording, H5P, Fachsprache/jargon)
Robin Allenstein (MINT World II mixed reality, VR content developer)
Nils Fischer (MINT World II mixed reality, VR/Unreal Engine programmer)
Sebastian Neumann (MINT World II mixed reality, VR/Unreal Engine programmer)
Annkatrin Braem (problem based learning tutor)
Dana Holeczek (problem based learning tutor)
Tim Teschner (problem based learning tutor)
Volkan Aslan (problem based learning tutor)
Anika Guth (problem based learning tutor)

3. Collaborations

  • Deep Learning and PBL (problem based learning)
    Dr. Alexander Schüler-Meyer (Technical University of Dortmund), Tom Bauernfeind (Gymnasium an der Schweizer Allee, Dortmund)
  • Digital Exercises (STACK and MathWeb)
    Prof. Dr. Thomas Skill (Bochum University of Applied Sciences), Prof. Dr. Klaus Giebermann (Ruhr West University of Applied Sciences)
  • Interactive Learning Videos (H5P)
    AR Oliver Bülles (Nelly-Pütz-Berufskolleg), Prof. Dr. Ellen Roemer (Ruhr West University of Applied Sciences), PD Dr. Klaus Stiller (University of Regensburg), Dr. Meni Syrou (Technical University of Dortmund)
  • Flexibility in Tertiary Education
    Prof. Dr. Miguel Abánades (King Juan Carlos University, Spain), Prof. Dr. Wes Maciejewsky (San José State University, USA), Prof. Dr. Susanne Prediger (Technical University of Dortmund), Prof. Dr. Jon Star (Harvard University, USA)
  • learnbase - Digital Diagnosis and Support in Learning Processes
    Prof. Dr. Bärbel Barzel and AR Dr. Marcel Klinger (University of Duisburg Essen)

4. Publications

4.1. Selected Papers and Contributions to Conferences

  • Hochschulforum Digitalisierung Summer School (Berlin, 29.7.2019-31.7.2019)
    Workshop: Übertragung des digital gestützten Fachkonzepts "Deep Learning & Smart Training" von der Mathematik auf andere Lehrveranstaltungen
  • 14th International Conference on Technology in Mathematics Teaching – ICTMT 14 (Essen, 22.7.2019-25.7.2019)
    Posterpresentation (together with E. Schirmer, HRW): Using interactive H5P-videos to reduce students' errors caused by misconceptions
  • Design-Thinking-Workshop about Virtual and Augmented Reality (Essen, 17.6.2019)
  • Paluch, D., & Altieri, M. (submitted). Transfer von Flexibilität in der Hochschulmathematik. Appears in: Tagungsband zur GDM 2018. Münster: WTM-Verlag.
  • Schirmer, E., & Altieri, M. (submitted). Reduktion von Fehlermustern durch Induzierung kognitiver Konflikte innerhalb interaktiver Videos. Appears in: Tagungsband zur GDM 2018. Münster: WTM-Verlag.
  • E-Learning Day (Bottrop, 22.5.2019)
    Presentation of the Working Group on Digital Pedagogy and current projects
  • Medien – Wissen – Bildung: Augmentierte und virtuelle Wirklichkeiten
    (Innsbruck, 25.4.2019 – 26.4.2019)
    Talks (together with M. Schellenbach and J. Regnet, HRW): MINT World mixed reality – Unterstützung problembasierten Lernens durch eine gemischte Realität mit interaktiven Videos und digitalen Übungsaufgaben
  • E-Learning-Netzwerktag (Essen, 28.3.2019)
    Posterpresentation (together with C. Opfermann, HRW): Lernvideo 2.0 MINTernational – Interaktive Erklärvideos für den kombinierten mathematischen und fachsprachlichen Wissenserwerb
    Posterpresentation (together with E. Schirmer, HRW): Anwendung adaptiver H5P-Videos in der Mathematikdidaktik – ein konfliktinduzierender Ansatz zur Reduktion typischer Fehlermuster in der Grundlagenmathematik bei Studierenden
  • Altieri, M., & Schirmer, E. (submitted). Learning the concept of eigenvalues and eigenvectors: A comparative analysis of achieved concept construction in linear algebra using APOS theory among students from different educational backgrounds. Erscheint in ZDM Mathematics Education, special issue 6/2019.
  • Altieri, M., Schellenbach, M., Schirmer, E., Opfermann, C., Kunze, J.E., Regnet, J., & Paluch, D. (submitted). Unreal Engine 4 trifft H5P und PBL – Integration einer virtuellen Realität mit interaktiven Erklärvideos in ein digitales Fachkonzept zur Unterstützung problembasierten Lernens. Erscheint in: Tagungsband zum Hanse-Kolloquium 2018. Münster: WTM-Verlag.
  • Altieri, M., Schirmer, E., & Paluch, D. (in press). Untersuchung zur Konzeptentwicklung zum Thema Eigenwerte und Eigenvektoren in einer problembasierten Lernumgebung unter Berücksichtigung der Schullaufbahn. 13. Ingenieurpädagogische Regionaltagung 2018. IPW.
  • Altieri, M., Paluch, D., Staupe, M., & Schirmer, E. (2019). STACK trifft H5P – adaptives, audiovisuelles Feedback in STACK-Aufgaben basierend auf H5P. doi: 10.5281/zenodo.2564881.
  • Nexus-Tagung: Zur praktischen Umsetzung der Kompetenzorientierung in Hochschulen (Köln, 26.2.2019) Workshop (together with N. Friese, K. Schneider, L. Keders, HRW): Mit System zu 360° Kompetenzorientierung
  • Digi-Fellow-Meeting Stifterverband für die Deutsche Wissenschaft e.V. (Bonn, 14.1.2019)
    Talk: Verstetigung von Lernvideo 2.0 durch Integration in das digitale Fachkonzept „Deep Learning & Smart Training“
  • Altieri, M., Schüler-Meyer, A., Bauernfeind, T., & Kuhardt, F. (2019). Wann bricht ein Holzbalken? - Integration eines hochschulrelevanten Themas in die Schule durch projektunterstütztes Lernen. MNU-Journal 1/2019.
  • 2nd H5P Conference (Melbourne, Australia, 3.12.2018 – 5.12.2018)
    Talk (by E. Kunze, HRW): STEM-World mixed reality & Project MINTernational innovative – using H5P-videos to support problem-based learning and a combined learning of the subject AND the jargon
    Talk (by E. Schirmer, HRW): Using interactive H5P-videos to (1) reduce students’ errors caused by misconceptions in undergraduate mathematics and (2) provide audio-visual feedback in digital exercises
  • Digi-Fellow-Meeting Stifterverband für die Deutsche Wissenschaft e.V. (Essen, 22.11.2018)
    Talk: STACK trifft H5P - adaptives audiovisuelles Feedback in digitalen Übungsaufgaben
  • 1st STACK Konferenz in Deutschland (Fürth, 15.11.2018 – 16.11.2018)
    Talk (together with M. Staupe, Hochschule Bochum): STACK trifft H5P - interaktives, audiovisuelles Feedback in digitalen Übungsaufgaben basierend auf H5P
  • Hanse-Kolloquium zur Hochschuldidaktik Mathematik 2018 (Essen, 9.11.2018 – 10.11.2018)
    Talk: Unreal Engine 4 trifft H5P und PBL in MINT World mixed reality - Unterstützung problembasierten Lernens in einer gemischten Realität mit integrierten H5P-Videos
  • Altieri M., Köster A., Friese N. & Paluch D. (2018). Größerer Lernerfolg durch Pausen in Lernvideos? Eine Untersuchung zu segmentierten Lernvideos in der Ingenieurmathematik. In Fachgruppe Didaktik der Mathematik der Universität Paderborn (Hrsg.), Beiträge zum Mathematikunterricht 2018 (S. 149–152). Münster: WTM-Verlag.
  • Altieri M., Klinger M., Itsios C., Paluch D. & Schirmer E. (2018). Projekt learnbase: Erste Ergebnisse einer Online-Diagnostik und -Förderung mathematischer Basiskompetenzen zum Studieneinstieg. In Fachgruppe Didaktik der Mathematik der Universität Paderborn (Hrsg.), Beiträge zum Mathematikunterricht 2018 (S. 153–156). Münster: WTM-Verlag.
  • Altieri M., Stiller K. & Bülles O. (2018). Was ist ein gutes Lernvideo? Ergebnisse aus Forschung und Praxis sowie aktuelle Trends unter besonderer Berücksichtigung der Mathematik. In Fachgruppe Didaktik der Mathematik der Universität Paderborn (Hrsg.), Beiträge zum Mathematikunterricht 2018 (S. 59–60). Münster: WTM-Verlag.
  • ELEARN.NRW 2018 (Essen, 13.9.2018-14.9.2018)
    Talk (together with M. Staupe, Hochschule Bochum and M. Schellenbach, HRW, P. Marquardt and L. Kruse, Christian-Albrechts-Universität zu Kiel): Das unterschätzte(?) Potenzial von Videos in der Hochschullehre: Qualifizierung von Lehrenden und Lernenden durch Videos in unterschiedlichen Einsatzszenarien
    Workshop (together with A. Köster, K. Mulder, HRW and M. Zick, Universität Duisburg-Essen): H5P im Kontext der Hochschule 
    Posterpresentation: Lernvideos der dritten Generation: Nutzung interaktiver Gestaltungstechnologie und H5P zur Realisierung binnendifferenzierender Lernvideos unter Berücksichtigung mediendidaktischer Komponenten zum kombinierten fachlichen und fachsprachlichen Lernen
  • 13. Ingenieurpädagogische Regionaltagung 2018 (Bochum, 7.6.2018-9.6.2018)
    Talk (together with E. Schirmer, R. Allenstein, E. Kunze, D. Paluch): Zur Wirksamkeit problembasierten Lernens im Projekt MINT-World für ingenieurwissenschaftliche Studiengänge unter besonderer Berücksichtigung der Schullaufbahn
  • GDMV 2018 (Paderborn, 5.3.2018-9.3.2018)
    Chairing Minisymposium (together with K. Stiller, University of Regensburg and O. Bülles, Nelly-Pütz-Berufskolleg): Was ist ein gutes Lernvideo? Ergebnisse aus Forschung und Praxis sowie aktuelle Trends unter besonderer Berücksichtigung der Mathematik.
  • Talk: Größerer Lernerfolg durch Pausen in Lernvideos? Eine Untersuchung zu segmentierten Lernvideos in der Ingenieurmathematik.
    Talk (together with M. Klinger and C. Itsios, University of Duisburg-Essen and D. Paluch, HRW): Projekt learnbase: Erste Ergebnisse einer Online-Diagnostik und -Förderung mathematischer Basiskompetenzen zum Studieneinstieg
  • Altieri, M., Friese, N., & Köster, A. (2017). Nutzung von Präsenzübungen für tiefes Lernen durch Delegieren von Schema-Rechenaufgaben an ein eLearning-System. In U. Kortenkamp & A. Kuzle (Eds.), Beiträge zum Mathematikunterricht (pp.1177–1180). Münster: WTM-Verlag
  • Neumann, R., Leuders, T., Prediger, S., Hußmann, S., Barzel, B., & Altieri, M. (2017). Wirksamkeit des KOSIMA-Unterrichtskonzept im Feld – Längsschnittliche Evaluation in Klasse 5 und 6. In U. Kortenkamp & A. Kuzle (Hrsg.), Beiträge zum Mathematikunterricht 2017 (S. 701–704). Münster: WTM-Verlag.
  • 3. Hanse-Kolloquium 2017 (Göttingen, 10.11.2017-11.11.2017)
    Workshop (together with A. Schüler-Meyer, TU Dortmund, T. Baust and D. Paluch, HRW): Struktursehen vom höheren Standpunkt - Workshop zur Entwicklung produktiver Übungsaufgaben zu Flexibilität unter besonderer Berücksichtigung von Struktursehen
    Talk (together with M. Klinger, University of Duisburg-Essen, T. Baust and D. Paluch, HRW): Projekt learnbase - Computergestützte kompetenzorientierte Diagnose in der Grundlagenmathematik zu Beginn des Studiums
  • First H5P Conference (Tromsö, Norwegen, 11.9.2017-13.9.2017)
    Talk: Application of H5P to the research of learning videos
  • EARLI 2017 (Tampere, Finnland, 29.8.2017-2.9.2017)
    Invited by Jon Star, Harvard University, as discussant of the symposium: Mathematical flexibility in three countries: Comparative results and questions for future research
  • GDM 2017 (Potsdam, 27.2.2017-3.3.2017)
    Talk: Nutzung von Präsenzübungen für tiefes Lernen durch Delegieren von Schema-Rechenaufgaben an ein E-Learning-System
    Talk (together with T. Leuders, PH Freiburg, et al.): Wirksamkeit des KOSIMA-Unterrichtskonzepts im Feld
  • Hanse-Kolloquium zur Hochschuldidaktik der Mathematik (Münster, 11.11.2016-12.11.2016)
    Talk (together with A. Schüler-Meyer, TU Dortmund): Förderung der Anwendung des Gram-Schmidt-Verfahrens - Zusammenhänge zwischen konzeptuellem und prozeduralem Wissen und dem Struktursehen in mehrschrittigen Verfahren
  • 13th International Congress on Mathematical Education (Hamburg, 24.7.2016-31.7.2016)
    Posterpresentation: Procedural knowledge as a predictor for success in german math exams for first-year engineering students
  • Altieri, M. & Prediger, S. (2016). Unpacking procedural knowledge in mathematics exams for first-year engineering students. In R. Göller, R. Biehler, R. Hochmuth, H.-G. Rück (Hrsg.), Didactics of Mathematics in Higher Education as a Scientific Discipline Conference Proceedings. khdm-Report 16-05. Kassel / Lüneburg: khdm, 143-147.
  • Altieri, M. (2016). Erfolg in Mathematikklausuren ingenieurwissenschaftlicher Studiengänge unter besonderer Berücksichtigung prozeduralen Wissens. Dissertation, betreut von S. Prediger, TU Dortmund.
  • Didactics of Mathematics in Higher Education as a Scientific Discipline (Hannover, 1.12.2015-4.12.2015
    Talk (together with S. Prediger, Technical University of Dortmund): Unpacking procedural knowledge in mathematics exams for first-year engineering students.
  • Schüler-Meyer, A., Altieri, M., Frerich, T. & Pitsch, A. (submitted). Typische Wege von Studierenden bei der Durchführung eines mehrschrittigen hochschulmathematischen Verfahrens mit TutorInnenunterstützung. Journal für Mathematikdidaktik.
  • GEBF - Tagung: Heterogenität.Wert.Schätzen (Bochum, 11.3.2015-13.3.2015)
    Talk: Einflussfaktoren auf den Prüfungserfolg in der Mathematik-Vorlesung für Ingenieure
  • Altieri, M., Oecking, C., Paluch, D., Pomwap, C., Squiccimarro, F. & Wunde, N. (2013). Analyse der "Lernumgebung Mathematik" für Studierende der INT-Fächer in der Studieneingangsphase. Ergebnisberichte Angewandte Mathematik, ISSN 2190-1767, Nr. 475.
  • Altieri, M., Becker, C. & Turek, S. (1999). On the realistic performance of linear algebra components in iterative solvers. In High Performance Scientific and Engineering Computing (S. 3-12). Springer: Berlin, Heidelberg.
  • Turek, S., Altieri, M., Becker, C. Kilian, S., Oswald, H. & Wallis, J. (1998). Some basic concepts of FEAST. In Proc. 14th GAMM Seminar' Concepts of Numerical Software. Kiel.
  • Turek, S., Altieri, M. & Becker, C. (1999). Proposal for Sparse Banded Blas techniques. Ergebnisberichte IWR. Heidelberg.

4.2. Monographs

  • Höhere Mathematik I, Band 1 (331 pages), IUNO Verlag, ISBN 978-3-947294-00-8
  • Höhere Mathematik I, Band 2 (327 pages), IUNO Verlag, ISBN 978-3-947294-01-5
  • Höhere Mathematik I, Band 3 (315 pages), IUNO Verlag, ISBN 978-3-947294-02-2
  • Höhere Mathematik II, Band 1 (314 pages), IUNO Verlag, ISBN 978-3-947294-97-8
  • Höhere Mathematik II, Band 2 (315 pages), IUNO Verlag, ISBN 978-3-947294-98-5
  • Höhere Mathematik II, Band 3 (315 pages), IUNO Verlag, ISBN 978-3-947294-99-2
  • Mathematik I für Maschinenbauer, Band 1 (303 pages), IUNO Verlag, ISBN 978-3-947294-50-3
  • Mathematik I für Maschinenbauer, Band 2 (303 pages), IUNO Verlag, ISBN 978-3-947294-51-0
  • Mathematik II für Maschinenbauer, Band 1 (319 pages), IUNO Verlag, ISBN 978-3-947294-52-7

5. Memberships

  • Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik, GDM)
  • German Association  for  educational  and  academic  staff  development  in  Higher Education (Deutsche Gesellschaft für Hochschuldidaktik, dghd)
  • Hochschullehrerbund (hlb)
  • SIG math digital (Arbeitskreis Mathe Digital)