Taught Courses Link to heading

I taught courses in mathematics at the University of Oldenburg, Hamburg University of Technology, Hamburg University of Applied Sciences, and University of Twente. See here for a full list of the courses I taught.

Supervised Theses Link to heading

• Fouriertransformation und Anwendungen in der Signalverarbeitung, Katharina Buchholz, Bachelor thesis, Hamburg University of Technology, Germany, 2022.
• Objektivierung des Fahrkomforts für hochautomatisiertes Fahren, Nele Thomsen, Master thesis, Hamburg University of Technology & Universität Hamburg, Germany, 2022.
• Die Laplace-Transformation für Hyperfunktionen, Lars Poppe, Bachelor thesis, Hamburg University of Technology, Germany, 2016.
• Anwendung von Pseudospektren in der Regelungstechnik, Moritz Wolter, Bachelor thesis, Hamburg University of Technology, Germany, 2014.

Coordination of Project Groups Link to heading

• Spectral bound equals growth bound for positive semigroups in $L_{p}$-spaces, coordinator with C. Seifert, ISEM 25, Agropoli, Italy, 2022.
• Von Neumann algebras, coordinator with J. Großmann, and J. Meichsner, ISEM 24, 2021 (online).
• Stochastic Evolutionary Equations, coordinator with C. Seifert, ISEM 23, 2020 (online).
• Sectorial forms and degenerate differential operators, DETN2016 – German-Tunesian Workshop 2016: Dirichlet Forms, Operator Theory and Mathematical Physics, Hammamet, Tunesia, 2016.

Teaching Projects Link to heading

Surviving Math Link to heading

Collaborators: Sonja Otten Former Collaborators: Wibke Derboven, Stefanie Preuß Link to heading

Students who have just come from school often find it difficult to solve problems such as proofs independently, or to find an approach at all. The goal of the Surviving Math project is to give more space to this very important aspect in mathematics courses for engineering students so that they ideally learn how to develop problem-solving strategies in the spirit of Pólya [3].

The Surviving Math tutorial is an online escape game embedded in a fictional storyline at the university, e.g. the Hamburg University of Technology or the University of Twente. The problem-solving strategies learned are reflected in the level progress of the game and ensure that one can escape (resp. win) the game by successfully learning these strategies. This form of gamification [1] in combination with storytelling [4] is intended to motivate and engage students more so that they lose sight of the fact that they are solving a math problem. The game is implemented in Gather. Gather is a video chat platform where avatars move around a map (see the figures below).

The first version of this game was developed at the Hamburg University of Technology [2] and was part of my innovation project to obtain the teaching certificate of the I³ProTeaching program. It was awarded the 2nd place in the fourth MINTchallenge of the Stifterverband and a short presentation can be found in the following YouTube video and poster (in German).

This first version is further developed and improved at the University of Twente as part of the EEMCS Call ‘Innovate and share it’.

References Link to heading

[1] I. Caponetto, J. Earp, and M. Ott. Gamification and education: A literature review. In C. Busch (editor): 8th European Conference on Games Based Learning, Vol. 1, 50–57, Academic Conferences International Limited, Reading, UK, 2014.
[2] S. Otten, W. Derboven, and K. Kruse. Mathematik im Orientierungsstudium. In J. Härterich, M. Kallweit, K. Rolka, and T. Skill, editors, Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2021, 176–188, wtm-Verlag, Münster, 2023. doi
[3] G. Pólya. How to Solve It – a new aspect of mathematical method. Princeton University Press, Princeton, Oxford, 2004.
[4] R. Zazkis, and P. Liljedahl. Teaching Mathematics as Storytelling. Brill, Leiden, 2009. doi