Funding phase 1
Facilitating competences in diagnosing mathematics performance in simulation-based environments
Professors
Prof. Kristina Reiss
Prof. Andreas Obersteiner
Prof. Frank Fischer
PhD Candidates
Angelika Wildgans
Constanze Weber
Project duration
2017 - 2020
Project description
Project 1 simulates elementary school students dealing with mathematics tasks. Prospective primary school teachers are asked to assess typical student misconceptions and to identify the student's competence level in mathematics by assigning tasks to the simulated students. Three experiments will be conducted in which learners are scaffolded by reducing the complexity of the learner's task as well as by learning collaboratively with different role-manuscripts.
Current status
The leanring environment is built and validated. In summer term 2020, we conduct an online survey with students from Munich and Freiburg. We investigate the effects of different kinds of scffolds on the performance of diagnosing in the simulated environment.
Publications
Wildgans-Lang, A., Scheuerer, S., Obersteiner, A., Fischer, F., & Reiss, K. (2020). Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment. ZDM Mathematics Education, 52(2), 241-254. [online]
Funding phase 2
D1Ma² - Adaptation of scaffolds to enhance the diagnostic skills of future primary school teachers in mathematics in a computer-based simulated learning environment
Professors
Prof. Kristina Reiss
Prof. Andreas Obersteiner
Prof. Frank Fischer
PhD Candidates
Christian Schons
Project duration
2020 - 2023
Project description
In the second funding phase we investigate the effect of scaffolds in relation to the learning requirements. In the first phase, didactic scaffolds have proven to be an effective support measure. Now, we additionally investigate heuristic solution examples as a support measure and compare the effects on students with those of teachers already practicing. In addition, an eye-tracking study is planned to gain insights into the use of the scaffolds by students. Finally, in the third study we will examine the effects of the above mentioned support measures in collaborative learning situations.