Pre-service teachers’ planning of classroom activities based on their reflection on students’ learning needs – A vignette-based study

The project coReflect@maths (2019-1-DE01-KA203-004947) is co-funded by the EU Erasmus+ Programme

Awareness of building up negative knowledge – A vignette-based study on pre-service teachers’ reactions to mistakes

The project coReflect@maths (2019-1-DE01-KA203-004947) is co-funded by the EU Erasmus+ Programme

Argumentation based on statistical data at the very beginning of primary school – Evidence from two empirical studies

Although students’ argumentation is subject of high interest in mathematics educational research, specific studies on argumentation based on statistical data are still scarce, especially with a focus on young students at the beginning of primary school. Therefore, relatively little is known so far to what extent children starting school may already be able to engage in argumentation based on statistical data. Addressing this research need, evidence is reported from two empirical studies, which were conducted with N = 11 and N = 29 students during their first weeks in school. The results show that data-based argumentation is possible for many students from the beginning of primary school on, and provide insight into the broad spectrum of students’ data-based arguments.The phase of data collection of the reported research had been supported by research funds from the Senate of Ludwigsburg University of Education

Cartoons in mathematics education research, teacher professional development, and in the mathematics classroom

The project coReflect@maths (2019-1-DE01-KA203-004947) is co-funded by the Erasmus+ Programme of the European Union

Learning to analyse students’ problem-solving strategies with cartoon vignettes

The project coReflect@maths (2019-1-DE01-KA203-004947) is co-funded by the EU Erasmus+ Programme

“Helping learners” – Pre-service mathematics teachers’ conceptions of learning support through the lens of their situated noticing – A vignette-based study

Learning support is a key aspect of the teaching profession. In particular, promoting mathematics-related learning is a goal when mathematics teachers respond to students’ questions or comments during their work on tasks. “Helping” learners in this sense should be (A) adaptive to the learner’s needs and (B) carry the potential to elicit further learning - both core aspects of learning support informed by a teacher’s noticing in the interaction with the learner. Pre-service teachers’ noticing in this area can be assumed to be still under development and there is hence a need of empirical studies investigating the learning support they suggest to provide. Consequently, this paper presents results from a vignette-based study with n=116 pre-service teachers, providing insight into their difficulties and also perspectives for improvement.The project coReflect@maths (2019-1-DE01-KA203-004947) is co-funded by the Erasmus+ Programme of the European Union

Förderung fachdidaktischer Analysekompetenzaspekte mit Vignetten – Ein Bericht aus dem EU-Projekt coReflect@maths

Vignetten, die Unterrichtssituationen darstellen, haben nicht selten ein großes Potential für fachdidaktisches Lernen. Dennoch besteht – auch international – ein großer Bedarf sowohl an Entwicklungen vignettenbasierter professionsbezogener Lernsettings wie auch an empirischer Forschung zu Wirkungen solcher Lerngelegenheiten. Das im Rahmenprogramm ERASMUS+ geförderte Projekt coReflect@maths („Digital Support for Teachers' Collaborative Reflection on Mathematics Classroom Situations“, www.coreflect.eu) hat angesichts dieser Bedarfslage zum Ziel, den Einsatz von Vignetten in der Professionalisierung von Mathematiklehrkräften zu stärken, den Austausch zwischen Forschenden zum vignettenbasierten Lernen in der Mathematikdidaktik zu unterstützen, Forschung in diesem Bereich voranzutreiben und im Konsortium entwickelte vignettenbasierte Konzepte systematisch zu dokumentieren

Primary students’ reasoning and argumentation based on statistical data

International audienceFostering students’ competencies of reasoning and argumentation is an overarching goal of the mathematics classroom with relevance also for statistical contents. However, students’ argumentation based on statistical data appears to have received less attention so far. In particular primary students’ abilities concerning evaluating and generating their own data-based arguments have hardly been investigated. Our analysis of N=167 answers of primary students addresses this need for research and gives insights into students’ abilities in generating data-based arguments and students’ possible difficulties. The results, therefore, provide an evidence base that can inform subsequent intervention studies

Building up Professional Knowledge on Fostering Primary Students' Data-based Argumentation -an Intervention Study

International audienceEngaging students in argumentation based on statistical data is seen as an important aim of statistics education from primary school on. For being able to provide related learning opportunities to students and to help students to further develop in data-based argumentation, teachers need corresponding professional knowledge. As prior research had shown that teachers often do not have such professional knowledge, we investigated in a quasi-experimental intervention study with N = 57 student teachers whether it is possible to build up professional knowledge on fostering data-based argumentation. The results provide evidence for the efficacy of the intervention approach and point to implications for its implementation in future courses

Primary students’ reasoning and argumentation based on statistical data

International audienceFostering students’ competencies of reasoning and argumentation is an overarching goal of the mathematics classroom with relevance also for statistical contents. However, students’ argumentation based on statistical data appears to have received less attention so far. In particular primary students’ abilities concerning evaluating and generating their own data-based arguments have hardly been investigated. Our analysis of N=167 answers of primary students addresses this need for research and gives insights into students’ abilities in generating data-based arguments and students’ possible difficulties. The results, therefore, provide an evidence base that can inform subsequent intervention studies