Algebra und Funktionen

Barzel, Bärbel; Glade, Matthias; Klinger, Marcel

doi:10.1007/978-3-662-61393-1

Cited by 5 publications

(5 citation statements)

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“…For mathematics education a number of good standard reference work is available which addresses the application of instructional methods (Zech, 1998;Heddens, Speer, & Brahier, 2008;Kidwell, & Ackerberg-Hastings, 2008;Barzel, Büchter, & Leuders, 2011;Reiss & Hammer;Cruickshank, Jenkins, Metcalf, 2011;Li, Silver, & Li, 2014;Ufer, Heinze, & Lipowsky, 2015). Meyer (2002) is a source of a very general definition stating that instructional methods are the forms and procedures with which teachers and school pupils appropriate the natural and social reality surrounding them while observing the institutional framework conditions of the school.…”

Section: B Literature Review 1 Iinstructional Methodsmentioning

confidence: 99%

“…This applies for the instructional methods problem-based learning, learning tasks, learning (at) stations, and project work (cf. Zech, 1998;Reiss & Hammer, 2013;Barzel, Büchter, & Leuders, 2011;Heddens, Speer, & Brahier, 2008;Kidwell & Ackerberg-Hastings;Li, Silver, & Li, 2014). In contrast, the positive findings cited by the literature on the instructional method of programmed instruction, models method, and portfolio method are not applicable.…”

Section: E Conclusionmentioning

confidence: 99%

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Mathematics Teachers Assess Instructional Methods Supporting Knowledge Processes

2019

JME (Journal of Mathematics Education)

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A. IntroductionThe wide range of instructional methods is almost incomprehensible. The associated literature describes a broad spectrum of instructional methods ranging from methods of conveying and acquiring knowledge to management methods for games, movement, emotions, groups, health, violence and conflicts. Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects.A robust theory to instructional methods for mathematics education is missing (Hiebert & Grouws, 2007), which gives answers to the questions: (1) which teaching instructional methods should be used in mathematics education, ( 2) in what way do teaching methods in mathematics

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Section: B Literature Review 1 Iinstructional Methodsmentioning

confidence: 99%

Section: E Conclusionmentioning

confidence: 99%

Mathematics Teachers Assess Instructional Methods Supporting Knowledge Processes

2019

JME (Journal of Mathematics Education)

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“…A useful definition of the method comes from Huber and Hader-Popp: "The word method is understood to mean a clearly defined, conceptually perceivable and independent, if also integrated, component of teaching." (Huber, & Hader-Popp, 2007, p. 3) For mathematics education, a number of good standard reference work is available which addresses the application of instructional methods (Zech, 1998;Heddens, Speer, & Brahier, 2008;Kidwell, & Ackerberg-Hastings, 2008;Barzel, et al, 2011;Reiss & Hammer;2014;Cruickshank, et al, 2011;Li, et al, 2014;Ufer, et al, 2015;Djidu & Jailani, 2017;Jailani et al, 2018). Hattie (2009, chapters 9 and 10) provides information on the effectiveness of instructional methods.…”

Section: B Literature Reviewmentioning

confidence: 99%

The effect of direct instruction and interactive instructional videos on learning effectiveness and ef-ficiency in mathematics education

Zendler

2020

JME (Journal of Mathematics Education)

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A. IntroductionAnswering the questions of which instructional methods are suitable for the school, which instructional methods to use in the individual subjects, and how instructional methods support the learning process present challenges for general education and education in individual subjects.Direct instruction is a teacher-oriented instructional method in which the instructor assumes the central role in directing the teaching until the end of the learning process (Petty, 2009). Interactive instructional videos can be seen as a digital variant of the presentation's instructional method (Petty, 2009). Learning videos are used to initiate and control learning and thinking processes to develop learning content independently.Direct instruction and interactive instructional videos can be positioned using the reference frame by Wiechmann and Wildhirt (2015) (see Figure 1). In instruction control, the difference is that the interactive instructional videos are more student-controlled than direct instruction. With interactive instructional videos, students have various ways to handle the lesson because they have more alternatives. They have occasions to find out more about the subject and to contribute to the lesson. With direct instruction, the students hardly have alternatives since the teacher

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“…Die eine Gruppe löst eine Subtraktionsaufgabe, die andere eine Additionsaufgabe. Die Sozialformen der einzelnen Phasen folgen einer ICH-DU-WIR-Logik(Barzel, Büchter & Leuders, 2007). Auch die Kommunikationssituationen, die sich auch auf die zu erstellenden (Zwischen-)Lernprodukte beziehen, unterscheiden sich darin, ob mündliche oder schriftliche Kommunikation im Fokus steht.Für die Auswertung und Analyse sind diese Wechsel von Interesse, da sich die Versprachlichungen je nach Kommunikationssituation unterscheiden.…”

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Digitaler Mathematikunterricht in Forschung und Praxis. Tagungsband zur Vernetzungstagung 2022 in Siegen

2023

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Die digitale Transformation im Bildungsbereich bietet vielfältige Potenziale für das Lehren und Lernen im Unterricht und stellt alle beteiligten Akteure dabei auch vor große Hürden. Für den Mathematikunterricht ergeben sich viele fachspezifische Chancen und Herausforderungen, die auf der Vernetzungstagung 2023 zum Thema „Mathematikunterricht mit digitalen Medien und Werkzeugen in Schule und Forschung“ in Siegen diskutiert wurden. Hierzu kamen Mathematikdidaktiker*innen, Lehrer*innen, Schüler*innen, Akteure der Schulpolitik sowie Eltern zusammen und haben sich über konkrete Ideen und spannende übergeordnete Fragestellungen ausgetauscht. Der vorliegende Tagungsband stellt wesentliche Ergebnisse der Vorträge, Workshops, Postervorstellungen und Diskussionsrunden vor. Die Vielfalt der Beiträge zeigt, dass das Thema Digitalisierung im Mathematikunterricht ein sehr aktives Forschungsfeld in Deutschland ist. Die verschiedenen Beiträge reichen von konkreten Unterrichtsideen über theoretische Beiträge bis hin zu empirischen Forschungsarbeiten. Ebenso lässt sich eine große Anzahl von unterschiedlichen Medienarten identifizieren, die in den Beiträgen betrachtet werden (z.B. 3D-Drucker, Lernvideos, Audio-Podcasts, Apps). In seiner Gesamtheit bildet der Tagungsband somit eine hervorragende Basis für die weitere Entwicklung des Themas.

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Algebra und Funktionen

Cited by 5 publications

References 0 publications

Mathematics Teachers Assess Instructional Methods Supporting Knowledge Processes

Mathematics Teachers Assess Instructional Methods Supporting Knowledge Processes

The effect of direct instruction and interactive instructional videos on learning effectiveness and ef-ficiency in mathematics education

Digitaler Mathematikunterricht in Forschung und Praxis. Tagungsband zur Vernetzungstagung 2022 in Siegen

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