Diagnostische Kompetenz von Mathematik-Lehramtsstudierenden

Heinrichs, Hannah

doi:10.1007/978-3-658-09890-2

Cited by 21 publications

(23 citation statements)

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“…The quality of these hypotheses has a strong impact on the quality of the teaching strategies that can be implemented. Providing learning opportunities that promote the development of this competence during initial teacher education has proven to be a challenging endeavor for teacher educators (Cooper 2009;Heinrichs 2015;Son 2013;Türling et al 2012). Therefore, the study presented in this paper aimed to unpack the characteristics and development of pre-service primary school teachers' competence to hypothesize about the causes of students' errors.…”

Section: Summary Discussion and Limitations Of The Studymentioning

confidence: 99%

“…Moreover, most models of diagnostic processes in error situations include a phase in which hypotheses are made about students' behavior, sources of the errors they make, or their possible underlying difficulties (Klug et al 2013;Reisman 1982;Wildgans-Lang et al 2020). This requires from teachers what Heinrichs (2015) called competence to hypothesize about causes of students' errors, conceptualized as "the ability to find different hypotheses about causes for one specific error and especially being able to name causes for the specific error and not only the general reasons for an error to occur" (Heinrichs and Kaiser 2018, p. 85).…”

Section: Hypothesizing About the Causes Of Students' Errorsmentioning

confidence: 99%

“…To evaluate PSTs' diagnostic competence in error situations, four error analysis tasks were developed. Each task was based on a mathematical error made by a primary school student and consisted of several items that followed the model of the diagnostic process in error situations (Heinrichs 2015). Participants were asked to respond to two tasks at each testing time.…”

Section: Diagnostic Competence In Error Situationsmentioning

confidence: 99%

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Interpretation of Students’ Errors as Part of the Diagnostic Competence of Pre-Service Primary School Teachers

Larrain

Kaiser

2022

J Math Didakt

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Understanding students’ thinking and learning processes is one of the greatest challenges teachers face in the classroom. Misconceptions and errors have the potential to be a rich source of information for identifying students’ thinking and reasoning processes. However, empirical studies show that pre-service teachers (PSTs) and teachers find it challenging to focus their interpretations and pedagogical decisions on students’ thinking processes when they identify students’ mathematical errors.Based on the theoretical approach of noticing, the study described in this paper examines primary PSTs’ diagnostic competence in error situations before and after they participated in a seminar sequence implemented at several Chilean universities. Our analyses focus on PSTs’ competence with regard to formulating hypotheses about the causes of students’ errors. The proposed hypotheses were categorized into those that attributed errors to students’ lack of conceptual understanding, those that explained errors in terms of lack of procedural understanding, and those that assumed a failure of instructional strategies. In addition, the relationships between PSTs’ diagnostic competence, their beliefs and university learning opportunities were examined. The results indicate that PSTs’ diagnostic competence in error situations and the changes of this competence were related to PSTs’ beliefs, practical experiences, and learning opportunities. Overall, the findings suggest that it is possible to promote changes on PSTs’ diagnostic competence during initial teacher education. The paper concludes with implications for teacher education and future research.

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Section: Summary Discussion and Limitations Of The Studymentioning

confidence: 99%

Section: Hypothesizing About the Causes Of Students' Errorsmentioning

confidence: 99%

Section: Diagnostic Competence In Error Situationsmentioning

confidence: 99%

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Interpretation of Students’ Errors as Part of the Diagnostic Competence of Pre-Service Primary School Teachers

Larrain

Kaiser

2022

J Math Didakt

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“…In der englischsprachigen Fachliteratur wird der Begriff «Beliefs» am häufigsten verwendet, in der deutschsprachigen Literatur findet sich neben dem ebenfalls häufig gebrauchten englischen Begriff «Beliefs» hauptsächlich die Übersetzung «Überzeugungen» 3 (Biedermann, Brühwiler, Oser, Affolter & Bach, 2015a;Reusser & Pauli, 2014). Trotz verschiedentlicher Versuche (Reusser & Pauli, 2014) 4 gibt es jedoch nach wie vor keine einheitliche Definition des Begriffs Beliefs (Fives & Buehl, 2012;Goldin, Rösken & Törner, 2009;Heinrichs, 2015); ebenso wenig gibt es geltende Strukturierungen, Kategorisierungen oder Abgrenzungen.…”

Section: Beliefs: Begrifflichkeiten Und Definitionenunclassified

Shared und Mutual Beliefs in der Lehrerinnen- und Lehrerbildung. Untersuchung über die Beliefs von Lehrerausbildenden bezüglich des Lehrens, Lernens und der Rolle der Lehrperson

Steinmann¹

2021

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Diese Studie untersucht die Beliefs, Shared Beliefs und Mutual Beliefs von Lehrerausbildenden bezüglich guten Unterrichts, rollenorientierten Zielvorstellungen von Lehrpersonen, Konstruktions- und Transmissionsorientierung sowie in Bezug auf das Verständnis des Verhältnisses von Theorie und Praxis. Die Unterscheidung nach Shared Beliefs (Übereinstimmung der Beliefs von mehreren Personen) und Mutual Beliefs (angenommene Shared Beliefs) erlaubt eine differenzierte Sicht auf die «gemeinsame Ausrichtung» der Lehrerausbildenden. Auf der Basis von quantitativen Daten wird ermittelt, in welcher Ausprägung und in welchen Bereichen zwischen drei Gruppen von Lehrerausbildenden, Dozierenden der Erziehungswissenschaft, Dozierenden der Fachdidaktik Mathematik und den Praxislehrpersonen, Shared und Mutual Beliefs bestehen. Die Studie kann aufzeigen, dass eine vermutete gemeinsame Ausrichtung (Mutual Beliefs) der Lehrerausbildenden bezüglich der rollenorientierten Zielvorstellungen von Lehrpersonen einen positiven Einfluss auf die Qualität der Lehrerinnen- und Lehrerbildung hat.

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“…Si cometer errores en matemáticas es inevitable, y éstos generan una afectividad hacia las matemáticas, posiblemente debido a una cultura poco amigable con el error (HEINRICHS, 2015), resultaría interesante poder medir la afectividad que presentan los alumnos hacia y por el error en matemáticas.…”

Section: Introductionunclassified

Desarrollo y Validación de un Instrumento de Medición de la Afectividad respecto a la Comisión de Errores en Matemáticas

Ibarra-González

Eccius-Wellmann

2018

Bolema

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Resumen La comisión de errores en matemáticas suele tener una connotación negativa, que provoca en los alumnos afectividad negativa hacia las matemáticas. El objetivo de este trabajo es desarrollar y validar un instrumento que mida la afectividad por la comisión de errores en matemáticas y la afectividad hacia las matemáticas por el error. Los reactivos del instrumento se basan en la relación entre la comisión de errores y las tres dimensiones de la afectividad: emociones, creencias y actitudes. Se aplica a 319 alumnos, de primer ingreso, de las carreras administrativas de una universidad privada en Guadalajara, México. El instrumento muestra una buena confiabilidad con un alfa de Cronbach de 0.9. El análisis factorial comprueba su validez con cinco factores relativos al error que explican el 52.73% de la varianza total: 1) emociones y afectos negativos por cometer errores, 2) conductas favorables hacia los errores como herramienta de aprendizaje, 3) mala concepción de la utilidad del error, 4) creencias y emociones negativas hacia las matemáticas por la comisión de errores y 5) la creencia de que de los errores se puede aprender matemáticas. Poder evaluar la afectividad que han desarrollado los alumnos por el error en matemáticas y hacia las matemáticas por el error, así como sus concepciones sobre el error, permitirá tener una visión de la cultura del error que han experimentado en su vida escolar, debida a la cual han formado creencias y actitudes que los inclinan a tener conductas favorables o desfavorables hacia el aprendizaje de las matemáticas.

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Diagnostische Kompetenz von Mathematik-Lehramtsstudierenden

Cited by 21 publications

References 0 publications

Interpretation of Students’ Errors as Part of the Diagnostic Competence of Pre-Service Primary School Teachers

Interpretation of Students’ Errors as Part of the Diagnostic Competence of Pre-Service Primary School Teachers

Shared und Mutual Beliefs in der Lehrerinnen- und Lehrerbildung. Untersuchung über die Beliefs von Lehrerausbildenden bezüglich des Lehrens, Lernens und der Rolle der Lehrperson

Desarrollo y Validación de un Instrumento de Medición de la Afectividad respecto a la Comisión de Errores en Matemáticas

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