Didaktik der Geometrie für die Sekundarstufe I

Weigand, Hans-Georg; Filler, Andreas; Hölzl, Reinhard; Kuntze, Sebastian; Ludwig, Matthias; Roth, Jürgen; Schmidt-Thieme, Barbara; Wittmann, Gerald

doi:10.1007/978-3-8274-2260-6

Cited by 18 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Mathematical content knowledge comprises three different sub-concepts (Weigand et al, 2014). First, knowledge of concept properties encompasses knowledge of features and terms, like features of the diagonals of parallelograms.…”

Section: Mathematical Argumentation Skillsmentioning

confidence: 99%

Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers

Codreanu

Huber

Reinhold

et al. 2022

Learning to Diagnose With Simulations

View full text Add to dashboard Cite

Mathematical argumentations and proofs cause difficulties for secondary school students (Healy and Hoyles, 2000). Teachers’ diagnostic skills are essential for adapting their teaching to students’ specific needs in order to facilitate students’ understanding of proofs (Südkamp and Praetorius, 2017). We developed a video-based simulation to investigate and promote pre-service teachers’ diagnostic skills. Participants encountered a diagnostic task with short, scripted video clips showing simulated students working on a geometry proof with a teacher. Observing student-teacher interactions served as the basis for the pre-service teacher participants’ diagnoses of students’ individual argumentation skills. This simulation is first used to investigate pre-service teachers’ diagnostic performance and the quality of their diagnoses and diagnostic processes. In a second step, the simulation will be expanded into a learning environment to investigate how pre-service teachers’ diagnostic skills can be supported through different kinds of scaffolds.

show abstract

Section: Mathematical Argumentation Skillsmentioning

confidence: 99%

Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers

Codreanu

Huber

Reinhold

et al. 2022

Learning to Diagnose With Simulations

View full text Add to dashboard Cite

show abstract

“…According to Weigand et al (2014) a height of the triangle is, a line that has one end point at the vertex of a triangle and the other at the perpendicular base point of the vertex with respect to the opposite side.…”

Section: An Empirical Understanding Of Basesmentioning

confidence: 99%

Concept Formation Processes regarding Height and Base in Triangles

Pielsticker

2021

INT ELECT J MATH ED

View full text Add to dashboard Cite

The paper addresses concept formation processes of a student in the field of geometry. More precisely, the paper deals with the question of how to assist a student in a mathematical concept formation process -in the context of area calculations in triangles -with a specially designed learning environment based on the usage of 3D printed objects. Methodologically, we use the descriptive framework of the concept of Domains of Subjective Experience for the analysis of our case study. The objective is to describe the use of a learning environment to initiate targeted, theoretical concepts with a student. The student develops an empirical notion of bases and heights in triangles (with respect to the calculation of surface areas), using 2D drawings and 3D printed objects. In this article we argue, teaching mathematics consistently in an object-oriented and practical (visual) way, and additionally promoting the development of concept formation as a mathematical activity, brings a student in a situation where he develops hypotheses, tries them out, and transfers them to other fields of application; thus engages in concept formation processes.

show abstract

“…Switching the context from mathematics to didactics of mathematics yields further and different properties of geometric construction texts. Weigand et al (2009) state that there are no definite norms for geometric construction texts. However, the authors name two principles, which are relevant for geometric construction texts: 1) They are supposed to provide a comprehensible and comprehensive account of the single constructions steps for someone else.…”

Section: Geometric Construction Texts In the Context Of Didactics Of mentioning

confidence: 99%

“…Geometric construction texts serve several didactical functions (Weigand et al, 2009): They provide a good opportunity to verbalize actions, to write about mathematical procedures, and to communicate in the classroom. For learners they are supposed to serve as a report of the problem solution.…”

Section: Geometric Construction Texts In the Context Of Didactics Of mentioning

confidence: 99%

Subject-Specific Genres and Genre Awareness in Integrated Mathematics and Language Teaching

Rezat

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The increasing attention devoted to the role of language in the different school subjects calls for approaches of integrated subject matter and language teaching and learning. In this article we argue for the importance of subject-specific genres for integrated mathematics and language teaching. Based on an exemplary analysis of geometric construction texts we show that subject-specific genres in the context of schooling might be influenced by different academic and institutional contexts. In a case study of a classroom discourse in 7th grade about geometric construction texts we show how these different contexts pose a challenge for teaching this genre. As a result, genres in school mathematics might appear as blended genres. Based on our findings we refine the notion of genre awareness as an important aspect of teacher knowledge in order to better prepare teachers for the challenges of integrated subject matter and language teaching.

show abstract

Didaktik der Geometrie für die Sekundarstufe I

Cited by 18 publications

References 0 publications

Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers

Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers

Concept Formation Processes regarding Height and Base in Triangles

Subject-Specific Genres and Genre Awareness in Integrated Mathematics and Language Teaching

Contact Info

Product

Resources

About