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Publications (19)
The pervasive digitization of society underscores the crucial role of data and its significant impact on decision-making across various domains. As a result, it is essential for individuals to acquire competencies in handling data. This need is particularly pertinent in K-12 education, where early engagement with data and statistics can lay a found...
The ability to interpret and compare data distributions is an important educational goal. Inherent in the statistical concept of distribution is the need to focus not only on individual data points or small groups of data points (so-called local view), but to perceive a distribution as a whole, allowing to recognize global features such as center,...
In: MNU Journal, 77(5), S. 383 – 389.
In diesem Beitrag wird ein Unterrichtsvorschlag für die Klassen 5/6 vorgestellt. Hierbei wird eine Lernumgebung zum Inhalt Zahlenfolgen genutzt, die im Rahmen des Projekts CoM-MIT (Coden im Mathematikunterricht − Mathematik Informatik Transfer) entwickelt wurde. Mittels der blockbasierten Programmiersprache NEP...
In: Mathematik differenziert, 3-2024, S. 24–27.
Der Erwerb informatischer Kompetenzen wird gesellschaftlich betrachtet immer wichtiger und hat inzwischen Einzug in die Curricula gefunden. In der Grundschule soll deren Vermittlung integriert in den bestehenden Fächern stattfinden. In diesem Beitrag wird am Beispiel des Inhaltsbereichs Zahlenfolgen...
Statistical and data literacy have emerged as key competencies in the 21st-century. Science, technology, engineering, and mathematics (STEM) curricula have been adapted in various countries to place increased emphasis on proficient data use and statistical comprehension. Consequently, there is a need for an adequate education and professional train...
Competent use of digital media and technologies is one of the key competencies of our time. Many countries have included coding or computational thinking in primary school curricula (e.g., Greece, England, Australia). Since 2022, informatics competencies have been included in the German curricula for mathematics education. However, there is a lack...
Many students tend to perceive a data distribution as a collection of individual values rather than as a conceptual entity (local vs. global view of data). These difficulties seem to persist even after instruction in statistics. This study uses a methodological triangulation of eye-tracking and stimulated recall interviews to examine and contrast 6...
Comparing data distributions is a fundamental activity in statistics and a motivating learning opportunity in schools to initiate statistical thinking. Research has shown that many students tend to perceive a data distribution as a collection of individual values rather than as a conceptual entity that has certain features such as center, spread, a...
Die Schwierigkeit von Bruchrechenaufgaben wird neben fachlichen Aufgabenmerkmalen auch von instruktionalen Merkmalen des Aufgabendesigns bestimmt. Anhand von Eye-Tracking-Technologie und Stimulated Recall Interviews wird in der vorliegenden Studie untersucht, welche Aufgabenmerkmale (fachlich vs. instruktional) von N = 31 angehenden Lehrkräften bei...
Statistical and data literacy are counted among the key competencies of the 21st century and are often set out as an expected outcome of school education. Accordingly, curricular adaptions of science, technology, engineering, and mathematics (STEM) education have been made in many countries with the aim of developing competencies that promote compe...
Zusammenfassung
Die Schwierigkeit von Mathematikaufgaben wird neben fachlichen Aufgabenmerkmalen auch von instruktionalen Merkmalen bestimmt. Auf der Grundlage eines Modells der Informationsverarbeitung wird angenommen, dass angehende Lehrkräfte ihr Wissen nutzen, um schwierigkeitsgenerierende Aufgabenmerkmale zu identifizieren und hinsichtlich ihr...
Judging the difficulty of mathematical tasks is an everyday activity of teachers. However, empirical research about teachers’ judgment process is still scarce. It is assumed that teachers use their knowledge in order to identify difficulty-generating task characteristics and to evaluate them in terms of their difficulty for students. This ongoing s...
The selection and modification of mathematical tasks requires teachers to adequately judge task difficulty. Despite such importance, little is known about teachers’ cognitive processes that underlie these judgments. Considering possible interrelations with teaching experience and specific aspects of PCK/PK, this study reconstructs teachers’ percept...
Judging task difficulties is an everyday activity of mathematics teachers. To date, little is known about teachers’ cognitive processes that underlie these judgments. In this study, we used eye-tracking technology and conducted eye-tracking stimulated recall interviews to investigates which task characteristics pre-service teachers (N = 31) identif...
The selection and modification of mathematical tasks requires teachers to adequately judge task difficulty. To date, little is known about teachers' cognitive processes that underlie these judgments. Considering possible interrelations with teaching experience and specific aspects of pedagogical content knowledge (PCK)/pedagogical knowledge (PK), t...
