开发模拟以培养未来数学教师的诊断能力:脚手架的作用。

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Christian Schons, Andreas Obersteiner, Frank Reinhold, Frank Fischer, Kristina Reiss
{"title":"开发模拟以培养未来数学教师的诊断能力:脚手架的作用。","authors":"Christian Schons,&nbsp;Andreas Obersteiner,&nbsp;Frank Reinhold,&nbsp;Frank Fischer,&nbsp;Kristina Reiss","doi":"10.1007/s13138-022-00210-0","DOIUrl":null,"url":null,"abstract":"<p><p>To assess individual students' abilities and misconceptions in mathematics, teachers need diagnostic competencies. Although research has addressed the quality of teachers' diagnostic competencies in recent years, it is not very clear how to foster these competencies effectively in the course of prospective teachers' university education. Research suggests that simulations with instructional support are promising tools for fostering complex competencies. We have developed a simulation that aims at measuring and fostering prospective primary school teachers' competencies to assess students' mathematical abilities and misconceptions based on their written task solutions. In this study, we analysed data from prospective primary school mathematics teachers who used one of three different versions of the simulation. Two versions contained a specific type of scaffolding, while the third version did not contain scaffolding. Specifically, the two scaffolding types were <i>content-related scaffolding</i> that emphasized the use of specific pedagogical content knowledge, and <i>strategic scaffolding</i> that emphasized diagnostic activities. The results suggest that integrating scaffolding into the simulation did not substantially influence participants' overall perception of the simulation regarding presence, authenticity, or perceived cognitive load. Compared to participants in a control group without intervention, participants who used the simulation with scaffolding had higher diagnostic accuracy regarding overall assessment of students' competence level. However, only content-related scaffolding but not strategic scaffolding or no scaffolding tended to improve participants' competence in identifying students' specific misconceptions. The results provide a first empirical basis for further development of the simulation.</p>","PeriodicalId":43968,"journal":{"name":"Journal fur Mathematik-Didaktik","volume":"44 1","pages":"59-82"},"PeriodicalIF":0.9000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9328016/pdf/","citationCount":"0","resultStr":"{\"title\":\"Developing a Simulation to Foster Prospective Mathematics Teachers' Diagnostic Competencies: the Effects of Scaffolding.\",\"authors\":\"Christian Schons,&nbsp;Andreas Obersteiner,&nbsp;Frank Reinhold,&nbsp;Frank Fischer,&nbsp;Kristina Reiss\",\"doi\":\"10.1007/s13138-022-00210-0\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>To assess individual students' abilities and misconceptions in mathematics, teachers need diagnostic competencies. Although research has addressed the quality of teachers' diagnostic competencies in recent years, it is not very clear how to foster these competencies effectively in the course of prospective teachers' university education. Research suggests that simulations with instructional support are promising tools for fostering complex competencies. We have developed a simulation that aims at measuring and fostering prospective primary school teachers' competencies to assess students' mathematical abilities and misconceptions based on their written task solutions. In this study, we analysed data from prospective primary school mathematics teachers who used one of three different versions of the simulation. Two versions contained a specific type of scaffolding, while the third version did not contain scaffolding. Specifically, the two scaffolding types were <i>content-related scaffolding</i> that emphasized the use of specific pedagogical content knowledge, and <i>strategic scaffolding</i> that emphasized diagnostic activities. The results suggest that integrating scaffolding into the simulation did not substantially influence participants' overall perception of the simulation regarding presence, authenticity, or perceived cognitive load. Compared to participants in a control group without intervention, participants who used the simulation with scaffolding had higher diagnostic accuracy regarding overall assessment of students' competence level. However, only content-related scaffolding but not strategic scaffolding or no scaffolding tended to improve participants' competence in identifying students' specific misconceptions. The results provide a first empirical basis for further development of the simulation.</p>\",\"PeriodicalId\":43968,\"journal\":{\"name\":\"Journal fur Mathematik-Didaktik\",\"volume\":\"44 1\",\"pages\":\"59-82\"},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9328016/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal fur Mathematik-Didaktik\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s13138-022-00210-0\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal fur Mathematik-Didaktik","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s13138-022-00210-0","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

为了评估个别学生在数学方面的能力和误解,教师需要诊断能力。尽管近年来已有研究对教师诊断能力的质量进行了探讨,但如何在准教师大学教育过程中有效地培养这些能力并不是很清楚。研究表明,有教学支持的模拟是培养复杂能力的有前途的工具。我们开发了一个模拟,旨在衡量和培养未来小学教师的能力,以评估学生的数学能力和基于书面任务解决方案的误解。在这项研究中,我们分析了来自未来小学数学教师的数据,他们使用了三种不同版本的模拟。两个版本包含特定类型的脚手架,而第三个版本不包含脚手架。具体来说,两种脚手架类型是强调使用特定教学内容知识的与内容相关的脚手架,以及强调诊断活动的战略脚手架。结果表明,将脚手架整合到模拟中并没有实质性地影响参与者对模拟的存在、真实性或感知认知负荷的整体感知。与没有干预的对照组相比,使用脚手架模拟的参与者对学生能力水平的整体评估具有更高的诊断准确性。然而,只有与内容相关的搭建,而没有策略搭建或不搭建,往往会提高被试识别学生特定误解的能力。研究结果为进一步发展模拟提供了初步的经验基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Developing a Simulation to Foster Prospective Mathematics Teachers' Diagnostic Competencies: the Effects of Scaffolding.

Developing a Simulation to Foster Prospective Mathematics Teachers' Diagnostic Competencies: the Effects of Scaffolding.

Developing a Simulation to Foster Prospective Mathematics Teachers' Diagnostic Competencies: the Effects of Scaffolding.

To assess individual students' abilities and misconceptions in mathematics, teachers need diagnostic competencies. Although research has addressed the quality of teachers' diagnostic competencies in recent years, it is not very clear how to foster these competencies effectively in the course of prospective teachers' university education. Research suggests that simulations with instructional support are promising tools for fostering complex competencies. We have developed a simulation that aims at measuring and fostering prospective primary school teachers' competencies to assess students' mathematical abilities and misconceptions based on their written task solutions. In this study, we analysed data from prospective primary school mathematics teachers who used one of three different versions of the simulation. Two versions contained a specific type of scaffolding, while the third version did not contain scaffolding. Specifically, the two scaffolding types were content-related scaffolding that emphasized the use of specific pedagogical content knowledge, and strategic scaffolding that emphasized diagnostic activities. The results suggest that integrating scaffolding into the simulation did not substantially influence participants' overall perception of the simulation regarding presence, authenticity, or perceived cognitive load. Compared to participants in a control group without intervention, participants who used the simulation with scaffolding had higher diagnostic accuracy regarding overall assessment of students' competence level. However, only content-related scaffolding but not strategic scaffolding or no scaffolding tended to improve participants' competence in identifying students' specific misconceptions. The results provide a first empirical basis for further development of the simulation.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Journal fur Mathematik-Didaktik
Journal fur Mathematik-Didaktik EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
22.20%
发文量
19
期刊介绍: ZielsetzungenDas ''Journal für Mathematik-Didaktik'' (JMD) publiziert Originalbeiträge aus allen Bereichen mathematikdidaktischer Forschung und Entwicklung. Eingereichte Texte werden in der Regel von drei anonym bleibenden FachgutachterInnen bewertet, die das Herausgebergremium des JMD benennt. Das Herausgebergremium entscheidet aufgrund der Gutachten und eigener Fachkompetenz über das weitere Vorgehen (wie Ablehnung, eventuelle Änderungsauflagen und/oder den Abdruck des Textes im JMD). Das JMD ist offen für Forschungsarbeiten aus Bezugswissenschaften (wie Pädagogik, Psychologie, Soziologie oder Philosophie) und Nachbarwissenschaften (wie Didaktik der Physik oder Sprachdidaktik), sofern sich die Beiträge in ihrem Schwerpunkt auf das Lernen und Lehren von Mathematik beziehen.Das JMD ist das offizielle Organ der Gesellschaft für Didaktik der Mathematik (GDM). Aims & ScopeThe “Journal für Mathematik-Didaktik” (JMD) publishes original work from all areas of research in mathematics education. Submitted articles will be anonymously reviewed by three experts who are appointed by the journals’ editors. The JMD is open to research in related disciplines (such as pedagogy, psychology, or science education), provided the main scope of the article remains the learning and teaching of mathematics.The JMD is the official journal of the GDM – Gesellschaft für Didaktik der Mathematik (Society of Didactics of Mathematics).
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信