bluuebunny/crossref_metadata_2025 huggingface dataset:
Investigating Junior High School Students´ Length Estimation Ability and Strategies
Authors: Huang Hsin-Mei E.
Published: January 2021

This study investigated junior high school students’ length estimation ability with respect to everyday objects with lengths between 1 millimetre and 1 meter. Students’ strategies used for estimating the length of the longer side of a basketball court in school were analysed. A total of 240 Grade 7-9 students from cities in northern Taiwan completed a paper-and-pencil test assessing length estimation abilities. Results showed a significant gender effect on length estimation, but neither effects of grade level nor any interaction between grade level and gender on length estimation. About 40% of the students used effective strategies for estimating length measures, including visualizing, utilizing body parts, applying previous experiences, using a mental ruler, and making use of objects nearby. Still, about 60% of the students used ineffective strategies such as guessing. Implications for research and education practices are discussed.
Using Manipulatives to Develop the Understanding of the Concept of the Fraction of Preservice Elementary Teachers: The Meaning of Measure
Authors: Humarán Martínez Yuitza T.
Published: January 2021

Manipulatives are a tool when that well-implemented can contribute to the development of mathematical concepts and processes, and is a popular strategy in elementary school. However, educators usually don’t use this technique efficiently for several reasons. For example, they had never used manipulatives before starting to work at school. In this quasi-experimental research, the understanding of preservice elementary school teachers of the concept of the fraction, specifically, the meaning of measure, was studied. Statistically significant evidence was gathered to conclude that the understanding of the meaning of measure improves after the implementation of the lesson with tangible manipulatives.
Tools for Modern Mathematics: A Course to Introduce Experimental Mathematics
Authors: Hydorn Debra L.
Published: January 2021

The accessibility of computational methods and resources has made it easier to include undergraduates in mathematical research projects. However, based on the traditional form of mathematics education, many students aren’t confident in developing their own research questions or conjectures. Originally created to introduce students to programming tools (R, Mathematica and MATLAB), this course has evolved into an introduction to experimental mathematics. Students first learn the fundamentals of programming along with algorithmic structures and methods of simulation. Then, following the approach used by the Summer Undergraduate Research Institute in Experimental Mathematics at Michigan State University, students participate in (1) an experimental phase, where they use algorithms and simulations to produce output, (2) a conjecture phase, where they review their output to identify potential relationships and patterns, and (3) a 2nd experimental phase where additional output is produce to determine if any of their conjectures are still viable. The focus of the course is on developing students’ ability to pose research questions and their ability to use computational tools to address those questions.
Exploring the Nature of Teacher Questioning withing Challenging Tasks for Inducing Conceptual Change
Authors: Kennedy Tierney
Published: January 2021

Recent research has considered how to support teachers using challenging tasks in mathematicswith students who struggle. Teacher questioning in response to correct or incorrect answers has been identified as an important element for maintaining the cognitive load. This paper examines the nature of teacher questioning within challenging tasksin which struggling students were noted to change their own conceptionsand proposes a minor change to includea questioning phasewithin the Launch-Explore-Summarise structure by Lappan et al. (2006). It presents evidence from a two-year study in which the combination of conceptual change questioning with challenging tasks led to substantial gains for low-performing students across six primary schools on standardised tests compared with Education Department expectations (d = 0.7).
Using Sports Data in Statistics and Math Classes: An Overview and Update
Authors: Krevisky Steve
Published: January 2021

Sports data can be a very good way to motivate students, in both statistics and math classes. Background to this usage will be discussed, along with some new ideas on how to employ this in the classroom.
Innovative Problem Solving: What happens when Math Education, Business, and Engineering Perspectives Interact
Authors: Laskasky Katie
Published: January 2021

For years, practitioners and researchers have attempted to solve the same math education problem. Though the approach varies, they use outdated processes and see few results. Thus, there is an overall need to use new strategies. This paper explores how one K-12 school district uses an innovative, collaborative, problem solving process to understand its math learning problem. Stakeholders engage diverse viewpoints, use researchbased recommendations to define success in how students learn mathematics, develop context-sensitive solution options, and evaluate those options’ adaptability. This innovative problem solving process’ foundation emerges from research and best practice recommendations found at the intersection of multiple disciplines: math education, business, systems engineering, and implementation science. The current observation and interview data indicate that stakeholders feel a sense of ownership, embrace variability in problem solving, and understand how to collect data about students’ math learning.
Integrating Technology and Didactic Resources for Enhancing Learning Processes. An Exploratory Study
Authors: Corredor Olga León
Published: January 2021

Some limitations that affect the learning of mathematics are related to two dysfunctional issues: lack of acknowledgment of students' differences in the didactic designs and of the students’ awareness about their learning skills. Accessible and affective didactic designs aim to overcome such dysfunctional issues. In this direction, the document presents three contributions: first, the exploration of technological relationships that foster cognitive convergence between the student and tools; second, a revision of hypotheses that give support to accessible and affective didactic designs; and third, the documentation of the learning trajectories that some diverse Colombian populations made while they were playing the game called The Jumper. The methodologies used in the research were Design Science Research and Teaching Experiments.
Some Factors Influencing Effectiveness of Mathematics Homework
Authors: Lipovec Alenka , Ferme Jasmina
Published: January 2021

Empirical research, which examines the relationship between mathematical achievement of elementary school students and mathematics homework assignments, gives inconsistent results. We present the results of the crosscultural study (N = 1061) with 12-15 years old students from Slovenia, Croatia and Slovakia. The results show that homework frequency, teacher responses, and the support of parents are not related to students’ mathematics achievements; but parental control and the time spent doing homework are negatively related to those achievements.
Recommendations for Instructional Designers and Textbook Writers Concerning the Correction of Significant and Pesistent Errors in Arithmetic and Algebra
Authors: Lousis Michael
Published: January 2021

An error analysis of the 200 English and 150 Greek learners’ tests in arithmetic and algebra was accomplished. Those tests stemmed from the Kassel Project. Following this error analysis, specific recommendations are presented in each domain of arithmetic and algebra that should be taken into account by instructional designers and textbook writers. These recommendations were founded on terms of psychology and cognitive science as applied to information-processing. The study has shown the educational media (textbooks etc.), as being responsible for the emergence and persistence of these errors in the learners’ minds too, since instruction is mostly based on the use of those media. Key words: error analysis, Kassel Project, textbooks, educational media, recommendations.
Interface between Theoretical Guidelines and Classroom Practices to Create Activities that Enhance the Development of Spatial Reasoning in Elementary School
Authors: Marchand Patricia
Published: January 2021

The spatial reasoning has been identified by many researchers as being linked to positive mathematical performance and, therefore, is a determining factor in mathematics and scientific success at elementary, secondary and upper levels (Davis & The spatial reasoning study group, 2015). Also, spatial reasoning has been proven to be a type of reasoning that is malleable and can be develop, implying that teachers are empowered in this development (Moss, Bruce, Caswell, Flynn & Hawes, 2016; Wai, Lubinski & Benbow, 2009; Marchand, 2009a; Berthelot & Salin, 1992). The goal of this workshop is to expose theoretical guidelines to analyse and to create classroom activities focusing on developing spatial reasoning in elementary school. The interface between these theoretical guidelines and classrooms activities allows us to unfold new ideas to deal with spatial reasoning at the elementary level.
Research Work in a Secondary School Classroom: How Well are Teachers Equipped for it?
Authors: Markun Urska , Kos Jasna
Published: January 2021

A university degree is not enough in itself to equip a mathematics teacher for successful secondary school-teaching in the longer term. Without continuous training and career-long learning, a teacher will not be able to provide adequate support for students in activities such as extended essays or explorations, both of which are compulsory components of the IB programme. In this paper, we present some examples of such work by IB students at our school. In addition, some Slovenian secondary school students regularly participate in a national research competition for which they must submit project-based work in various fields. The present article describes how university departments co-operated with our secondary school in the course of such research. Examples of research carried out by a number of 16-year-old students at our school are also presented here.
The Impact of Teacher Self-Efficacy on the Level of Implementation of Graphing Technology in Teaching Factoring Quadratic Functions in Introductory Algebra
Authors: Mart Malgorzata
Published: January 2021

The purpose of the study was to determine whether there is a relationship between self-efficacy of global and local algebra teachers and their level of incorporating technology in teaching factoring quadratic functions to introductory algebra students. The participants (54 mathematics educators form 15 countries and five continents) replied to the UVGIA survey instrument. Quantitative analysis of data brought the conclusion that there is a strong positive relationship between the level of self-efficacy of teachers and their level of implementations of technology regardless of country of origin.
Foundational Experiences as a Curriculum Design Principle for Secondary Mathematics
Authors: Mason Ralph
Published: January 2021

Students must make sense of the mathematics they are learning, if they are to understand it. When students are encountering a mathematics topic primarily through that topic’s mathematical forms—its symbols, terminology, definitions, operations, and algorithms—the richness, potency, and completeness of their understanding will depend on their prior, pre-formal experiences with that topic. Foundational experiences activities enable students to construct images, patterns, and ideas—in a word, memories—that will enable them to see the sensibility of the topic’s mathematical forms when they learn them. We invite participants to explore some examples of instructional activities designed to provide foundational experiences for the mathematics of powers, from power laws through geometric sequences to exponential functions. With these examples, participants will consider these questions: How can foundational experiences contribute to students’ understandings of the math behind the topic’s formal content? What are the qualities that we should invest when designing foundational experience activities?
Engage Students More Hopscotch Mathe has Students Jumping for Joy
Authors: May Bernie
Published: January 2021

The goal was to create a system to teach children deep thinking skills, as well as problem solving skills which they could later use in tomorrow’s innovation economy. The by-product is they learn the Times Table. We cover more in less time…under 5 hours, we go up to 20x20, and introduce the children to complex algebraic equations, too. Guess what? They love it – and ask for more! The times table represents the problem to be solved. Each intersection represents a smaller aspect of the problem. They learn various techniques. No dumb sing-song melodies. They build on what they know. We do not go linearly through the table. We jump around…and cover whatever we can. When we are through I show them that if they only knew 7x4 = 28, they have the problem solving skills where they can solve the whole table. The idea behind Kinestetic Math is to get into their world, and reach them at their level. Children like to run, jump, colour and move around – so do we. We use our fingers, our knuckles, and our legs to learn the Times Table. This paper covers a small section of the program, Magic Squares and Hopscotch Math, as an introduction to a different kind of thinking and how innovative thinking can be applied to teaching. I introduce the program with a 10x10 grid representing the times table. Every time we solve one of the blocks on the table, they get to color the block however they want.
Teaching Mathematics through Historic Environment. A Time-Travel Grounded Pedagogy
Authors: Miheso-O´Connor Marguerite K.
Published: January 2021

Mathematics has been used by generations to make important decisions for a long period of time. History is littered with problem solving events which are results of mathematization of tasks based on available tools in any given generation. While History of mathematics focuses on what each culture contributed to present day conventional mathematics as taught in schools as a subject, Mathematics in a Historic environment focuses on identifying mathematical thinking that exists in all historical events. Historical events when enacted through the Time Travel approach learners get the opportunity to relive past events in the present context. Teaching mathematics in historic environment uses the time travel events that are practised by bridging ages international, to provide a reflective meaningful conceptualization of mathematics is a living subject. The strategy illuminates the centrality of mathematical thinking in all historical events. This paper shares findings from a study carried out on the effectiveness of this approach for teaching mathematics and provides an opportunity to discuss the approach as a viable pedagogic strategy that can be replicated across the curriculum.
From the Purpose oft he Lesson to Success
Authors: Morska Janina
Published: January 2021

This paper deals with efficiency in teaching. The purpose of the lesson and the criterion of success are complex elements in the didactic process. Between these elements are theory and practice, various forms of work, feedback and student self – evaluation. I would like to share my professional experience as an apprenticeship teacher, as well as a deputy head teacher (vice-director) observing the work of other teachers in formative assessment.
Bridging between School Mathematics and Contemporary Mathematics: Turning a Dream into Reality
Authors: Movshovitz-Hadar Nitsa
Published: January 2021

In many countries, school mathematics curriculum does not go beyond the 18th century mathematics. Any solution for bridging this gap must consider students’ limited background, as well as teachers’ time constrains. Our ‘bridge’ consists of periodically interweaving Mathematics-News Snapshots (MNSs), i.e., short descriptive presentations of recent mathematical results, throughout the teaching of the ordinary math curriculum during the three years of senior high school. More than 20 MNSs are already available (see https://MNS.co.il). Our two-part workshop is aimed at sharing our solution. This will include a discussion of its underlying principles, a reverse engineering analysis of sample MNSs vis-à-vie the MNS authoring guidelines, an overview of three teacher preparation models, and results of our implementation follow-up studies. Finally, in the spirit of the conference, we’ll invite attendees to adopt our solution, and possibly also to participate in developing more MNSs, thus turning our dream of bridging the gap into reality.
Peer Tutoring: Developing and Sustaining Effective Teaching Practices with Mathematics Teachers in Lesotho
Authors: Narayanan Ajayagosh
Published: January 2021

This paper shows how a group of educators initiated in-service workshops for primary and secondary mathematics teachers since 2012 in collaboration with the Ministry of Education and Training (MoET) in Lesotho. The prime focus of these workshops was to develop teachers’ capacity building in mathematics through peer-support. The paper also narrates how a chain of these workshops evolved to a capacity building program with innovative approaches in classrooms. These workshops explored ideas on numbers, shapes (through the use of origami) and problem solving for effective teaching/learning of mathematics. The concept of peer tutoring/learning had emerged from these workshops as an idea that suits Lesotho education system. A capacity building program was thus recommended for the sustainability of these activities.
Online Strategies Enhancing Mathematics Teacher Knowledge for the Digital Age: Discourse and Critical Reflection
Authors: Niess Margaret L.
Published: January 2021

This study designed online graduate courses to enrich inservice mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK). The effort identified key experiences to engage teachers in discourse and critical reflections for relearning, rethinking, and redefining teaching and learning as they know and learned it, transforming their TPACK with respect to teaching with digital technologies. The experiences modeled inquiry tasks merging content, technology and pedagogy as described in TPACK, connecting teachers with experiences as students learning about and with technologies. Critical reflections on the experiences as learners and as teachers combined with the online community of learners’ discourse, transforming their teacher knowledge. The collection of strategies involving discourse and critical reflection did enhance the participants’ TPACK, providing recommendations for designing online inservice teacher education courses.
Effective Use of ICT and Storytelling to Teach Statistics in the Preschool Classroom
Authors: Pagge Jenny
Published: January 2021

New school curricula and modern teachers are trying to get the child engaged and interested in statistics through accessibility and enjoyment. This has been backed up by much research into the correlation of a child’s engagement and their academic achievement (Gunuc, & Kuzu, 2014). Using storytelling as a teaching method, teachers can provide a meaningful context for statistics which can change this prejudice from a young age (Casey et al., 2004, Walters et al 2018) and is shown to have many educational benefits for children (Sherwood, 2018). In the last years ICT tools, games and storytelling have been used to achieve this engagement (Lekka et al, 2017, Walters 2018). ICT provides children with the opportunity to enhance their communication skills, creativity, high-order thinking and practical technological skills which are needed in a modern society (Corel, 2019). This paper includes a brief overview of research that looks at the use of ICT applications, and use of storytelling to teach descriptive statistics in the preschool classroom.
Supporting Pre-service Mathematics Teacher Development through Transformative Community Engagement
Authors: Paolucci Catherine
Published: January 2021

Opportunities for field-based transformative learning are a critical part of mathematics teacher education, yet several factors limit the extent to which teacher preparation programs can offer them. This paper discusses the value of transformative learning for pre-service mathematics teachers and presents an example of an international community engagement program that was specifically designed to support transformative learning for pre-service teachers in both the United States and South Africa. It highlights evidence of key aspects of transformative learning in the reflections of both the pre-service teachers and the students in the program and discusses the implications of this for future research and program development.
Incentivising the Study of Higher Level Mathematics
Authors: Prendergast Mark
Published: January 2021

In Ireland, mathematics has been assigned a special status within the postprimary school curriculum with the introduction of a Bonus Points initiative (BPI) in 2012. Students are now awarded an extra 25 points in their upper post-primary school state examination results if they achieve a passing grade at Higher Level (HL) mathematics. The culmination of points that student achieve in six different subjects acts as a gatekeeper to tertiary level education. Mathematics is the only subject in which there are extra points awarded. The initiative was introduced to encourage more students to study the subject at an advanced level. Anecdotally there have been many mixed reviews about the success of the BPI. While the numbers taking HL mathematics have steadily increased, there have been concerns expressed that many students who are not mathematically capable of performing up to the standard required are now opting for the HL paper and that the difficulty of this examination and the marking schemes have been adjusted accordingly. This paper investigates the advantages and disadvantages associated with the BPI from the perspective of mathematics teachers (n=266).
Counting with 10 Fingers as a Man, with 8 fingers as a Hen or with 2 Switches as a Computer
Authors: Rugelj Marina
Published: January 2021

In the high school curriculum of mathematics in Slovenia one of the goals is “Students can convert from decimal to binary number”. In most high schools, an algorithm for conversion is presented, which the students learn by heart like a cooking recipe, without proper understanding. A different method will be presented, where pupils play, explore and find certain conclusions on their own. This helps students to understand and learn the new concept much more efficiently, comparing to when they only listen to the instruction. Hence, the knowledge gained this way is hopefully more solid and lasting.
Secondary Math Teacher Candidates´ Perspectives on a Co-Taught Blended Content & Methods Geometry Course
Authors: Sack Jacqueline , Quander Judith
Published: January 2021

Two faculty, from the mathematics and education departments in an urban university, co-teach a blended methods and content geometry course for preservice secondary teachers who are also math majors. The course is entirely inquiry-based, a departure from traditional instructor-centered maths courses, and utilizes design-based trajectories developed by one of the authors over 12 years. We conducted two individual clinical interviews and one focus-group interview with 6 volunteer students, to ascertain their perspectives on how they best learn mathematics; to gauge how they perceived the inquiry-based experiences from this course; and, their reflections on inquiry-based instruction in mathematics as they move forward in their goals to become teachers. We used narrative inquiry as a research method to study the experiences of these students individually and collectively.
Real-world Maths: Preparing Teachers to use Real-life Contexts for Teaching Maths
Authors: Showers Dennis
Published: January 2021

Common Core Mathematics in the US promotes eight Standards for Mathematical Practice to guide instructional reform. Standard 2 includes the practice of “decontextualizing” or abstracting a given situation and representing it symbolically to solve real-world problems. Preparing teachers to employ this practice in classrooms requires knowledge and skill to apply technology to bring the real world into the classroom and the ability to discuss personal experiences in a mathematical way. Professional development with New York teacher candidates and in-service teachers in Nicaragua, China, and the US indicates the need for further dissemination with a research program to evaluate its efficacy.
Digitale Medien in der mathematikdidaktischen Lehramtsausbildung – Erfahrungen aus Lehrangeboten zu einem Verbundprojekt
Authors: Krauthausen Günther , Pilgrim Alexandra
Published: January 2021

In das von der Telekom-Stiftung geförderte Projekt ›Digitales Lernen Grundschule‹ (DTS 2018) hat die Universität Hamburg das mathematikdidaktische Teilprojekt APPsicht eingebracht. Die Abkürzung vereint die beiden zentralen Intentionen, geeignete Apps als Unterstützung für das Mathematiklernen zu erproben und dabei betont mathematikdidaktische Absichten in den Vordergrund zu stellen. Der Schwerpunkt von APPsicht lag auf der Entwicklung, Erprobung und Analyse von Unterrichtskonzepten und Good Practice Beispielen. Gleichwohl wurden parallel auch vier Veranstaltungsformen in der universitären Lehrerausbildung erprobt, die das Thema des vorliegenden Beitrags sein sollen.
Digital und inklusiv – Der Einsatz von Apps in inklusiven Settings im Mathematikunterricht
Authors: Bonow Jacqueline , Leiningen Andreas , Greisbach Michaela , Schreiber Christof
Published: January 2021

In Kooperation des Instituts für Förderpädagogik und Inklusive Bildung mit dem Institut für Didaktik der Mathematik wurde ein Seminar konzipiert, in dem Grund- und Förderschullehramtsstudierende gemeinsam Apps auf ihre Verwendung im inklusiven Unterricht untersuchen. Dazu entwickeln sie zusammen einen Kriterienkatalog unter Berücksichtigung von förderpädagogischen und mathematikspezifischen Potentialen und evaluieren diesen, indem sie die Apps mit einer Kleingruppe von Kindern in inklusiven Settings erproben.
Implementation der Software TinkerPlots zur Datenanalyse und zur Simulation von Zufallsexperimenten in der Grundschullehrerausbildung in Stochastik
Authors: Frischemeier Daniel , Podworny Susanne
Published: January 2021

In der Grundschule werden Schülerinnen und Schüler über das Sammeln, Dokumentieren und Auswerten von Daten hinaus auch mit einem qualitativen sowie mit dem frequentistischen Wahrscheinlichkeitsbegriff konfrontiert. Die in den USA entwickelte Software TinkerPlots kann als Lernsoftware helfen, das stochastische Denken im Bereich der Datenanalyse und der Wahrscheinlichkeitsrechnung bereits im Mathematikunterricht der Primarstufe aufzubauen und zu entwickeln. In diesem Beitrag stellen wir die Software TinkerPlots und das Design der universitären Lehrveranstaltung „Stochastik und ihre Didaktik“ für Grundschullehramtsstudierende der Mathematik vor und zeigen Einsatzweisen der Software TinkerPlots in dieser Lehrveranstaltung auf.
Konzeption und Umsetzung eines Ausbildungsmoduls in der Primarstufenlehrerbildung zum Lernen mit iPads im Mathematikunterricht
Authors: Hahn Heike , Puschner Nadine
Published: January 2021

Die im Strategiepapier der KMK (2016) zur „Bildung in der digitalen Welt“ ausgewiesenen Kompetenzziele digitaler Bildung haben im Fachbereich Mathematikdidaktik der Universität Erfurt zu Überlegungen geführt, wie diese aktuelle Herausforderung in das Ausbildungsprofil und die Ausbildungsstruktur von Grundschullehrkräften integriert werden kann. Im Beitrag wird die konzeptionelle Anlage eines Moduls in Verbindung mit Erfahrungen aus einem ersten Erprobungsdurchgang zum Einsatz von iPads und Apps im Mathematikunterricht der Grundschule beschrieben und reflektiert.
Arithmetisches Verständnis bei Grundschulstudierenden fördern – Konzeptionelles und Beispiele aus dem Projekt „Arithmetik digital“
Authors: Götze Daniela
Published: January 2021

In NRW muss seit der Reform der Lehrerausbildung im Jahre 2009 das Unterrichtsfach Mathematik im Grundschullehramt verpflichtend studiert werden. Gleichermaßen würden viele Studierende dieses Fach nachweislich nicht freiwillig wählen. Möglicherweise hängt dies mit ihren negativen Erfahrungen mit diesem Unterrichtsfach während der eigenen Schulzeit zusammen. Im Projekt „Arithmetik digital“ werden Unterstützungsmaßnahmen in Form von Erklärfilmen erstellt, die dabei helfen sollen, fachliche Defizite aufzuholen, die aber gleichermaßen dabei ein Vorbild für einen verstehensorientierten Mathematikunterricht darstellen. Im Beitrag werden die Ausgangslage, die grundlegende Konzeption sowie die Zielsetzungen des Projektes „Arithmetik digital“ erläutert.
Konzeption eines Aus- und Fortbildungsmoduls für das Projekt „PIKAS digi“ sowie Erfahrungen aus der Erprobung bei Lehramtsanwärterinnen und Lehramtsanwärtern
Authors: Baldus Andrea Carina , Walter Daniel
Published: January 2021

Die jüngsten bildungspolitischen Forderungen zum Einsatz digitaler Medien im Fachunterricht machen es zwangsläufig erforderlich, die Ausbildung von Lehrkräften in diesem Bereich in den Blick zu nehmen. In diesem Beitrag werden konzeptionelle Überlegungen und ausgewählte Beispiele eines PIKAS-Moduls dargestellt, das für die Ausbildung angehender Lehrkräfte in der zweiten Phase der Lehrerbildung eingesetzt werden kann. Der Beitrag schließt mit Erfahrungen aus einer Erprobung des Moduls bei Lehramtsanwärterinnen und Lehramtsanwärtern ab, aus denen weitere Ansätze die Ausbildung von Lehrkräften abgeleitet werden.
Einsatz digitaler Medien im Mathematikunterricht der Grundschule: Nutzungshäufigkeiten, Wünsche und Kompetenzen von Lehramtsanwärterinnen und Lehramtsanwärtern – Ergebnisse einer Umfrage an ausgewählten Studienseminaren in Niedersachsen
Authors: Rink Roland
Published: January 2021

Die Integration digitaler Medien in den schulischen Alltag hängt unter anderem von den Einstellungen und Kompetenzen der Lehrpersonen ab, die eine derartige Integration leisten möchten und sollen. Insofern spielt im Mathematikunterricht die entsprechende Ausbildung von Lehrerinnen und Lehrern im Bereich digitaler Lehrmethoden eine entscheidende Rolle und stellt zudem eine grundlegende Aufgabe dar. In Anbetracht der raschen Entwicklungen im Medienbereich ist darüber hinaus jede einzelne Phase der Lehramtsausbildung besonders wichtig (vgl. z. B. KMK 1995, S. 3). Dieser Beitrag stellt vor diesem Hintergrund die aktuelle Situation in der zweiten Phase der Lehramtsausbildung dar und bezieht sich – gestützt auf Umfragen bei Anwärterinnen und Anwärtern verschiedener Studienseminare in Niedersachsen – auf deren Einstellungen, Nutzungshäufigkeiten und Wünsche hinsichtlich des Einsatzes digitaler Medien in ihren Ausbildungsinhalten.
Drei Phasen – eine Veranstaltung: Digitale Medien in allen Phasen der Lehrerbildung
Authors: Schreiber Christof , Matz Julia
Published: January 2021

Eine bessere Verzahnung der unterschiedlichen Phasen der Lehrerbildung wird immer wieder gefordert. Allerdings fehlt es an organisierter Kooperation der Phasen, was es erforderlich macht, dass Konzepte durch Lehrende verschiedener Phasen selbst entwickelt werden. In der hier beschriebenen Veranstaltung wurde ein Konzept umgesetzt, das alle drei Phasen der Lehrerbildung kombiniert und für alle Beteiligten zu einem vertieften, Theorie und Praxis verbindenden Lernen führen kann. Dabei haben die Beteiligten an der Planung und Durchführung der Veranstaltung ein besonderes Interesse an der Nutzung digitaler Medien im Mathematikunterricht, was den Schwerpunkt der Veranstaltung bestimmt.
Mentales Repräsentieren und das Erfassen von Mustern in der mathematischen Denkentwicklung
Authors: Hasemann Klaus
Published: January 2021

Bereits in der Vorschulzeit und in ihren ersten Schuljahren entdecken die Kinder, selbstständig oder durch Anleitung, wie sie sich Repräsentanten von Objekten verschaffen können, die nicht sichtbar oder nur in der Vorstellung vorhanden sind. Sie erkennen Muster und nutzen sie zum Lösen von Aufgaben und in mathematikhaltigen Situationen. Im Folgenden werden Beispiele dazu aus empirischen Untersuchungen und aus der Literatur vorgestellt und interpretiert. Der Blick ist dabei insbesondere auf Kinder gerichtet, bei denen die Fähigkeiten zum Umgehen mit mathematischen Gegenständen besonders gut bzw. weniger gut ausgeprägt sind.
Mathematisch-produktives Forschen in inklusiven Lernsettings
Authors: Käpnick Friedhelm , Benölken Ralf
Published: January 2021

Die enorme und scheinbar immer weiter zunehmende „Heterogenität“ unter den Kindern lässt unter vielen Lehrkräften, aber auch unter einigen Wissenschaftlern/innen Zweifel aufkommen, ob ein inklusives Lernen im Regelunterricht gelingen kann. Um hierauf jedoch eine begründete Antwort geben zu können, ist es notwendig, verschiedene Perspektivebenen des komplexen Systems „(Inklusiver) Unterricht“ zu betrachten und diese einzeln sowie – was entscheidend ist – im Gesamtsystem sachlich-konstruktiv zu werten. In diesem Beitrag geht es um ein dementsprechendes Hinterfragen von Gelingensfaktoren für einen inklusiven Mathematikunterricht in der Grundschule. Ausgehend von einer potenzialorientierten Sicht auf Inklusive Bildung ist der Hauptfokus dabei zunächst auf geeignete Aufgaben für einen inklusiven Mathematikunterricht gerichtet, weil Aufgaben eine „Schlüsselrolle“ für jegliche Lernaktivitäten von Schüler/innen im Mathematikunterricht spielen. Aus potenzialorientierter Sicht, wonach Unterricht prinzipiell vorrangig aus einer kindorientierten Perspektive betrachtet werden sollte, erscheinen offene substanzielle Aufgaben mit Möglichkeiten zum forschend-produktiven Mathematiktreiben – entsprechend den jeweiligen individuellen Lernvoraussetzungen jeder Schülerin bzw. jedes Schülers – besonders geeignet. Dieser Ansatz spiegelt auch einen aktuellen Trend in der deutschen Mathematikdidaktik wider (vgl. z.B. Benölken, Dexel & Berlinger, 2018; Fuchs, 2015; Häsel-Weide & Nührenbörger, 2017; Käpnick, 2016). Eine konkrete Aufgabenidee für ein solches mathematisch-produktives Forschen verdanken wir Marianne Nolte. Sie schlug uns vor vielen Jahren im Rahmen eines gemeinsamen Ideenaustausches zu geeigneten Aufgaben für die Förderung mathematisch begabter Grundschulkinder das Erforschen von 4x4-Sudoku-Quadraten vor. Wir haben diese schöne Idee seitdem vielfach in unseren Projektgruppen zur Förderung von mathematisch begabten Drittklässlern/innen (im Projekt „Mathe für kleine Asse“, zum Konzept z.B. Käpnick, 2008) wie auch von Kindern mit Rechenproblemen (im Projekt „MaKosi“, d.h. „Mathematische Kompetenzen sichern“, zum Konzept Benölken, 2016) an der Universität Münster eingesetzt – stets erfolgreich und wir haben dabei immer wieder neue kreative Lösungsideen von Kindern mit sehr verschiedenen Leistungspotenzialen erfahren. Dies soll im Folgenden anhand authentischer Eigenproduktionen von Kindern dokumentiert werden. Ausgehend von Impressionen dieser vermeintlich „kontrastierenden“ Gruppen, die den Nutzen offener substanzieller Problemfelder für einen potenzial- und damit kindorientierten inklusiven Mathematikunterricht aufzeigen können (siehe auch Nolte & Pamperien, 2016; Hirt & Wälti, 2014), werden anschließend Querbezüge zu anderen wichtigen Gelingensbedingungen für einen inklusiven Mathematikunterricht hergestellt.
Daniel lernt eben später lesen, schreiben und rechnen – ein Fallbericht aus der integrativen Lerntherapie
Authors: Nührig Angelika
Published: January 2021

Den Titel dieser Festschrift assoziiere ich mit der Entstehung des Masterstudiengangs für integrative Lerntherapie und damit mit dem gemeinsamen Diskurs, an dem u. a. Marianne Nolte, Helga Breuninger, Carl Ludwig Naumann und die Verfasserin beteiligt waren. Die Zusammenarbeit und die Gespräche waren stets geprägt von der gegenseitigen Wertschätzung der Beteiligten und einem angemessenen Fehler bejahenden und ressourcenorientierten Blick. Nur so konnte ein Curriculum entwickelt und erfolgreich umgesetzt werden, das dazu beiträgt, dass lerntherapeutische Persönlichkeiten mit dem vielfältigen Fach-Wissen, einem gut ausgeprägten diagnostischen Blick und einer großen Bandbreite an methodischem Repertoire die für jeden Einzel-"Fall" notwendigen didaktischen Entscheidungen treffen.
Mathematische Denkentwicklung durch Teilhabe an narrativen und formalen Diskursen – Eine interaktionistische Perspektive
Authors: Schütte Marcus , Jung Judith , Krummheuer Götz
Published: January 2021

Der folgende Beitrag befasst sich mit dem Mathematiklernen in der frühen Kindheit. Das Lernen von Mathematik wird in vielen Ansätzen theoretisch als ein innerpsychisch zu verortender Prozess modelliert (vgl. u. a. Hasemann & Gasteiger 2014). Soziale Interaktion wird in diesen Theorien zumeist als „kontingente Randbedingung“ (Krummheuer 1992), also als für das Verstehen vom ‚Wesen‘ des Mathematiklernens nicht notwendiges Phänomen, begriffen. Die im folgenden Artikel entwickelte Perspektive grenzt sich von dieser Sichtweise insofern ab, als dass sie der Annahme folgt, dass sich das Erlenen von mathematischen Fähigkeiten durch und im Austausch mit anderen Individuen grundlegender verstehen und beschreiben lässt. Danach rücken die Interaktion der Beteiligten und der gemeinsame mathematische Aushandlungsprozess in den Fokus der Betrachtung. Im Ergebnis zeigt sich, dass sich frühes mathematisches Lernen oder, wie im Weiteren ausgeführt wird, die mathematische Denkentwicklung als Teilhabe an narrativen oder formalen Diskursen beschreiben lässt.
Incorporating Spatial Reasoning in the Development of Students with Exceptional Mathematical Promise and Creativity
Authors: Sheffield Linda J.
Published: January 2021

Spatial reasoning is a critical component of science, technology, engineering, art and mathematics (STEAM) educational and occupational innovation and expertise and should be an integral part of any mathematics curriculum. However, in the United States, it is often neglected. Spatial ability was once believed to be a fixed trait, but there is now widespread evidence that it can and should be recognized and developed beginning at very early ages and continuing throughout the educational system. The U. S. National Science Foundation-funded Project M2: Mentoring Young Mathematicians for students in kindergarten through second grade is one example of a proven program for the development of children’s spatial thinking. In spite of at least sixty years of research in this area, much remains to be done. Key words: spatial reasoning, mathematics, gifted, exceptional promise, STEAM, innovation
Mathe-Meistern – ein online-Diagnose-Tool für berufliche Schulen
Authors: Stein Martin , Thiele Jana
Published: January 2021

Lehrer*innen an Schulen im Bereich der beruflichen Bildung machen immer wieder die Erfahrung, dass die Spannbreite unterschiedlicher Bildungsvoraussetzungen mit den Bildungsplänen des Berufskollegs konfligiert. Einheitliche Eingangsbzw. Grundvoraussetzungen der Schüler*innen innerhalb der einzelnen am Berufskolleg angebotenen Bildungsgänge sind nicht gegeben. Im Projekt mathemeistern wurde diese Problematik aufgegriffen und insgesamt vier online-Tests für Berufskollegs mit dem Ziel entwickelt, die Mathematikleistung der Schüler*innen zu diagnostizieren. Bei den mathe-meistern-Tests handelt es sich um Multiple-Choice-Tests mit bis zu 65 Items, der online mit Transaktionsnummern ausgefüllt werden kann. Inhaltlich werden bei dem Test die mathematischen Inhaltskategorien (Arithmetik, Algebra, Bruchrechnung, Geometrie, …) und die mathematischen Kompetenzen (Darstellungen verwenden, Mathematik anwenden, …) abgefragt. Im Rahmen dieses Artikels wird das mathe-meistern-Projekt hinsichtlich der Service- und Forschungskomponente näher betrachtet.
Eine Idee – viele Fragen. Überlegungen zur Aufgabenvariation beim mathematischen Modellieren
Authors: Vorhölter Katrin , Kaiser Gabrielle
Published: January 2021

Schülerinnen und Schüler hinterfragen regelmäßig den Sinn von Mathematik und Mathematikunterricht. Das, was sie dabei als sinnvoll wahrnehmen, ist unterschiedlich. Während einige das Betreiben von Mathematik und das Lösen innermathematischer Problemstellungen als erfüllend wahrnehmen, erfahren andere die Sinnhaftigkeit von Mathematik lediglich durch außermathematische Fragestellungen. Beide Aufgabenformate haben ihren Stellenwert im Mathematikunterricht und können gleichermaßen herausfordernd sein – sowohl für leistungsstarke wie auch für leistungsschwache Schülerinnen und Schüler. Im Beitrag wird dies für außermathematische Fragestellungen, konkret mathematische Modellierungsaufgaben, ausgeführt.
2Go
Authors: Nolte Marianne
Published: January 2021

Schon etwas älter, aber immer noch zu sehen …
Pengaruh Latar Belakang Pendidikan dan Seleksi Terhadap Kompetensi dan Kinerja di Moderasi Pengawasan Pada Program BSPS Provinsi Riau
Authors: Priatama Bambang
Published: January 2021

The study was conducted at the Ministry of Public Works and Public Housing Snvt Provision of Housing in Riau Province. The aim is to find out the direct effect of educational background and selection, on the competence and performance of field workers with supervision as a moderating variable. This study took a sample of 128 people. The variables used are educational background, selection, competence and performance and supervision. Data were analyzed using multiple linear regression analysis methods operated through the SPSS program. The results showed that there was an influence of educational background and selection on the competence of field workers. And simultaneously there is an influence of educational background and selection on competence. And there is an effect of competence on performance which is moderated by supervision. The better the supervision, the competence of field staff will increase.
Pengaruh Kualitas Layanan dan Keadilan Terhadap Kepatuhan Wajib Pajak Dengan Kepuasan Sebagai Variabel Mediasi
Authors: Febriani Eka , Rahayu Norra Isnasia
Published: January 2021

This study aims to examine the effect of service quality and fairness on taxpayer compliance and the mediating role of satisfaction in the effect of service quality and fairness on taxpayer compliance. The population of this research is individual local taxpayers in Samarinda. The sample of this study is 164 respondents selected using non probability method with convenience sampling technique. This study uses primary data obtained from seven-scale Likert questionnaires. The data were analyzed using path analysis in SPSS. The results of this study show that, first, service quality has a significant positive effect on satisfaction and taxpayer compliance; second, fairness has an insignificant effect on satisfaction and taxpayer compliance; third, satisfaction has a significant positive effect on taxpayer compliance; fourth, service quality has a significant positive effect on taxpayer compliance mediated by satisfaction; fifth, mediated by satisfaction, fairness has no significant effect on tax compliance.
Hubungan Spiritualitas Dan Tipe Kepribadian Dengan Psychological Well-Being Remaja SMP Negeri 1 Banguntapan Bantul Yogyakarta
Authors: Hartono Burhanuddin , Moh. Yanuar Saifudin I Made , Supriyadi
Published: January 2021

Teenagers are the next generation of the nation who are expected to be potential leaders of the nation. Therefore teenagers need to feel prosperous in order to develop and gain knowledge well. Psychological well-being is an important element that needs to be cultivated in individuals in order to fully strengthen engagement in facing responsibilities and achieving their potential. Psychological well-being is influenced by personality types and spirituality. Knowing the relationship between spirituality and personality types with psychological well-being teenagers in SMP Negeri 1 Banguntapan, Bantul, Yogyakarta. The research design used in this study was a descriptive correlation study with a cross sectional approach. The population in this study were teenagers at SMP Negeri 1 Banguntapan, Bantul, Yogyakarta. The sampling technique used was proportional random sampling as many as 70 people. Data analysis using Chi Square statistical test with a significance level of 5%. Nurse spirituality was low category 36 (51%) respondents, extrovert personality type 39 (56%) respondents and low psychological well-being 37 (53%) respondents. There is a significant relationship between spirituality and psychological well-being with a p-value of 0.000 (<0.005). Then the relationship between spirituality and psychological well-being was also significant with a p-value of 0.015 (<0.005).
Adaptive Reuse in Heritage Buildings of Mediterranean For the Implementation of Sustainable Development: Through Environmental Dimensions
Authors: Ahmad Nia Hourakhsh
Published: January 2021

Sustainability is one of the crucial tool fronts of the challenges like climate changes in 21st century. Sustainable developments deal with three dimensions or levels, which are; environment, society and economy. Adaptive reuse of buildings plays a key role in the sustainable development of the communities. It brings about environmental benefits significantly. Heritage buildings offer many advantages on the landscape, identity of the communities and amenity to the urban context. One of the main benefits of reusing buildings environmentally is the keeping of the building original “embodied energy”. By reusing the heritage buildings, the embodied energy of these building will be retained, hence, creating much more environmentally sustainable project, than new construction projects. New construction projects will have higher embodied energy costs than buildings that are adaptively re-used. Along with that, adaptive re-used of heritage buildings will save lands, money through financial saving returns and enhance the functionality of the existing buildings. The paper aims to reduce the impact of climate changes and reach better environment through the adaptive re-use in Heritage buildings. The quantitative method will be approached, and historical buildings as case study will be selected from North Cyprus, and the life cycle materials will be evaluated.
Mire jó a büntetőjog?
Authors: Amberg Erzsébet , Pallagi Anikó
Published: January 2021

In the 21st century, the world will face new types of threats, which are often treated by states with criminalisation as a primary tool, as criminal law provides the opportunity for the most intrusive public intervention. However, in our view, the prevention theory of criminal law based on traditional retaliation and deterrence is less appropriate to protection of society against certain modern dangers, like terrorism or organised crime. According to our assumption, the protection and maintenance of public order and public security as a state task, which can be ensured only, if the state does not intend to achieve the goals of general prevention by exemplary punishment of perpetrators of crimes committed, only if it is able to prevent future dangerous acts. The state needs tools and legal authorization to guarantee the security of its citizens. In our study, after reviewing the nature and development of criminal policy, we present a criminal policy guideline that is of paramount importance in our view: the requirement of criminal law as ultima ratio. Our main aim is to draw attention to the potential of non-criminal means of social management, the application of which can be more effective than criminal law for ensuring the protection of society against certain phenomena, which cannot be dealt effectively with criminal law.
Arrived: 15 August 2020Accepted: 8 October 2020
Recenzió Kármán Gabriella: A kriminalisztikai szakértői bizonyítás című könyvéről
Authors: Hengl Melinda
Published: January 2021

This review presents a summary of the monograph (title: “The Forensic Expert Evidence…”, published in 2019.) of Gabriella Kármán. The monograph was based on her doctoral dissertation (Eötvös Loránd University, Faculty of Law, 2018.).
Arrived: 6 October 2020Accepted: 4 November 2020