Girnat, Boris
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Girnat, Boris
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- PublikationTwo Cognitive Diagnosis Models to Classifiy Pupils’ Algebraic Skills in Lower Secondary Schools(PME, 2017) Girnat, Boris; Kaur, Berinderjeet; Ho, Weng Kin; Toh, Tin Lam; Choy, Ban Heng [in: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education]Cognitive diagnosis models (CDMs) are a relatively new technique to analyse pupils’ competencies. Two CDMs are presented to describe pupils’ algebraic skills: a stage model to locate a pupil’s skill profile on the steps from proto-algebraic thinking to formal algebra and a model to distinguish the use of different aspects of variables. The results are from a representative study with 636 participants in grade 8 and 9, indicating that both CDMs are empirically applicable and leading to some substantial results: Practically no gender differences are detectible; only 63.7% of the pupils reach the formal level of algebra; the learning effects are mainly located in syntactical skills; learning effects related to other aspects of variables (like inserting values or references to objects and real-world situations) remain in the background.04B - Beitrag Konferenzschrift
- PublikationTearchers’ Curricular Beliefs on Teaching Analytic Geometry and Linear Algebra on Higher Secondary Schools Level: A Qualitative Interview Study on Individual Curricula(Umeå Print och Media, 2015) Girnat, Boris; Sumpter, Lovisa [in: Current State of Research on Mathematical Beliefs XX: Proceedings of the MAVI-20 Conference]This article presents a qualitative study on individual curricula on teaching analytic geometry and linear algebra in higher secondary schools and is focused on content and goals of education. The individual curricula of nine teachers are analysed, compared, and classified into two types. The results are linked to didactical proposals, leading to the observation that the didactic community underestimates the potential of a traditional curriculum and that only one of the two types fulfils some didactic core proposals, like a focus on applications, a process-oriented view on mathematics, and an emphasis on “more general” goals of education, and not on specialised mathematical skills.04B - Beitrag Konferenzschrift
- PublikationIndividuelle Curricula von Lehrpersonen zur analytischen Geometrie(WTM, 01.05.2014) Girnat, Boris; Roth, Jürgen; Ames, Judith [in: Beiträge zum Mathematikunterricht 2014]04B - Beitrag Konferenzschrift