Girnat, Boris
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Mathe 21 – Geometrie / Band 2 – Handreichungen mit Kopiervorlagen
2017, Girnat, Boris, Meier, Patrick
Von Lernumgebungen zu Testumgebungen? Vorschläge und Visionen zum Eingang eines mathematikdidaktischen Lernkonzeptes in das computerbasierten Large-Scale-Assessment
2016, Girnat, Boris, Linneweber-Lammerskitten, Helmut, Reintjes, Christian
Mathe 21 – Geometrie / Band 2 – Lösungen zum Schülerbuch
2017, Girnat, Boris, Meier, Patrick
Gender Differences Concerning Pupils’ Beliefs on Teaching Methods and Mathematical Worldviews at Lower Secondary Schools
2017, Girnat, Boris, Andrà, Chiara, Brunetto, Daniele, Levenson, Esther, Liljedahl, Peter
This article documents the development of a questionnaire concerning pupils’ beliefs on teaching methods and mathematical worldviews. A representative poll leaded to some remarkable gender differences that are reported here as a first application of this questionnaire. These differences can be seen in more instructivist and less apply-oriented attitudes of the female group and more constructivist, process- and applied-oriented and less instructivist attitudes of the male group. Additionally, the constructivist and instructivist scales correlate positively only in the male group.
Mathe 21 – Geometrie / Band 2 – Lernspuren: Arbeitsheft
2017, Girnat, Boris, Meier, Patrick
Two Cognitive Diagnosis Models to Classifiy Pupils’ Algebraic Skills in Lower Secondary Schools
2017, Girnat, Boris, Kaur, Berinderjeet, Ho, Weng Kin, Toh, Tin Lam, Choy, Ban Heng
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.