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Publikation Gender Differences Concerning Pupils’ Beliefs on Teaching Methods and Mathematical Worldviews at Lower Secondary Schools(Springer, 2017) Girnat, Boris; Andrà, Chiara; Brunetto, Daniele; Levenson, Esther; Liljedahl, PeterThis 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.04A - Beitrag SammelbandPublikation Mathe 21 – Geometrie / Band 2 – Handreichungen mit Kopiervorlagen(Cornelsen, 2017) Girnat, Boris; Meier, Patrick02 - MonographiePublikation Mathe 21 – Geometrie / Band 2 – Lösungen zum Schülerbuch(Cornelsen, 2017) Girnat, Boris; Meier, Patrick02 - MonographiePublikation Mathe 21 – Geometrie / Band 2 – Lernspuren: Arbeitsheft(Cornelsen, 2017) Girnat, Boris; Meier, Patrick02 - MonographiePublikation Two 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 HengCognitive 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 KonferenzschriftPublikation Mathe 21 – Geometrie / Band 2 – Schülerbuch(Cornelsen, 2017) Girnat, Boris; Meier, Patrick02 - MonographiePublikation Mathe 21 - Geometrie / Band 1 - Schülerbuch(Cornelsen, 2016) Girnat, Boris02 - MonographiePublikation Mathe 21 - Geometrie / Band 1 - Lernspuren: Arbeitsheft(Cornelsen, 2016) Girnat, Boris02 - MonographiePublikation Mathe 21 - Geometrie / Band 1 - Lösungen zum Schülerbuch(Cornelsen, 2016) Girnat, Boris02 - MonographiePublikation 04B - Beitrag Konferenzschrift