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Autor:
Drollinger-Vetter, Barbara; Lipowsky, Frank; Pauli, Christine; Reusser, Kurt; Klieme, Eckhard:

Titel:
Cognitive level in problem segments and theory segments.

Quelle:
In: Zentralblatt für Didaktik der Mathematik, 38 (2006) 5 , S. 399-412

URL des Volltextes:
http://subs.emis.de/journals/ZDM/zdm065a5.pdf

Sprache:
Englisch

Dokumenttyp:
Zeitschriftenaufsatz; Zeitschriftenaufsatz/referiert,statusäquivalent

Schlagwörter:
Mathematikunterricht, Problemlösen, Kulturdifferenz, Kognitive Prozesse, Lehrer, Lehrerausbildung, Video, Empirische Untersuchung, Deutschland


Abstract(englisch):
Problems play an important role in mathematics instruction and are therefore frequently seen as central points of application for measures of instructional development.The research project "Quality of instruction and mathematical understanding in different cultures" examines the cognitive level of practice problems and theory problems in a three-lesson unit on the Introduction to Pythagorean theorem: Analogously to the TIMSS 1999 video study, a differentiation was made between the cognitive level of problem statement and the cognitive level of problem implementation. Additionally, the lesson time was also divided into practice and theory segments. The results show that teachers with a high proportion of connection activities in practice segments do not necessarily also spend a greater proportion of time on an analogous level for theory.


DIPF-Abteilung:
Bildungsqualität und Evaluation

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zuletzt verändert: 11.11.2016