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Cohors-Fresenborg, Elmar; Schwippert, Knut; Klieme, Eckhard:

The Osnabrueck Curriculum: Mathematics as a Tool for the Representation of Knowledge.
An evaluation Study on the Basis of TIMSS-Instruments.

In: Weigand, H.-G.: Developments in Mathematics Education in German-speaking Countries. Hildesheim;u.a. : Franzbecker (2002) , S. 44-55


Monographieauszug; Sammelwerk/Sonstiges

Mathematikunterricht, Curriculum, Evaluation, Denken, Lernprozeß

The first part of this paper gives an overview of a curriculum project in German grammar schools for grades 7 to 10. To improve the culture of mathematics lessons, the cognitive processes of pupils have to be put at the centre of lesson arrangements. In particular, meta-cognitive activities of pupils have to be stimulated. Thus areas such as [1] results of research in cognitive science as regards the thinking processes of pupils dealing with mathematics (including their individual differences), [2] research (in mathematics education, regarded as a design science) into the provision of a suitable learning environment, [3] postulates of constructivistic teaching-learning-research, and [4] the establishment of a discursive teaching culture have to be taken into consideration. In the second part of this paper, the question is discussed as to whether the considerable shift of emphasis necessary for the achievement of these changes is at the expense of the performance in achieving the learning targets of the regional curriculum. In order to examine this question, a comparative study with TIMSS-instruments has been untertaken. The implementation and evaluation of the study are introduced and the results discussed.

Bildungsqualität und Evaluation


last modified Nov 11, 2016