Project 7

Funding phase 1:
Fostering professional knowledge and competencies in interactive mathematical diagnosis: Effects of role taking, reflection scripts and accompanying reflection in simulated teacher-student interaction

Project description

Project 7 focuses on the acquisition of diagnostic competencies for prospective mathematics teachers. To this end, diagnostic interviews on demimals between a teacher and a learner are simulated in role-plays. These simulations are used to measure and foster the professional competencies, which are necessary in these interactive diagnostic situations, in mathematics teacher education students. A particular emphasis lies on the specific professional knowledge which is required in order to diagnose successfully. Moreover, the effects of the role taken in the diagnostic simulation (teacher, learner, observer), as well as the effects of the design of reflection phases on the diagnostic process and the acquisition of diagnostic competences are investigated.

Funding phase 2:
Fostering professional knowledge and competencies in interactive mathematical diagnosis: Characteristics of learning processes and effects of adaptation of prompting and presentation format

Project description

Project 7 focuses on the acquisition of diagnostic competencies for prospective mathematics teachers. To this end, diagnostic interviews on demimals between a teacher and a learner are simulated in role-plays. These simulations are used to measure and foster the professional competencies, which are necessary in these interactive diagnostic situations, in mathematics teacher education students. The second phase of the project studies on the effects of different forms of presentation (live vs. video) and implements knowledge-activation and reflections prompts adaptively.