Facilitation of professional knowledge and diagnostic competencies in the interactive diagnosis of the academic level in mathematics: The effects of the assumed role and the accompanying vs. concluding reflection styles in simulated instructor-learner situations
2017 - 2019
Project 7 focuses on the acquisition of diagnostic competencies for prospective mathematics teachers. To this end, role play diagnostic interviews between an instructor and a learner on the topic of mathematical concepts are simulated. These interactive diagnostic situations require professional competencies which mathematics teachers must acquire. A particular emphasis lies on the specific professional knowledge which is required in order to successfully run a diagnosis. The effects of the assumed role in the diagnostic discussion (instructor, learner, observer), as well as the effects of reflection phases on the diagnostic process and the acquisition of diagnostic competencies are additionally investigated.