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Project 7 (COSIMA/DiMaL)

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 (COSIMA/DiMaL)

Professors

Doctoral Candidate

Postdoctoral Research Associate

Project duration

2018 - 2020

Project description

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.

Current status

  • (2018) The simulations we designed were checked for feasibility in an extensive piloting process. What is more, project-specific instruments for assessing professional knowledge within our simulations are ready for use. Currently, the simulations are being reviewed by experts from mathematics education and educational science. Apart from that, a first study on the simulations' validity and on interrelations between professional knowledge and diagnostic competencies is being conducted. First results will be presented in spring and summer 2019.