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Fostering diagnostic competence in prospective mathematics elementary teachers through epistemic activities

dc.date.accessioned2023-12-22T09:45:37Z
dc.date.available2023-12-22T09:45:37Z
dc.date.issued2023-12-21
dc.identifierdoi:10.17170/kobra-202312229270
dc.identifier.urihttp://hdl.handle.net/123456789/15319
dc.description.sponsorshipGefördert durch den Publikationsfonds der Universität Kassel
dc.language.isoeng
dc.rightsNamensnennung 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectdiagnostic competenceeng
dc.subjectdiagnostic thinkingeng
dc.subjectfostering diagnostic competenceeng
dc.subjectepistemic-activitieseng
dc.subjectprospective elementary teacherseng
dc.subject.ddc150
dc.subject.ddc370
dc.subject.ddc510
dc.titleFostering diagnostic competence in prospective mathematics elementary teachers through epistemic activitieseng
dc.typeAufsatz
dcterms.abstractResearch on fostering teachers’ diagnostic competence and thinking has become increasingly important. To this end, research has already identified several aspects of effective fostering of teachers’ diagnostic competence. One of the aspects is assignment of the role as a teacher in interventions but, so far, assignment of the role of student has hardly been considered. Based on a model of the diagnostic thinking process, this paper operationalizes the role of the student by solving specific tasks and the role of the teacher by analyzing student solutions. Furthermore, based on previous research, it is assumed that assigning both roles is effective in promoting diagnostic competence. The following research addresses the development of 137 prospective teachers’ diagnostic thinking in an experimental pre-post-test study with four treatment conditions, which vary prospective teachers’ working with tasks and students’ solutions to those tasks. The quantitative results show that a treatment integrating focus on tasks and students’ solutions is equally as effective as a treatment focusing solely on students’ solutions, and also that a treatment focusing solely on tasks has no effect.eng
dcterms.accessRightsopen access
dcterms.creatorVolkmer, Jan Philipp
dcterms.creatorEichler, Andreas
dcterms.creatorRathgeb-Schnierer, Elisabeth
dc.relation.doidoi:10.3389/fpsyg.2023.1285919
dc.subject.swdGrundschullehrerger
dc.subject.swdFörderungger
dc.subject.swdDiagnostikger
dc.subject.swdKompetenzger
dc.type.versionpublishedVersion
dcterms.source.identifiereissn:1664-1078
dcterms.source.journalFrontiers in Psychologyeng
dcterms.source.volumeVolume 14
kup.iskupfalse
dcterms.source.articlenumber1285919


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