Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige?

Prediger, Susanne; Wessel, Lena

doi:10.1007/s11618-017-0785-8

Cited by 25 publications

(25 citation statements)

References 16 publications

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“…The language-responsive intervention specifically focused on establishing a meaning-related discourse and on constantly verbalizing the connection between graphical, symbolic, and contextual representations using rich discourse practices. When comparing two versions of language-responsive support, engaging students in rich discourse practices of explaining meanings tended to be more effective than focusing on vocabulary (Prediger & Wessel, 2018). This quantitative finding is in line with qualitative findings from other researchers (Moschkovich, 2015).…”

Section: Exploring and Validating Hypothesis 1: Verbalizing Meanings supporting

confidence: 86%

Towards a research base for textbooks as teacher support: the case of engaging students in active knowledge organization in the KOSIMA project

Prediger

Barzel

Hußmann

et al. 2021

ZDM Mathematics Education

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Engaging students in processes of mathematizing and active knowledge organization (instead of telling and rehearsing ready-made mathematics) is a key demand for high quality mathematics instruction. Although many mathematically rich context problems have been designed and published in textbooks, their impact on regular mathematics classrooms remains limited, as teachers face challenges in shaping and enacting the important phase of knowledge organization. The 15-year project KOSIMA presented in this paper was aimed at supporting teachers in really enhancing these processes by means of a textbook for Grades 5–10. The paper provides an overview of different studies conducted during the project in order to show how the project developed a research base for the support of teachers. The paper also shows that different research approaches need to be combined to establish an appropriate research base: In iterative design research cycles of topic-specific didactical design research, learning environments were designed and investigated with the aim of understanding the obstacles encountered in implementing the desired processes. In this paper, we focus on an example of one particular obstacle, namely, teachers’ need of support in engaging students in processes of active knowledge organization. This obstacle was overcome by developing new types of tasks for active knowledge organization. The theoretical outcome of the design research resulted in two hypotheses for improving relevant features of the design of these tasks, which were tested in two controlled trials. Finally, a longitudinal field study of 312 students gave first indications that the classes that worked with the textbook had significantly higher learning gains than classes using other textbooks. In sum, we can show that textbooks can support changes in classroom practices when the obstacles that occur for both teachers and students are carefully investigated and treated.

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Section: Exploring and Validating Hypothesis 1: Verbalizing Meanings supporting

confidence: 86%

Towards a research base for textbooks as teacher support: the case of engaging students in active knowledge organization in the KOSIMA project

Prediger

Barzel

Hußmann

et al. 2021

ZDM Mathematics Education

Self Cite

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show abstract

“…The teacher's active role in the didactical phases, combined with the well-defined target knowledge, allow for investigations that look at the language of the learner, the language of the teacher and the classroom, and the language of mathematics in an integrated way (Ingram et al 2020;Schütte and Planas 2018). The study also confirms that children with monolingual and relatively schooled backgrounds benefit from language support (Schütte 2014(Schütte , 2018Prediger and Wessel 2018).…”

Section: Discussionsupporting

confidence: 73%

“…In an earlier publication, Schütte (2014) claimed that "it is not the mastering of general linguistic competences that is most significant for successful subject learning in mathematics, but the gaining of competences in a subject-related academic language" (p. 924). This claim is supported by results in a recent quantitative study, which showed that monolingual pupils with high language proficiency, indeed gain more from language support than multilingual students (Prediger and Wessel 2018).…”

Section: Contextualisation Of the Studysupporting

confidence: 52%

Opportunities for language enhancement in a learning environment designed on the basis of the theory of didactical situations

Rønning

2020

ZDM Mathematics Education

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This paper is based on data from two teaching sequences in primary school that are designed using principles from the theory of didactical situations (TDS). The following research question is addressed: “What opportunities can a teaching design based on TDS give a teacher to gain insight into pupils’ language use, and to use this insight to establish shared, and mathematically acceptable, knowledge in a group of primary school pupils?” Empirical data from one teaching sequence on geometrical shapes and another teaching sequence on combinatorial problems are used to answer this question. The research shows that a sharp focus on well-defined learning goals does not limit the pupils’ possibilities in expressing their thoughts and ideas in their own language. The research also shows that despite clear learning goals, the teacher has rich opportunities to build on pupils’ language to connect everyday and scientific language for the purpose of developing a mathematically accepted discourse.

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“…The quantitative analysis of the learning gains revealed a low-to-medium effect (intra-group effect size measured by d 0.42) in the control group, but a very strong effect (d 1.22) in the intervention group. Those differences became significant in a later study with a larger cohort (Prediger and Wessel 2018). (Prediger and Wessel 2013, p. 444); "Anteil" in (e) is used deliberately by the authors in their translation of the task.…”

Section: Understanding and Teaching Fractionsmentioning

confidence: 98%

“…Within the next project, which is now being funded by the German Research Foundation, we again have some hypotheses that we can validate or reject, and we will generate new questions and new aspects to be studied in greater depth. (Prediger and Wessel 2018) Thus, there's always interplay between hypothesis generation and its validation. Indeed, the categories are really the most important element in terms of theory generation.…”

Section: Can You Describe the Interplay Between 'Theory Development' mentioning

confidence: 99%

Educational Research on Learning and Teaching Mathematics

Leuders

Schulz

2019

ICME-13 Monographs

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One of the main goals of research in (mathematics) education is the generation of knowledge on processes of teaching and learning. The approaches of many research projects in German-speaking countries that contributed to achieving this goal during recent decades are diverse. Many of these projects are characterized by narrowly focusing on distinctive phenomena within learning and teaching mathematics, by taking a multi-step approach that develops theory in a series of consecutive studies (often one area of interest is pursued over many years) and by a mixed-method research strategy that integrates different methodological practices. This chapter provides exemplary insight into these kinds of research in mathematics education in German-speaking countries over the last few decades. After a brief glimpse into the beginnings, we deliver four examples that illustrate the features of these kinds of research and also describe the perspectives of researchers by way of short interview excerpts.

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Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige?

Cited by 25 publications

References 16 publications

Towards a research base for textbooks as teacher support: the case of engaging students in active knowledge organization in the KOSIMA project

Towards a research base for textbooks as teacher support: the case of engaging students in active knowledge organization in the KOSIMA project

Opportunities for language enhancement in a learning environment designed on the basis of the theory of didactical situations

Educational Research on Learning and Teaching Mathematics

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