Research
Thank you for stopping by and showing interest in our research! We’re in the process of building this page to share our work with you. Just like solving a complex math problem, creating something great takes a bit of time (and maybe a few cups of coffee).
Mismatch problems between students’ prior experiences and the demands of university mathematics are considered a key cause of dropout in mathematics degree programs. How can the transition into university mathematics be designed in a way that builds on students’ knowledge and experience while also highlighting the relevance of university mathematics for the teaching profession? This is the question we aim to explore.
TaiGer Noticing – Role of cultural norms for instructional quality
What teachers understand by “good” mathematics instruction could also be a question of the cultural context. We investigate this exemplarily in the contrast between Germany and Taiwan.
EWIWE DigiLev – Digitale Lernverlaufsmessungen im Bruchrechenkontext
Prior knowledge influences learning outcomes, but how exactly is an open question. We examine the learning processes in the context of fractions in depth in order to clarify the basis for adaptive teaching offerings.
PerformA – Performanzbasierte Assessments zur Bilanzierung der fachlichen Lehrkräfteausbildung
Wie wird aus Wissen Performanz, oder genauer: Welche Rolle spielen Bereiche professionellen Wissen und andere Kompetenzfacetten für die Qualität des Mathematikunterrichts? Und wie können (angehende) Lehrkräfte lernen, ihr Wissen zu nutzen? Das möchten wir verstehen.
We investigate the competences future teachers acquire for mathematics instruction during their teacher training program and how pre-service teachers and career changers differ in their paths to professionalization.