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).<\/p>\n\n\n\n
Re:Math \u2013 Explicit Integration of School and University Mathematics in the First Phase of University Studies<\/a><\/p>\n\n\n\n Mismatch problems between students\u2019 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\u2019 knowledge and experience while also highlighting the relevance of university mathematics for the teaching profession? This is the question we aim to explore.<\/p>\n\n\n\n TaiGer Noticing \u2013\u200b Role of cultural norms for instructional quality<\/a><\/p>\n\n\n\n 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.<\/p>\n\n\n\n EWIWE DigiLev \u2013 Digitale Lernverlaufsmessungen im Bruchrechenkontext\u200b<\/a><\/p>\n\n\n\n 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.<\/p>\n\n\n\n PerformA \u2013 Performanzbasierte Assessments zur Bilanzierung der fachlichen Lehrkr\u00e4fteausbildung\u200b<\/a><\/p>\n\n\n\n Wie wird aus Wissen Performanz, oder genauer: Welche Rolle spielen Bereiche professionellen Wissen und andere Kompetenzfacetten f\u00fcr die Qualit\u00e4t des Mathematikunterrichts? Und wie k\u00f6nnen (angehende) Lehrkr\u00e4fte lernen, ihr Wissen zu nutzen? Das m\u00f6chten wir verstehen. \u200b<\/p>\n\n\n\n