Study on strategy use in fraction comparison published

How do people decide which of two fractions is larger? We asked adults to solve challenging fraction comparisons on a computer and to report their strategies after each trial. We found that participants used a large variety of strategies, and they often did so in an adaptive way. However, participants sometimes used invalid strategies, which partly explained the “natural number bias” observed in this study. The study contributes to discussions about the use of fraction comparisons as a measure of mental representations of fractions. It is published in the Journal of Numerical Cognition.

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Registration for courses in WiSe 2022/23

Registration for our courses offered in the winter semester 2022/23 is now possible in TUMonline. The area Teaching contains overviews of our planned courses. We are pleased to announce that we can also offer the seminar Advanced Seminar in Mathematics Education for Science Education and Vocational Education as well as Business Education as a block course in Nantesbuch in cooperation with the Foundation Kunst und Natur. The places for the seminar are limited. If you have any questions about this, please feel free to contact Sabrina Schwarzmeier.

Cooperation with Loughborough University

In July, Christian Schons and Anselm Strohmaier visited Loughborough University together with Frank Reinhold (PH Freiburg) as Visiting Fellows. At a joint workshop on the analysis of learning process data, a research collaboration was developed. The stay was supported by the Research Foundation Flanders (FWO).

Article on the effects of scaffolding in a digital simulation to foster diagnostic competencies published

In our research project D1Ma2 (COSIMA), we developed a simulation for fostering diagnostic competencies of prospective primary school teachers. In this article, we investigated the effects of content-related and strategic scaffolding on learners' subjective experience and diagnostic accuracy in the simulation. The results indicate that the experience in the simulation was hardly influenced by the two types of scaffolding. Content-related scaffolding tended to improve diagnostic accuracy compared to a control group.

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Dr. Strohmaier elected for PME International Committee

During the Annual Conference of  the International Group for the Psychology of Mathematics Education (PME) in Alicante, Spain, Dr. Anselm Strohmaier has been elected as a member of the International Committee. The board consists of 16 elected members and the period of office is four years.

Our team is growing

We are very happy to welcome Michael D'Erchie as new colleague in our team. He studied Science Education (Teaching at Academic Secondary Schools) with the subjects mathematics and physics and now supports the research project FractAl. Have a good start!

Book chapter on diagnosing with digital simulations published

This chapter describes a digital simulation, in which (prospective) teachers can assess virtual students' mathematical abilities. The simulation was developed in the DFG Research Group COSIMA and is currently being further developed in the D1Ma2 project. The chapter is published access free in the book entitled Learning to Diagnose with Simulations, which includes the description of all digital simulations and related projects of the COSIMA group.  

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Prof. Obersteiner new member of the Editorial Advisory Board of Learning and Instruction

Prof. Obersteiner is new member of the Editorial Advisory Board of the international journal of Learning and Instruction. The journal is edited by the European Association for Research on Learning and Instruction (EARLI), and one of the most widespread journal in educational research.

Study published on diagnostic processes in digital simulations

Digital simulations can foster diagnostic competencies. To make simulations adaptive, they need to be able to make sense of the log data. In this study, we were able to predict diagnostic performance on the basis of theoretically derived features of diagnostic processes in a digital simulation. This study is an interdisciplinary collaboration within the research group COSIMA, supported by the German Science Foundation (DFG).  

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Book chapter on the neurocognitive foundations of fraction processing published 

What happens in the brain when we process fractions? This chapter, published in the Handbook of Cognitive Mathematics , provides an overview of research addressing this question. It focusses on studies that use cognitive and neuroscientific methods. The chapter also discusses implications and open questions from an interdisciplinary perspective, including neurscience and mathematics education.   

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Study on prospective teachers' eye movements during task assessment published

Teachers should be able to detect task features that are potentially challenging for students. To that end, they need to identify relevant task features. This study, published in the journal RISTAL–Research in Subject-Matter Teaching and Learning, addressed the question whether eye tracking allows assessing such identification processes.  

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