In this project, teacher training courses will be developed to help primary school teachers identify arithmetical misconceptions and use them productively in the classroom. The courses will utilize digital tools, like a digital simulation, and be continuously developed based on ongoing research.
The aim of the project is to investigate the relationships between fraction knowledge and algebraic knowledge in order to improve understanding of the connections between numerical and non-numerical thinking in learning.
The project investigates the learning and transfer effects of students in building size concepts for fractions. Behavioral and neural data are recorded using functional magnetic resonance imaging (fMRI).
The project investigates the perceived challenges experienced by practicing teachers when teaching statistics. The focus is on the affective characteristics of teachers and their statistical content knowledge. The aim is to gain insights to improve teacher education in this area.
The project examines the diagnostic processes of teachers in a task-based simulation. Accurate diagnoses are necessary to enable support measures and adaptive teaching. The project aims to contribute to describing diagnostic processes among prospective and practicing teachers at a high resolution level.
The project investigates the use of the digital textbook ALICE in the classroom and its correlation with the professional knowledge of teachers. The aim is to gain insights into how digital media can be used effectively in teaching and what knowledge is necessary for this.
The FracVisET project investigates different types of visualizations for fractions and their suitability for supporting students in building size representations for fractions. Eye-tracking is used to measure eye movements and allow inferences about cognitive processing.
This project investigates the role of individual and task-related characteristics on the quality and process of judgments about mathematics tasks made by individuals with different knowledge and experience. In addition to verbal expressions, eye movements are recorded using eye-tracking technology. The results could provide insights for targeted measures to promote diagnostic competencies in teacher education and professional development.
The project investigates the influence of situational characteristics on the diagnostic judgment processes of teachers regarding misconceptions in the area of fractions. Information from student solutions and subject-specific knowledge is used, and the information processing is influenced by episodic experiences and time pressure. The judgment processes are captured through thinking aloud and eye-tracking.
