Výsledky vyhledávání - "Sebastian Kuntze"

Akademický článek

Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects?

Autor: Jürgen Schneider, Marc Kleinknecht, Thorsten Bohl, Sebastian Kuntze, Markus Rehm, Marcus Syring

Publikováno v: PLoS ONE, Vol 17, Iss 9, p e0273988 (2022)

This paper investigates the effects of different instructional approaches (problem-based vs. direct instructional) on student teachers' analysis of practice when using authentic representations of practice in teacher education. We assigned 638 studen

Externí odkaz: https://doaj.org/article/da94d90a435d49f8a4d90019fa5f5a74

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Akademický článek

Student participation in peer interaction

Autor: Josephine Moate, Sebastian Kuntze, Man Ching Esther Chan

Publikováno v: LUMAT, Vol 9, Iss 1 (2021)

This study explores how students deal with material resources in their peer interaction when working in pairs in an open-ended problem-solving task. The productive use of material resources can be expected to support successful peer work. However, re

Externí odkaz: https://doaj.org/article/3cf62d535d4a418089ef4af8b8ee1eb0

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Akademický článek

Hybrid tasks: Promoting statistical thinking and critical thinking through the same mathematical activities (Tareas híbridas: promover el pensamiento estadístico y el pensamiento crítico por medio de las mismas actividades matemáticas)

Autor: Einav Aizikovitsh-Udi, , and, David Clarke, Sebastian Kuntze

Publikováno v: PNA: Revista de Investigación en Didáctica de la Matemática, Vol 8, Iss 3, Pp 115-126 (2014)

Even though statistical thinking and critical thinking appear to have strong links from a theoretical point of view, empirical research into the intersections and potential interrelatedness of these aspects of competence is scarce. Our research sugge

Externí odkaz: https://doaj.org/article/26f917c62a694bac96333d4472254a9a

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THE DESIGN AND EVALUATION OF A VIGNETTE-BASED COURSE FOR ENHANCING PRE-SERVICE TEACHERS’ NOTICING OF STUDENTS’ GEOMETRICAL THINKING

Autor: Melania Bernabeu, Ceneida Fernández, Pedro Ivars, Salvador Llinares, Marita Friesen, Jens Krummenauer, Sebastian Kuntze, Lulu Healy, Libuše Samková, Felix Schwaderer, Karen Skilling

Publikováno v: EDULEARN Proceedings.

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::d38a701c65cccc9fd2c974be8ebfc8d4
https://doi.org/10.21125/edulearn.2022.2361

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How context specific is teachers’ analysis of how representations are dealt with in classroom situations? Approaching a context-aware measure for teacher noticing

Autor: Sebastian Kuntze, Marita Friesen

Publikováno v: ZDM – Mathematics Education. 53:181-193

Although raised in the early days of research on teacher noticing, the question of context specificity has remained largely unanswered to this day. In this study, we build on our prior research on a specific aspect of noticing, namely teachers’ ana

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::02cb4bd446f1043568eb8dc570af9a3a
https://doi.org/10.1007/s11858-020-01204-3

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The role of professional knowledge for teachers’ analysing of classroom situations regarding the use of multiple representations

Autor: Sebastian Kuntze, Marita Friesen

Publikováno v: Research in Mathematics Education. 22:117-134

Using multiple representations and changing between them is at the heart of the mathematics classroom; unconnected changes can, however, be obstructive for students’ learning. In order to support s...

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::0aee16424d894ee7ebd663d8f27869b8
https://doi.org/10.1080/14794802.2019.1710555

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Support for Mathematics Teachers through Representations of Practice - Vignette-based Approaches in the Project coReflect@maths

Autor: Sebastian Kuntze, Marita Friesen, Jens Krummenauer, Karen Skilling, Ceneida Fernandez, Pere Ivars, Salvador Llinares, Libuše Samkova, Lulu Healy

Teachers' analysis of vignettes can be a key for connecting specific classroom situations with mathematics education theories. As vignettes are representations of practice with relevance for professional requirements of the mathematics classroom, vig

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::5527437b729bafae01356bfe23dc82ff
https://doi.org/10.37626/ga9783959872188.0.052