Contents and results of an intervention study in mathematics lessons at secondary level I with a teaching concept to support mathematical problem-solving and self-regulative competencies.

Autor/inn/en	Komorek, Evelyn; Bruder, Regina; Collet, Christina
Titel	Contents and results of an intervention study in mathematics lessons at secondary level I with a teaching concept to support mathematical problem-solving and self-regulative competencies.
Quelle	Aus: Prenzel, Manfred (Hrsg.): Studies on the educational quality of schools. The final report on the DFG Priority Programme. Münster u.a.: Waxmann (2007) S. 175-196Verfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-8309-1863-9
Schlagwörter	Empirische Untersuchung; Problemlösen; Schuljahr 07; Schuljahr 08; Sekundarstufe I; Lehrer; Lehrerfortbildung; Schüler; Leistungsbeurteilung; Mathematikunterricht; Intervention; Wirkung; Deutschland
Abstract	The authors present results from the PROSA study (a training programme for enhancing problem solving and self-regulation) which aimed at equipping mathematics teachers with competencies for enhancing the problem-solving and self-regulative skills of their students. Teacher training programmes for all three phases of teacher qualification in Germany were developed, tested and evaluated. In this [article], they present the findings from in-service training programmes for mathematics teachers at secondary level implemented during a school term. The results emphasise that the teachers not only gained knowledge in problem solving skills, but also implemented the newly learned concepts during their lessons. Particularly the higher-track school groups and, within this group, especially the lower-achieving students profited from these new concepts as their problem-solving skills increased markedly. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/2