Literaturnachweis - Detailanzeige
| Autor/inn/en | Prediger, Susanne; Wessel, Lena |
|---|---|
| Titel | Fostering German language learners' constructions of meanings for fractions. Design and effects of a language- and mathematics-integrated intervention. |
| Quelle | In: Mathematics education research journal, 25 (2013) 3, S. 435-456
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| Beigaben | Literaturangaben |
| Zusatzinformation | Forschungsdaten, Studiendetails und Erhebungsinstrumente |
| Sprache | englisch |
| Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
| ISSN | 1033-2170; 2211-050X |
| DOI | 10.1007/s13394-013-0079-2 |
| Schlagwörter | Bildungsforschung; Empirische Untersuchung; Förderungsmaßnahme; Schuljahr 07; Schüler; Sprachförderung; Sprachkompetenz; Bruchrechnung; Bruchzahl; Mathematikunterricht; Intervention; Deutschland |
| Abstract | Learning situations that concentrate on conceptual understanding are particularly challenging for learners with limited proficiency in the language of instruction. This article presents an intervention on fractions for Grade 7 in which linguistic challenges and conceptual mathematical challenges were treated in an integrated way. The quantitative evaluation in a pre-test post-test control-group design shows high effect sizes for the growth of conceptual understanding of fractions. The qualitative in-depth analysis of the initiated learning processes contributes to understanding the complex interplay between the construction of meaning and activating linguistic means in school and technical registers. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2015/4 |
