Fostering German language learners' constructions of meanings for fractions. Design and effects of a language- and mathematics-integrated intervention.

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. 435-456Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
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