Cognitive level in problem segments and theory segments.

Autor/inn/en	Drollinger-Vetter, Barbara; Lipowsky, Frank; Pauli, Christine; Reusser, Kurt; Klieme, Eckhard
Titel	Cognitive level in problem segments and theory segments.
Quelle	In: Zentralblatt für Didaktik der Mathematik. Berichtsteil, 38 (2006) 5, S. 399-412 PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0044-4103; 1615-679X
DOI	10.1007/BF02652801
Schlagwörter	Bildungsforschung; Kognition; Lehrer; Unterrichtsforschung; Fachdidaktik; Mathematikunterricht; Pythagoräischer Lehrsatz; Aufgabenstellung; Praxis; Problem; Theorie
Abstract	Problems play an important role in mathematics instruction and are therefore frequently seen as central points of application for measures of instructional development. The research project 'Quality of instruction and mathematical understanding in different cultures' examines the cognitive level of practice problems and theory problems in a three-lesson unit on the Introduction to Pythagorean theorem: Analogously to the TIMSS 1999 video study, a differentiation was made between the cognitive level of problem statement and the cognitive level of problem implementation. Additionally, the lesson time was also divided into practice and theory segments. The results show that teachers with a high proportion of connection activities in practice segments do not necessarily also spend a greater proportion of time on an analogous level for theory. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2014/3