Structure as a quality feature in mathematics instruction. Cognitive and motivational effects of a structured organisation of the learning environment vs. a structured presentation of learning content.

Autor/inn/en	Rakoczy, Katrin; Klieme, Eckhard; Drollinger-Vetter, Barbara; Lipowsky, Frank; Pauli, Christine; Reusser, Kurt
Titel	Structure as a quality feature in mathematics instruction. Cognitive and motivational effects of a structured organisation of the learning environment vs. a structured presentation of learning content.
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. 101-120Verfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-8309-1863-9
Schlagwörter	Empirische Untersuchung; Emotion; Kognitiver Prozess; Deutschland; Mathematikunterricht; Motivation; Qualität; Schüler; Schweiz; Struktur; Unterricht; Video; Analyse; Kognitiver Prozess; Schüler; Schülerleistung; Motivation; Video; Unterricht; Mathematikunterricht; Analyse; Qualität; Struktur; Deutschland; Schweiz
Abstract	The contribution ... is concerned with a video study that extended the design of other international comparative studies. In co-operation with a Swiss project funded by the Swiss National Science Foundation, it aimed at analysing domain-specific teaching and learning processes in mathematics. Besides using questionnaires for assessing the students' self-reported cognitive activity and motivation, mathematics lessons that dealt with the "Pythagoras Theorem" were videotaped. One focus of the project was to investigate how specific features of the learning environment are connected to the students' motivation and learning outcomes. The results showed that clear, systematic structuring is one of the essential components of good instruction and that this factor has an impact on both the motivation of students and their cognitive achievement. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/1