Competence Models as a Basis for Defining, Understanding, and Diagnosing Students' Mathematical Competences.

Autor/inn/en	Reiss, Kristina; Obersteiner, Andreas
Titel	Competence Models as a Basis for Defining, Understanding, and Diagnosing Students' Mathematical Competences.
Quelle	Aus: Fritz, Annemarie (Hrsg.); Haase, Vitor Geraldi (Hrsg.); Räsänen, Pekka (Hrsg.): International Handbook of Mathematics Learning Difficulties: From the Laboratory to the Classroom. 1st edition. Cham: Springer (2019) S. 43-56 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-319-97147-6
DOI	10.1007/978-3-319-97148-3_4
Schlagwörter	Kompetenzmessung; Pädagogische Psychologie; Diagnostik; Lernstandserhebung; Testdiagnostik; Testverfahren; Fehler; Fehleranalyse; Lehrer; Mathematikunterricht; Modell; Pädagogische Psychologie; Schüler; Diagnostik; Rechenschwäche; Unterstützung; Konzeption; Lehrer; Schüler; Fehler; Fehleranalyse; Schülerleistung; Lernförderung; Lernschwäche; Lernschwierigkeit; Mathematikunterricht; Mathematische Kompetenz; Rechenschwierigkeit; Rechenschwäche; Kompetenzentwicklung; Konzept; Konzeption; Modell; Unterstützung
Abstract	Enhancing students' mathematical competences and supporting their development are the major goals in the mathematics classroom. However, evaluating to what extent these goals are reached is a complex task for teachers because it requires a profound definition of what mathematical competence actually means at various levels. It also requires diagnostic skills to adequately interpret students' responses to certain problems and to identify their problems in learning, understanding, and applying mathematics. Competence models could be a way to assist teachers in their diagnostic processes. However, current models lack information relevant to the diagnostic process, such as successful learning trajectories or students' misconceptions and typical errors. In this chapter, [the authors] discuss how competence models can be seen as useful tools for defining, understanding, and diagnosing mathematical competence. [The authors] also provide suggestions on how to extend current models to make them more powerful for teachers' diagnostic processes of their students' mathematical competences. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2