D1Ma2 – Adaptation von Scaffolds zur Förderung der Diagnosekompetenzen angehender Grundschullehrkräfte in Mathematik in einer computerbasierten simulierten Lernumgebung

• Applicant: Professor Dr. Andreas Obersteiner, since 5/2021
• Subject Area: General and Domain-Specific Teaching and Learning
• Term: from 2016 to 2024
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 274698440

Subproject 1 of the research group COSIMA (FOR 2385) investigates the effects of different types of scaffolding in individual and collaborative learning situations in teacher students and teachers in a computer-based simulated learning environment. The learning environment, which was developed and tested in the first funding phase, uses real solutions of students of mathematics tasks for the third grade of primary school in the content areas "numbers and operations" and "patterns and structures". The tasks can be classified according to their difficulty on the basis of an empirically evaluated competency model. Moreover, specific misconceptions become apparent in the solutions. Learners are asked to analyze students’ solutions and, based on this, to assign a competence level to the virtual student and describe his or her misconception. In the first funding phase of the project, the frequencies of different diagnostic activities during the diagnostic process could be mapped. Furthermore, the effects of scaffolding on individual learning (prompts) and on collaborative learning with a learning partner (role scaffolds) were investigated. However, the types of scaffolding were not adapted to the prior knowledge of the learners. In the second funding phase, experimental designs are used to investigate how the adaptation of different types of scaffolding to different learning conditions of learners affects the processes and results of the diagnosis. In a first study the learners are supported in working with the learning environment either with heuristic worked examples or with didactic prompts. In a second study, the learning processes are analyzed with the help of eye movements. We will look at how learners actually use scaffolds in diagnosis and whether there is a relationship between the degree of scaffold use, diagnostic activities, and the outcome of the diagnosis. A third study focuses on the effect of scaffolding adaptation in collaborative learning situations. The focus here is on whether learners benefit more from didactic prompts when working together or from scaffolds that support the assumption of a subtask in diagnosis (role scaffolds). All in all, this provides insights into which types of scaffolding are particularly effective for learners with different diagnostic skills in mathematics. Furthermore, the planned analyses with eye tracking will deepen the findings on the specific use of different types of scaffolding.

• DFG Programme: Research Units
• Subproject of: FOR 2385: Facilitation of Diagnostic Competences in Simulation-Based Learning Environments in Higher Education
• Co-Investigator: Professor Dr. Frank Fischer
• Ehemalige Antragstellerin: Professorin Dr. Kristina Reiss, until 5/2021