Titlebook: Diagnostic Competence of Mathematics Teachers; Unpacking a Complex Timo Leuders,Kathleen Philipp,Juliane Leuders Book 2018 Springer Intern

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https://doi.org/10.1007/978-3-319-27959-6kles the question how prospective primary mathematics teachers benefit from university courses which aim at the development of diagnostic competence and how these specific courses should be designed to promote the participants’ diagnostic strategies and competence. Taking a domain-specific view on t

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Bernard Zappoli,Daniel Beysens,Yves Garrabosractice in response to what learners need to learn. In order to use data well, teachers need to develop diagnostic competence, which has been defined as the ability to respond in a didactically sensitive manner to learners’ mathematical productions. In this chapter we look at the extent to which mat

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Bernard Zappoli,Daniel Beysens,Yves Garrabosess of hypothesis generation, testing, and revising. To understand our argument, diagnosis must be conceived as a process of analysis and mathematical decomposition, and learning goals must be treated as mathematical statements that can be decomposed into component parts or subgoals that must be mas

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Some Simple Thermodynamic Systems,rris, Berk, & Jansen, J Teacher Educ 58(1):47–60, 2007). This specific type of diagnostic competence, which focuses on diagnosing student learning with the specific goal of studying and improving teaching, can be improved through interventions in teacher education (see, e.g., Spitzer, Phelps, Beyers

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Timo Leuders,Kathleen Philipp,Juliane LeudersProvides a comprehensive overview of diagnostic competences of mathematics teachers.Connects approaches in cognitive psychology with mathematics education.Includes foundational studies as well as eval

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Factors Influencing the Accuracy of Diagnostic Judgmentsctive helps to explain certain tendencies to misjudge students. The chapter reports empirical results about factors influencing diagnostic judgments from mathematics education and discusses the hypothesis that teachers underestimate the difficulty of tasks resp. overestimate the performance of students.