Teacher intervention versus self-regulated learning?
Research output: Journal contributions › Journal articles › Research › peer-review
Standard
Teacher intervention versus self-regulated learning? / Leiss, Dominik.
In: Teaching Mathematics and its Applications, Vol. 24, No. 2-3, 01.09.2005, p. 75-89.Research output: Journal contributions › Journal articles › Research › peer-review
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - JOUR
T1 - Teacher intervention versus self-regulated learning?
AU - Leiss, Dominik
PY - 2005/9/1
Y1 - 2005/9/1
N2 - This paper is a workshop report of an empirical study called DISUM, which deals with appropriate teacher interventions in the course of students' independence-oriented modelling processes. The project aims at developing and investigating corresponding instructional conceptions, based on an intensive analysis of modelling tasks and of students' learning processes. This is to be realized through a coordinated programme of task development, evaluation of instruction and analysis of laboratory and classroom sessions, and also by using tests and questionnaires. The basis of the evaluation is the empirically substantiated theoretical knowledge of quality teaching. The main subjects of this article are both the design and first results of the explorative preliminary study, which contain a short description of three exemplary fields of problems when teachers intervene in students' modelling processes. Those fields of problems were identified by analysing eight sessions in the laboratory, four mathematics lessons and 32 interviews.
AB - This paper is a workshop report of an empirical study called DISUM, which deals with appropriate teacher interventions in the course of students' independence-oriented modelling processes. The project aims at developing and investigating corresponding instructional conceptions, based on an intensive analysis of modelling tasks and of students' learning processes. This is to be realized through a coordinated programme of task development, evaluation of instruction and analysis of laboratory and classroom sessions, and also by using tests and questionnaires. The basis of the evaluation is the empirically substantiated theoretical knowledge of quality teaching. The main subjects of this article are both the design and first results of the explorative preliminary study, which contain a short description of three exemplary fields of problems when teachers intervene in students' modelling processes. Those fields of problems were identified by analysing eight sessions in the laboratory, four mathematics lessons and 32 interviews.
KW - Didactics of Mathematics
UR - http://www.scopus.com/inward/record.url?scp=24644469968&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/a474cf04-0e5f-30c9-950c-7e0febdb23fc/
U2 - 10.1093/teamat/hri020
DO - 10.1093/teamat/hri020
M3 - Journal articles
VL - 24
SP - 75
EP - 89
JO - Teaching Mathematics and its Applications
JF - Teaching Mathematics and its Applications
SN - 0268-3679
IS - 2-3
ER -