Inhaltszusammenfassung

Although the adequate use of dynamic worksheets on functional contexts is attested a high learning gain (cf. Lichti 2019), their use in the classroom - especially for the students' hands - remains vanishingly small. For example, it was recently shown in the TALIS video study that students only use a computer or laptop, tablet, or smartphone themselves in less than one percent of each observed lesson section (cf. Grünkorn et al. 2020, p. 14). Of these, the use of dynamic worksheets will be onl...Although the adequate use of dynamic worksheets on functional contexts is attested a high learning gain (cf. Lichti 2019), their use in the classroom - especially for the students' hands - remains vanishingly small. For example, it was recently shown in the TALIS video study that students only use a computer or laptop, tablet, or smartphone themselves in less than one percent of each observed lesson section (cf. Grünkorn et al. 2020, p. 14). Of these, the use of dynamic worksheets will be only a fraction. At the same time, a targeted use of digital media - especially dynamic worksheets - offers a lot of potential for mathematics teaching. For example, by relieving students from calculus, spaces are created for discovering and deeply reflecting on mathematical relationships (cf. Drijvers et al. 2016). While it was initially suspected that the infrequent use of digital media in the classroom was due to a lack of infrastructure, even as the accessibility of digital media increases, its use in schools seems to increase very little. This may be due to the complexity of using digital media, for which teachers need both technical operating knowledge and technological pedagogical content knowledge (TPACK) in order to integrate these media meaningfully into their lessons (cf. Mishra & Koehler 2006). Against this background, the present study investigates student teachers' ability to assess dynamic worksheets on functional relationships.» weiterlesen» einklappen

Autoren

Klassifikation

DFG Fachgebiet:
Erziehungswissenschaft und Bildungsforschung

DDC Sachgruppe:
Mathematik