Doktorarbeit: Lernverlaufsdiagnostik im Mathematikunterricht

Lernverlaufsdiagnostik im Mathematikunterricht

Theoretische Grundlagen, Konzeption und Güte eines formativen Schulleistungstests für dritte Klassen

Sonderpädagogik in Forschung und Praxis, volume 43

Hamburg , 628 pages

ISBN 978-3-8300-9564-4 (print)
ISBN 978-3-339-09564-0 (eBook)

about this book

deutsch english

Mathematics is probably the most polarizing school subject. Either you love it or you hate it. Examining the results of prevalence studies or large-scale-assessments makes clear why the subject is so unpopular among many students. On the basis of these results, it has to be assumed that about 1/5 to 1/4 of all students have considerable difficulties in mathematics - already in elementary school.

In didactic of mathematics as well as special educational literature the difficulties of teachers to mathematically promote children according to their learning requirements are repeatedly described. More or less unanimous, the practitioners are accused of an unsystematic procedure and an insufficient fit between learning preconditions and funding. Even a "didactogenic" component in causing developmental dyscalculia is discussed.

One of the most effective elements for planning and optimizing teaching as well as for the prevention of learning difficulties is formative assessment. In the last years, therefore, the topic has been the focus of the German discussion on pedagogic-psychological diagnostics. At the latest since Hattie’s study, it has also been familiar to a broad audience of educators. In numerous scientific papers a vast number of theoretical and methodological challenges of formative oriented measurement methods were revealed. Accordingly, the quantity of tests that are capable of evaluating performance over time reliably and sensitively is reasonable.

In this book, the conception and evaluation of such a formative assessment is described in detail, using the example of a formative school performance test for mathematics in third grades. Exemplary solutions are presented for the didactic and psychometric well-founded conception of formative assessments. Additionally possibilities for the empirical evaluation of their quality according to scientific standards are given.

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