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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 1 – 20 of 91 1 Visualisierungen bei instruktionalen Erklärungen – Eine qualitative Analyse der Bedeutung von Visualisierungen mithilfe von Erklär-Videos am Beispiel des Themas Äquivalenzumformungen Renz (geb. Niebuhr), Karin. - : Freiburg : Pädagogische Hochschule Freiburg, 2021 BASE Show details 2 FALKE: Experiences From Transdisciplinary Educational Research by Fourteen Disciplines Lindl, Alfred; Hilbert, Sven; Schilcher, Anita. - : Frontiers Media SA, 2021 BASE Show details 3 Bilingual math lessons with digital tools: challenges can be door opener to language and technology ... Müller, Matthias. - : DuEPublico: Duisburg-Essen Publications online, University of Duisburg-Essen, Germany, 2020 BASE Show details 4 Bedingte Wahrscheinlichkeit: Bedeutungsbezogene Sprache zum Verbal. der Teil-Ganzes-Relation in Anteilsbildern ... Post, Monika; Prediger, Susanne. - : Gesellschaft für Didaktik der Mathematik, 2020 BASE Show details 5 Evaluating Unsupervised Representation Learning for Detecting Stances of Fake News Guderlei, Maike; Aßenmacher, Matthias. - : Ludwig-Maximilians-Universität München, 2020 BASE Show details 6 Flexibilität im Umgang mit mathematischen Situationsstrukturen — Eine Vorstudie für die Entwicklung eines Förderkonzepts zum Lösen additiver Textaufgaben Ufer, Stefan; Gabler, Laura In: Journal für Mathematik-Didaktik (2020) BASE Show details 7 Erfahrung und Gewissheit – Orientierungen in den Wissenschaften und im Alltag. IV. Regensburger Symposium vom 24.-26. März 2011 ... Thim-Mabrey, Christiane; Brack, Matthias. - : Universität Regensburg, 2020 BASE Show details 8 Teacher's attention to characteristics of parabola sketches: differences between use of manual and automated analysis Olsher, Shai; Abu Raya, Kholod. - 2020 BASE Show details 9 Seeing the entire picture (STEP): an example-eliciting approach to online formative assessment Yerushalmy, Michal. - 2020 BASE Show details 10 Bilingual math lessons with digital tools: challenges can be door opener to language and technology Müller, Matthias. - 2020 BASE Show details 11 Using silent video tasks for formative assessment Kristinsdóttir, Bjarnheiður (Bea); Hreinsdóttir, Freyja; Lavicza, Zsolt. - 2020 BASE Show details 12 Towards automated grouping: unraveling mathematics teachers’ considerations Abdu, Rotem; Olsher, Shai; Yerushalmy, Michal. - 2020 BASE Show details 13 Automated feedback at task level: error analysis or worked out examples – which type is more effective? Pinkernell, Guido; Gulden, Lukas; Kalz, Marco. - 2020 BASE Show details 14 Bedingte Wahrscheinlichkeit: Bedeutungsbezogene Sprache zum Verbal. der Teil-Ganzes-Relation in Anteilsbildern Post, Monika; Prediger, Susanne. - : Gesellschaft für Didaktik der Mathematik, 2020 BASE Show details 15 Capturing teaching practices in language-responsive mathematics classrooms extending the TRU framework “teaching for robust understanding” to L-TRU Prediger, Susanne; Neugebauer, Philipp. - 2020 Abstract: Supporting language in mathematics classrooms requires both curriculum material that follows language-responsive design principles and teaching practices that enact these principles with high instructional quality. This paper presents the analytic framework L-TRU, which was developed to assess language-responsive teaching practices quantitatively. The L-TRU framework draws upon Schoenfeld’s teaching for robust understanding (TRU) framework by adapting its five dimensions to language-responsive classrooms: Mathematical Richness, Cognitive Demand, Equitable Access, Agency, and Use of Student Contributions. It is extended by two further dimensions, namely, Discursive Demand and Connecting Registers. The adapted and extended L-TRU rating scheme was applied to 41 video-recorded lessons of 26 teachers who all used the same language-responsive curriculum material on percentages. The qualitative insights gained from selected transcripts reveal that the dimensions indeed capture important distinctions in valid ways. The analysis of interrater reliability and correlations confirms that distinct dimensions are captured with reliability. The quantitative overview of the ratings of 497 episodes shows that in spite of the shared curriculum material, a large variety of instructional practices were enacted: Consistently high quality was found in the dimensions Cognitive Demand and Equitable Access and a medium quality in Connecting Registers. The dimensions Agency, Discursive Demand and Use of Contributions show the largest variance among teachers, with Discursive Demand separating most. These findings empirically substantiate an important research tool for quantitatively capturing teaching practices with respect to their general mathematics instruction quality and language-responsive quality. Keyword: Connecting registers; ddc:510; Discursive demand; Language-responsive classrooms; Quality; Rating scheme; Teaching practices URL: https://doi.org/10.17877/DE290R-21986 http://hdl.handle.net/2003/40109 BASE Hide details 16 Erfahrung und Gewissheit – Orientierungen in den Wissenschaften und im Alltag. IV. Regensburger Symposium vom 24.-26. März 2011 Thim-Mabrey, Christiane; Brack, Matthias. - : Universitätsbibliothek Regensburg, 2020 BASE Show details 17 Verzeitlichung des Unsäglichen ... Carlé, Martin. - : Humboldt-Universität zu Berlin, 2019 BASE Show details 18 Verzeitlichung des Unsäglichen Carlé, Martin. - : Humboldt-Universität zu Berlin, 2019 BASE Show details 19 Syntaktische Komplexität individueller Sprachproduktion bei Denkprozessen zu Bestand und Änderung ... Şahin-Gür, Dilan; Prediger, Susanne. - : Gesellschaft für Didaktik der Mathematik, 2019 BASE Show details 20 Leistungen im Steuerungskontext: Qualitative und quantitative Einflussgrössen auf mathematische und sprachliche Leistungen Meier, Patrick (Dr. phil). - : Hildesheim : Stiftung Universität Hildesheim, 2019 BASE Show details Page: 1 2 3 4 5

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