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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 Abstract: What are mathematics teachers’ considerations in grouping students, and how could automated formative assessment systems help them in doing it? In this study, nine teachers were asked to use data on students’ performance in a mathematics task, derived from an automated formative assessment system, to create pairs in which students could contribute to their peers. We called this grouping strategy “complementary.” The teachers were also asked to explain their considerations for each grouping. We found two main grouping strategies in addition to the complementary one: based on similar answers (“similarity”), and based on dissimilar answers, in which one student performed better than another and could teach the other (“hierarchy”). Findings show that despite the experimenter’s request to group students based on complementarity, teachers mostly grouped based on other considerations, at times even grouping students whose answers were complementary using hierarchical considerations. In some cases, different teachers formed the same groups of students based on different grouping strategies. The findings confirm the hypothesis that informed grouping may be challenging for teachers, and may benefit greatly from an automated pairing system. Keyword: ddc:370; ddc:510; informed grouping -- differentness -- linear functions -- personal example space -- automated formative assessment; Sonstige Einrichtungen / Externe URL: https://duepublico2.uni-due.de/servlets/MCRFileNodeServlet/duepublico_derivate_00070744/Abdu_et_al_Towards_automated_grouping.pdf https://duepublico2.uni-due.de/receive/duepublico_mods_00070750 https://nbn-resolving.org/urn:nbn:de:hbz:464-20191115-150641-6 https://doi.org/10.17185/duepublico/70750 BASE Hide 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 BASE Show 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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