Developing a Simulation to Foster Prospective Mathematics Teachers’ Diagnostic Competencies: the Effects of Scaffolding
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Resumo
Abstract To assess individual students’ abilities and misconceptions in mathematics, teachers need diagnostic competencies. Although research has addressed the quality of teachers’ diagnostic competencies in recent years, it is not very clear how to foster these competencies effectively in the course of prospective teachers’ university education. Research suggests that simulations with instructional support are promising tools for fostering complex competencies. We have developed a simulation that aims at measuring and fostering prospective primary school teachers’ competencies to assess students’ mathematical abilities and misconceptions based on their written task solutions. In this study, we analysed data from prospective primary school mathematics teachers who used one of three different versions of the simulation. Two versions contained a specific type of scaffolding, while the third version did not contain scaffolding. Specifically, the two scaffolding types werecontent-related scaffoldingthat emphasized the use of specific pedagogical content knowledge, andstrategic scaffoldingthat emphasized diagnostic activities. The results suggest that integrating scaffolding into the simulation did not substantially influence participants’ overall perception of the simulation regarding presence, authenticity, or perceived cognitive load. Compared to participants in a control group without intervention, participants who used the simulation with scaffolding had higher diagnostic accuracy regarding overall assessment of students’ competence level. However, only content-related scaffolding but not strategic scaffolding or no scaffolding tended to improve participants’ competence in identifying students’ specific misconceptions. The results provide a first empirical basis for further development of the simulation.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal für Mathematik-Didaktik, v. 44, n. 1, p. 59-82
- Editora
- Springer Science+Business Media
- Ano
- 2022 (2022-07-27)
- Idioma
- en
- Palavras-chave
- diagnostic skills; pre-service mathematics teachers; teacher professional development; simulation-based training; scaffolding; mathematical misconceptions; diagnostic assessment; pedagogical content knowledge; primary school mathematics teachers; perceived cognitive load; authenticity
- Temas
- Avaliação, Formação de Professores de Matemática
- DOI
- 10.1007/s13138-022-00210-0
- ISSN
- 0173-5322, 1869-2699
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
SCHONS, Christian et al.. Developing a Simulation to Foster Prospective Mathematics Teachers’ Diagnostic Competencies: the Effects of Scaffolding. Journal für Mathematik-Didaktik, v. 44, n. 1, p. 59-82, 2022. DOI: https://doi.org/10.1007/s13138-022-00210-0.
APA
Schons, C., Obersteiner, A., Reinhold, F., Fischer, F., & Reiss, K. M. (2022). Developing a Simulation to Foster Prospective Mathematics Teachers’ Diagnostic Competencies: the Effects of Scaffolding. Journal für Mathematik-Didaktik, 44(1), 59-82. https://doi.org/10.1007/s13138-022-00210-0
BibTeX
@article{schons2022,
author = {Schons, Christian and Obersteiner, Andreas and Reinhold, Frank and Fischer, Frank and Reiss, Kristina Maria},
title = {Developing a Simulation to Foster Prospective Mathematics Teachers’ Diagnostic Competencies: the Effects of Scaffolding},
year = {2022},
journal = {Journal für Mathematik-Didaktik},
volume = {44},
number = {1},
pages = {59-82},
publisher = {Springer Science+Business Media},
doi = {10.1007/s13138-022-00210-0},
language = {en}
}RIS
TY - JOUR AU - Schons, Christian AU - Obersteiner, Andreas AU - Reinhold, Frank AU - Fischer, Frank AU - Reiss, Kristina Maria TI - Developing a Simulation to Foster Prospective Mathematics Teachers’ Diagnostic Competencies: the Effects of Scaffolding PY - 2022 JO - Journal für Mathematik-Didaktik VL - 44 IS - 1 SP - 59 EP - 82 DO - 10.1007/s13138-022-00210-0 LA - en ER -
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