Search results for author:"Stefan Ufer"
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The impact of peer solution quality on peer-feedback provision on geometry proofs: Evidence from eye-movement analysis
Learning and Instruction Vol. 58, No. 1 (December 2018) pp. 182–192
Providing feedback on peer solutions to geometry proofs can support preservice mathematics teachers' assessment skills of such complex tasks. However, the quality of peer solutions may influence cognitive processing during peer-feedback provision,...
How Training on Exact or Approximate Mental Representations of Number Can Enhance First-Grade Students' Basic Number Processing and Arithmetic Skills
Learning and Instruction Vol. 23 (February 2013) pp. 125–135
Theories of psychology and mathematics education recommend two instructional approaches to develop students' mental representations of number: The "exact" approach focuses on the development of exact representations of organized dot patterns; the ...
How training on exact or approximate mental representations of number can enhance first-grade students’ basic number processing and arithmetic skills
Learning and Instruction Vol. 23, No. 1 (February 2013) pp. 125–135
Theories of psychology and mathematics education recommend two instructional approaches to develop students’ mental representations of number: The “exact” approach focuses on the development of exact representations of organized dot patterns; the ...
Do First Graders Make Efficient Use of External Number Representations? The Case of the Twenty-Frame
Cognition and Instruction Vol. 32, No. 4 (2014) pp. 353–373
External number representations are commonly used throughout the first years of instruction. The twenty-frame is a grid that contains two rows of 10 dots each, and within each row, dots are organized in two groups of five. The assumption is that...
Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement
Learning and Instruction Vol. 32, No. 1 (August 2014) pp. 22–36
A challenging demand for mathematics teacher students is to produce acceptable scientific mathematical argumentations. We investigated to what extent mathematics teacher students with different levels of prior achievement who collaborated in dyads...
Developing Argumentation Skills in Mathematics through Computer-Supported Collaborative Learning: The Role of Transactivity
Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 5 (2016) pp. 477–500
Collaboration scripts and heuristic worked examples are effective means to scaffold university freshmen's mathematical argumentation skills. Yet, which collaborative learning processes are responsible for these effects has remained unclear. Learners ...
How to Combine Collaboration Scripts and Heuristic Worked Examples to Foster Mathematical Argumentation--When Working Memory Matters
Matthias Schwaighofer; Freydis Vogel; Ingo Kollar; Stefan Ufer; Anselm Strohmaier; Ilka Terwedow; Sarah Ottinger; Kristina Reiss; Frank Fischer
International Journal of Computer-Supported Collaborative Learning Vol. 12, No. 3 (2017) pp. 281–305
Mathematical argumentation skills (MAS) are considered an important outcome of mathematics learning, particularly in secondary and tertiary education. As MAS are complex, an effective way of supporting their acquisition may require combining...
Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model
Stephanie Herppich; Anna-Katharina Praetorius; Natalie Förster; Inga Glogger-Frey; Karina Karst; Detlev Leutner; Lars Behrmann; Matthias Böhmer; Stefan Ufer; Julia Klug; Andreas Hetmanek; Annika Ohle; Ines Böhmer; Constance Karing; Johanna Kaiser; Anna Südkamp
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 76, No. 1 (November 2018) pp. 181–193
In this article, we present a new model of teachers' assessment competence. The model is based on the educational competence concept, thus defining competences to be context-specific, learnable cognitive dispositions that are needed to successfully...