Michael Besser
Biographic Data
| ID | 1603889 |
|---|---|
| NAME | Michael Besser |
| GIVEN NAMES | Michael |
| FAMILY NAME | Besser |
| SIGNATURE | BESSER M |
| AFFILIATIONS | Leuphana University of Lüneburg |
| ORCID | 0000-0002-3755-1645 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 58 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Preservice teachers’ belief development in a course on mathematical modeling with MathCityMap
Teachers’ mathematics-related beliefs have a substantial influence on their teaching. Given the variety of opportunities for teaching mathematical modeling supported by digital tools, related beliefs are crucial for classroom implementation. In this paper, we introduce a course that aims to prepare future mathematics teachers for teaching mathematical modeling in school using digital tools (focusing here on MathCityMap as an example). We used lin…
Feedback complexities interact with prior knowledge
Background Formative assessment is a promising option for addressing heterogeneity in schools. Hereby, feedback is both a core element of formative assessment and beneficial for learning. Regarding its effectiveness, we already know that elaborated feedback is particularly conducive to learning. However, it is unclear what exactly constitutes effective elaborated feedback. Aims We investigated the effects of different task-level forms of elaborat…
Formative Assessment in Inclusive Mathematics Education in Secondary Schools
Formative assessment is a way to individualize learning and tailor instruction to learners’ specific needs. These practices are particularly relevant due to the increasing heterogeneity resulting from the transition to an inclusive education system and the associated question of how teachers can deal with this rise in heterogeneity. However, there is no systematic interlinking between these two areas vis-à-vis mathematics secondary education. The…
Assessing authenticity in modelling test items
Authenticity is considered a central feature in the context of teaching and learning mathematical modelling and is often demanded for both learning tasks and test items. Although large-scale studies hark back to this construct for years, it is largely unclear how a theoretical and empirically robust model for the description and practical operationalization of authenticity in modelling test items might look like. The article addresses this resear…
How Does Pre-Service Teachers’ Self-Efficacy Relate to the Fulfilment of Basic Psychological Needs During Teaching Practicum
The aim of this study was to investigate environmental conditions in teaching practicums that support the development of pre-service teachers’ self-efficacy beliefs. Motivational orientations such as self-efficacy beliefs and enthusiasm are crucial aspects of professional teacher competence and thus should be fostered right from the beginning of teacher training. Against the backdrop of self-determination theory, which is connected to intrinsic m…
Improving short‐term academic performance in the flipped classroom using dynamic geometry software
Studentische Forschung im Praxissemester. Fallbeispiele aus der Lehrkräftebildung
Forschendes Lernen ist Teil der Diskussion um gelingende Lehrkräftebildung in der Hochschullehre. Mit der Einführung von Langzeitpraktika in der Lehrkräftebildung hat das Konzept des forschenden Lernens in den letzten Jahren wieder verstärkt Aufmerksamkeit erfahren. Ein Ziel dabei ist, dass (angehende) Lehrkräfte Herausforderungen im Beruf mit einer forschenden Grundhaltung gegenübertreten. In diesem Sammelband werden gelungene Beispiele von „For…
Aus „Erfahrung“ wird man selbstwirksam, motiviert und klug
Im Fokus dieses Beitrags steht die Frage, inwiefern die Nutzung von Lerngelegenheiten (opportunities to learn, OTL) mit Aspekten professioneller Kompetenz von Lehramtsstudierenden zusammenhängt. In einer Querschnittstichprobe von N = 200 Lehramtsstudierenden wurden das pädagogische Unterrichtswissen, die professionelle Unterrichtswahrnehmung, das pädagogische Interesse und die unterrichtsbezogene Selbstwirksamkeitserwartung erhoben. OTL wurden du…
The effects of feedback on achievement, interest and self-evaluation
The impact of two types of written feedback (process-oriented, grade-oriented) on changes in mathematics achievement, interest and self-evaluation was compared – with a particular focus on the mediating role of feedback’s perceived usefulness. Participants, 146 ninth graders (aged 14 to 17 years), were assigned to either a process-oriented or a grade-oriented experimental feedback condition. They worked on mathematics tests, received feedback on …
Content knowledge and pedagogical content knowledge in Taiwanese and German mathematics teachers
Teachers' Content Knowledge and Pedagogical Content Knowledge
Pedagogical content knowledge (PCK) and content knowledge (CK) are key components of teacher competence that affect student progress. However, little is known about how teacher education affects the development of CK and PCK. To address this question, our research group constructed tests to directly assess mathematics teachers' CK and PCK. Based on these tests, we compared the PCK and CK of four groups of mathematics teachers at different points …
Teachers' Content Knowledge and Pedagogical Content Knowledge
Pedagogical content knowledge (PCK) and content knowledge (CK) are key components of teacher competence that affect student progress. However, little is known about how teacher education affects the development of CK and PCK. To address this question, our research group constructed tests to directly assess mathematics teachers' CK and PCK. Based on these tests, we compared the PCK and CK of four groups of mathematics teachers at different points …
Content knowledge and pedagogical content knowledge in Taiwanese and German mathematics teachers
Teachers' Content Knowledge and Pedagogical Content Knowledge
Pedagogical content knowledge (PCK) and content knowledge (CK) are key components of teacher competence that affect student progress. However, little is known about how teacher education affects the development of CK and PCK. To address this question, our research group constructed tests to directly assess mathematics teachers' CK and PCK. Based on these tests, we compared the PCK and CK of four groups of mathematics teachers at different points …
The effects of feedback on achievement, interest and self-evaluation
The impact of two types of written feedback (process-oriented, grade-oriented) on changes in mathematics achievement, interest and self-evaluation was compared – with a particular focus on the mediating role of feedback’s perceived usefulness. Participants, 146 ninth graders (aged 14 to 17 years), were assigned to either a process-oriented or a grade-oriented experimental feedback condition. They worked on mathematics tests, received feedback on …
Content knowledge and pedagogical content knowledge in Taiwanese and German mathematics teachers
Aus „Erfahrung“ wird man selbstwirksam, motiviert und klug
Im Fokus dieses Beitrags steht die Frage, inwiefern die Nutzung von Lerngelegenheiten (opportunities to learn, OTL) mit Aspekten professioneller Kompetenz von Lehramtsstudierenden zusammenhängt. In einer Querschnittstichprobe von N = 200 Lehramtsstudierenden wurden das pädagogische Unterrichtswissen, die professionelle Unterrichtswahrnehmung, das pädagogische Interesse und die unterrichtsbezogene Selbstwirksamkeitserwartung erhoben. OTL wurden du…
Studentische Forschung im Praxissemester. Fallbeispiele aus der Lehrkräftebildung
Forschendes Lernen ist Teil der Diskussion um gelingende Lehrkräftebildung in der Hochschullehre. Mit der Einführung von Langzeitpraktika in der Lehrkräftebildung hat das Konzept des forschenden Lernens in den letzten Jahren wieder verstärkt Aufmerksamkeit erfahren. Ein Ziel dabei ist, dass (angehende) Lehrkräfte Herausforderungen im Beruf mit einer forschenden Grundhaltung gegenübertreten. In diesem Sammelband werden gelungene Beispiele von „For…
Assessing authenticity in modelling test items
Authenticity is considered a central feature in the context of teaching and learning mathematical modelling and is often demanded for both learning tasks and test items. Although large-scale studies hark back to this construct for years, it is largely unclear how a theoretical and empirically robust model for the description and practical operationalization of authenticity in modelling test items might look like. The article addresses this resear…
How Does Pre-Service Teachers’ Self-Efficacy Relate to the Fulfilment of Basic Psychological Needs During Teaching Practicum
The aim of this study was to investigate environmental conditions in teaching practicums that support the development of pre-service teachers’ self-efficacy beliefs. Motivational orientations such as self-efficacy beliefs and enthusiasm are crucial aspects of professional teacher competence and thus should be fostered right from the beginning of teacher training. Against the backdrop of self-determination theory, which is connected to intrinsic m…
Improving short‐term academic performance in the flipped classroom using dynamic geometry software
Formative Assessment in Inclusive Mathematics Education in Secondary Schools
Formative assessment is a way to individualize learning and tailor instruction to learners’ specific needs. These practices are particularly relevant due to the increasing heterogeneity resulting from the transition to an inclusive education system and the associated question of how teachers can deal with this rise in heterogeneity. However, there is no systematic interlinking between these two areas vis-à-vis mathematics secondary education. The…
Preservice teachers’ belief development in a course on mathematical modeling with MathCityMap
Teachers’ mathematics-related beliefs have a substantial influence on their teaching. Given the variety of opportunities for teaching mathematical modeling supported by digital tools, related beliefs are crucial for classroom implementation. In this paper, we introduce a course that aims to prepare future mathematics teachers for teaching mathematical modeling in school using digital tools (focusing here on MathCityMap as an example). We used lin…
Feedback complexities interact with prior knowledge
Background Formative assessment is a promising option for addressing heterogeneity in schools. Hereby, feedback is both a core element of formative assessment and beneficial for learning. Regarding its effectiveness, we already know that elaborated feedback is particularly conducive to learning. However, it is unclear what exactly constitutes effective elaborated feedback. Aims We investigated the effects of different task-level forms of elaborat…
Mathematics education (5 works) · Psychology (5 works) · Computer Science (4 works) · Mathematics Education and Teaching Techniques (3 works) · Pedagogy (3 works) · Social Psychology (3 works) · Student Assessment and Feedback (3 works) · Education, Achievement, and Giftedness (2 works) · Humanities (2 works) · Innovative Teaching and Learning Methods (2 works)