Christoph Selter
Biographic Data
| ID | 2267996 |
|---|---|
| NAME | Christoph Selter |
| GIVEN NAMES | Christoph |
| FAMILY NAME | Selter |
| SIGNATURE | SELTER C |
| AFFILIATIONS | TU Dortmund University |
| ORCID | 0000-0002-1176-5717 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
How pre-service teachers can be supported to increase their diagnostic skills in mathematics—design and evaluation of a learning platform for university teacher training
One key training objective of pre-service teachers is to develop their diagnostic skills in order to enable them to support their students adequately. This article describes the conception and evaluation of the digital learning platform FALEDIA. Researchers from different perspectives of mathematics education on the one hand and of computer science on the other report on design principles and concrete realizations which intend to support the need…
Implementing Formative Assessment Into School Practice
Only limited evidence exists on how to best make the effective yet broad concept of formative assessment (FA) accessible to teachers. Thus, this study investigated the effects of two differently structured FA approaches (curriculum-embedded assessment [CE] vs. planned-for-interaction assessment [PI]) on implementation outcomes over time. A total of N = 118 mathematics teachers participated in a six-session professional development program offered…
Five principles for high-quality mathematics teaching
The academic search for principles of high-quality subject-matter teaching has been informed by different perspectives, in particular normative, epistemological, empirical, and pragmatic perspectives. While these perspectives have sometimes been treated as competing, we emphasize the need of their integration to identify sets of principles that can inform professional development programs for quality development. This paper starts from characteri…
No prominent works on this page.
Five principles for high-quality mathematics teaching
The academic search for principles of high-quality subject-matter teaching has been informed by different perspectives, in particular normative, epistemological, empirical, and pragmatic perspectives. While these perspectives have sometimes been treated as competing, we emphasize the need of their integration to identify sets of principles that can inform professional development programs for quality development. This paper starts from characteri…
How pre-service teachers can be supported to increase their diagnostic skills in mathematics—design and evaluation of a learning platform for university teacher training
One key training objective of pre-service teachers is to develop their diagnostic skills in order to enable them to support their students adequately. This article describes the conception and evaluation of the digital learning platform FALEDIA. Researchers from different perspectives of mathematics education on the one hand and of computer science on the other report on design principles and concrete realizations which intend to support the need…
Implementing Formative Assessment Into School Practice
Only limited evidence exists on how to best make the effective yet broad concept of formative assessment (FA) accessible to teachers. Thus, this study investigated the effects of two differently structured FA approaches (curriculum-embedded assessment [CE] vs. planned-for-interaction assessment [PI]) on implementation outcomes over time. A total of N = 118 mathematics teachers participated in a six-session professional development program offered…
Mathematics education (3 works) · Psychology (3 works) · Computer Science (2 works) · Mathematics Education and Teaching Techniques (2 works) · Pedagogy (2 works) · Sociology (2 works) · Argumentation theory (1 work) · Educational and Psychological Assessments (1 work) · Educational Assessment and Improvement (1 work) · Educational Games and Gamification (1 work)