Eileen Klotz
Biographic Data
| ID | 4029310 |
|---|---|
| NAME | Eileen Klotz |
| GIVEN NAMES | Eileen |
| FAMILY NAME | Klotz |
| SIGNATURE | KLOTZ E |
| AFFILIATIONS | Leuphana University of Lüneburg |
| ORCID | 0009-0004-3723-7789 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Modifying gap placement, topic, and evaluation method
Introduction C-Tests are employed globally to evaluate general language proficiency, and modifications of the typical C-Test have been proposed. Given the strong connection between language and mathematics, this study, besides investigating the difficulty of C-Test modifications and the impact of the test-taker's gender, examines the relationship between modified C-Tests and mathematical performance across different content areas. Methods 190 sev…
Text Comprehension as a Mediator in Solving Mathematical Reality-Based Tasks
Successfully solving reality-based tasks requires both mathematical and text comprehension skills. Previous research has shown that mathematical tasks requiring language proficiency have lower solution rates than those that do not, indicating increased difficulty through textual input. Therefore, it is plausible to assume that a lack of text comprehension skills leads to performance problems. Given that different sociodemographic characteristics …
No prominent works on this page.
Modifying gap placement, topic, and evaluation method
Introduction C-Tests are employed globally to evaluate general language proficiency, and modifications of the typical C-Test have been proposed. Given the strong connection between language and mathematics, this study, besides investigating the difficulty of C-Test modifications and the impact of the test-taker's gender, examines the relationship between modified C-Tests and mathematical performance across different content areas. Methods 190 sev…
Text Comprehension as a Mediator in Solving Mathematical Reality-Based Tasks
Successfully solving reality-based tasks requires both mathematical and text comprehension skills. Previous research has shown that mathematical tasks requiring language proficiency have lower solution rates than those that do not, indicating increased difficulty through textual input. Therefore, it is plausible to assume that a lack of text comprehension skills leads to performance problems. Given that different sociodemographic characteristics …
Cognitive and developmental aspects of mathematical skills (2 works) · Cognition (1 work) · Cognitive psychology (1 work) · Comprehension (1 work) · Computer Science (1 work) · Gender gap (1 work) · Language of mathematics (1 work) · Language proficiency (1 work) · Linguistic sequence complexity (1 work) · Linguistics (1 work)