Dominik Lei
Biographic Data
| ID | 4029312 |
|---|---|
| NAME | Dominik Lei |
| GIVEN NAMES | Dominik |
| FAMILY NAME | Lei |
| SIGNATURE | LEI D |
| AFFILIATIONS | Leuphana Universität Lüneburg, Institut für Mathematik und ihre Didaktik, 21335 Lüneburg Leuphana Universität Lüneburg Institut für Mathematik und ihre Didaktik 21335 Lüneburg Germany |
| ORCID | 0000-0002-7518-820X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Effects of linguistic demands of reality-based mathematical tasks
Introduction Many teachers consider real-life tasks problematic for students because of their linguistic demands. However, it is unclear how the linguistic demands of real-life tasks actually affect students' solution rates for these tasks. Method Against this background, this experimental study systematically varied the linguistic demands of real-life mathematical tasks. It examined (1) the extent to which teachers ( N = 72) estimate the influen…
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 …
Using heuristic worked examples to promote solving of reality-based tasks in mathematics in lower secondary school
This study examined whether learning with heuristic worked examples can improve students’ competency in solving reality-based tasks in mathematics (mathematical modeling competency). We randomly assigned 134 students in Grade 5 and 180 students in Grade 7 to one of three conditions: control condition (students worked on reality-based tasks), worked example condition (students studied worked examples representing a realistic process of problem-sol…
Modellierung sprachlicher Anforderungen in Testaufgaben verschiedener Unterrichtsfächer
Recent years have witnessed a growing interest in the relationship between academic language registers and school success in the German-speaking education system. However, we still know very little about the actual effects that academic language has on the academic performance of students, for instance, in how far the extent to which academic language is used in subject tasks actually makes these tasks more difficult. It is therefore highly vital…
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Modellierung sprachlicher Anforderungen in Testaufgaben verschiedener Unterrichtsfächer
Recent years have witnessed a growing interest in the relationship between academic language registers and school success in the German-speaking education system. However, we still know very little about the actual effects that academic language has on the academic performance of students, for instance, in how far the extent to which academic language is used in subject tasks actually makes these tasks more difficult. It is therefore highly vital…
Using heuristic worked examples to promote solving of reality-based tasks in mathematics in lower secondary school
This study examined whether learning with heuristic worked examples can improve students’ competency in solving reality-based tasks in mathematics (mathematical modeling competency). We randomly assigned 134 students in Grade 5 and 180 students in Grade 7 to one of three conditions: control condition (students worked on reality-based tasks), worked example condition (students studied worked examples representing a realistic process of problem-sol…
Effects of linguistic demands of reality-based mathematical tasks
Introduction Many teachers consider real-life tasks problematic for students because of their linguistic demands. However, it is unclear how the linguistic demands of real-life tasks actually affect students' solution rates for these tasks. Method Against this background, this experimental study systematically varied the linguistic demands of real-life mathematical tasks. It examined (1) the extent to which teachers ( N = 72) estimate the influen…
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 …
Computer Science (4 works) · Mathematics education (4 works) · Psychology (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Linguistics (3 works) · Mathematical problem (2 works) · Reading and Literacy Development (2 works) · Applied linguistics (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work)