Susanne Prediger
Dados Biográficos
| ID | 4342235 |
|---|---|
| NOME | Susanne Prediger |
| PRENOMES | Susanne |
| SOBRENOME | Prediger |
| ASSINATURA | PREDIGER S |
| AFILIAÇÕES | TU Dortmund University |
| ORCID | 0000-0001-6541-259X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2001 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Dynamically Linked Dot Arrays or Flexible Dots? Effects of Two Digital Environments on Fifth Graders’ Understanding of Multiplication
Dynamically linked multi-representation tools are designed to promote students’ understanding of mathematical concepts. While qualitative studies have shown their potential for deepening students’ understanding for four decades, the quantitative evidence for their efficacy on measurable learning gains has remained very limited and has not yet been disentangled from other potential benefits of digital teaching–learning environments in which they a…
Out-of-field and in-field teachers’ professional learning gains on fostering understanding of multiplication
Many teachers seek to foster students’ conceptual understanding, e.g., for meanings of multiplication, but are only partially prepared to go beyond surface translations between multiple representations. This concerns out-of-field teachers as well as in-field teachers (i.e., with mathematics teaching certificate). The paper presents a professional development program in which teachers engage in PD inquiry activities (a) to specify what understandi…
How can students’ engagement with instructional videos on generalizing with algebraic expressions be scaffolded? Design research for specifying the content-specific focus of scaffolds
Generalizing with algebraic expressions and variables is a challenging area of algebra content that requires conceptual understanding. Instructional videos can contribute to conceptual understanding only if students deeply engage with the video content. This deep engagement can be scaffolded by activating design features (e.g., brief prompts). However, limited research attention has been given to specifying their content-specific focus. This pape…
Effectiveness of personnel and material implementation strategies
For implementing instructional approaches in classrooms, material or personnel implementation strategies have been applied, yet rarely compared with respect to the separate effectiveness of each strategy. Our effectiveness study (75 teachers, 1466 students) compared different implementation strategies for an intervention on mathematical word problems, with students’ self-efficacy beliefs and word problem performance as dependent variables. In fou…
Fostering Students’ Measurement Estimation Skills in a Digital Teaching-Learning Environment
Students’ measurement estimation skills require benchmark knowledge (about measures of known objects) and estimation strategies (ways to compare with benchmarks). While students’ estimation skills have been assessed and unpacked in several empirical studies (for length and area but less for mass), approaches for fostering them have hardly been empirically studied. We present the instructional design of a digital teaching-learning environment desi…
Zusammenhang von Herkunftsmerkmalen, häuslichen und fernunterrichtlichen Lernbedingungen mit Mathematikleistung bei pandemiebedingten Schulunterbrechungen
Die pandemiebedingten Schulunterbrechungen (durch Schließungen und individuelle Fernzeiten) scheinen die sozialen und migrationsbedingten Disparitäten in den erzielten Mathematikleistungen von Lernenden in Deutschland verstärkt zu haben. Bisherige Forschung hat sich mit der Unterschiedlichkeit der häuslichen und fernunterrichtlichen Lernbedingungen befasst. Jedoch sind Herkunftsmerkmale, häusliche und fernunterrichtlichen Lernbedingungen bisher k…
Developing digital formative assessment for deep conceptual learning goals
For several decades, digital formative assessment tools and platforms have been promoted as promising for supporting adaptive teaching. For learning goals such as procedural fluency, this promise has been held across a range of subject-matter topics. For conceptual learning goals, however, the available digital formative assessment tools are much less widespread, and the research needed to develop them still seems to be underestimated. This paper…
Beyond basic skills
Low-achieving students need targeted interventions to remediate the critical foundational knowledge required for successful further learning trajectories. For Grade 5, critical basic concepts (e.g., place-value understanding and meaning of multiplication) and basic skills (e.g., counting in steps and multiplication facts) have been identified as equally important and highly intertwined. However, evidence for the effectiveness of foundation interv…
Implementing educational innovations through facilitators
The cascade model, in which facilitators provide professional development to teachers who then implement innovations, can result in diluted impact along the cascades. Effectiveness has rarely been shown for the level of student outcomes and supportive conditions, such as teacher collaboration and principal leadership, are needed. This study examines whether implementing a research-based, language-responsive mathematics innovation through a cascad…
Studying efficacy of particular design elements in online teacher professional development courses
While design principles for effective teacher professional development (PD) courses have been empirically identified in comprehensive studies, they have not yet been well disentangled with respect to the contribution of specific design elements. This particularly applies for digital online PD courses and for teachers with different prior knowledge. In this paper, we investigate two design elements for the systematizing phase (videos vs. discussio…
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…
Identifying obstacles is not enough for everybody—Differential efficacy of an intervention fostering fifth graders’ comprehension for word problems
Fifty ways to work with students’ diverse abilities? A video study on inclusive teaching practices in secondary mathematics classrooms
Inclusive teaching practices can be characterized as recurrent ways how teachers work with their students' diverse abilities, but how exactly are they enacted in subject matter classrooms? The paper proposes a conceptual framework to unpack inclusive practices according to the student ability to which they refer, in five typical jobs for teachers: (a) identifying the demands for the ability, (b) differentiating learning goals, (c) compensating fo…
Zur doppelten Diskontinuität in der Gymnasiallehrerbildung
Mathematics learning is also intercultural learning
This article represents a plea to widen our perspective. Intercultural learning does not only take place when people of different origins come together, but also within one culture. This also applies to the various (scientific) subcultures that exist in society. If we view mathematics as a culture of formal thinking, then the learning of mathematics can be understood as intercultural learning. In order to explain this view, mathematics is present…
Mathematics learning is also intercultural learning
This article represents a plea to widen our perspective. Intercultural learning does not only take place when people of different origins come together, but also within one culture. This also applies to the various (scientific) subcultures that exist in society. If we view mathematics as a culture of formal thinking, then the learning of mathematics can be understood as intercultural learning. In order to explain this view, mathematics is present…
Fifty ways to work with students’ diverse abilities? A video study on inclusive teaching practices in secondary mathematics classrooms
Inclusive teaching practices can be characterized as recurrent ways how teachers work with their students' diverse abilities, but how exactly are they enacted in subject matter classrooms? The paper proposes a conceptual framework to unpack inclusive practices according to the student ability to which they refer, in five typical jobs for teachers: (a) identifying the demands for the ability, (b) differentiating learning goals, (c) compensating fo…
Mathematics learning is also intercultural learning
This article represents a plea to widen our perspective. Intercultural learning does not only take place when people of different origins come together, but also within one culture. This also applies to the various (scientific) subcultures that exist in society. If we view mathematics as a culture of formal thinking, then the learning of mathematics can be understood as intercultural learning. In order to explain this view, mathematics is present…
Mathematics learning is also intercultural learning
This article represents a plea to widen our perspective. Intercultural learning does not only take place when people of different origins come together, but also within one culture. This also applies to the various (scientific) subcultures that exist in society. If we view mathematics as a culture of formal thinking, then the learning of mathematics can be understood as intercultural learning. In order to explain this view, mathematics is present…
Zur doppelten Diskontinuität in der Gymnasiallehrerbildung
Identifying obstacles is not enough for everybody—Differential efficacy of an intervention fostering fifth graders’ comprehension for word problems
Fifty ways to work with students’ diverse abilities? A video study on inclusive teaching practices in secondary mathematics classrooms
Inclusive teaching practices can be characterized as recurrent ways how teachers work with their students' diverse abilities, but how exactly are they enacted in subject matter classrooms? The paper proposes a conceptual framework to unpack inclusive practices according to the student ability to which they refer, in five typical jobs for teachers: (a) identifying the demands for the ability, (b) differentiating learning goals, (c) compensating fo…
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…
Studying efficacy of particular design elements in online teacher professional development courses
While design principles for effective teacher professional development (PD) courses have been empirically identified in comprehensive studies, they have not yet been well disentangled with respect to the contribution of specific design elements. This particularly applies for digital online PD courses and for teachers with different prior knowledge. In this paper, we investigate two design elements for the systematizing phase (videos vs. discussio…
Fostering Students’ Measurement Estimation Skills in a Digital Teaching-Learning Environment
Students’ measurement estimation skills require benchmark knowledge (about measures of known objects) and estimation strategies (ways to compare with benchmarks). While students’ estimation skills have been assessed and unpacked in several empirical studies (for length and area but less for mass), approaches for fostering them have hardly been empirically studied. We present the instructional design of a digital teaching-learning environment desi…
Zusammenhang von Herkunftsmerkmalen, häuslichen und fernunterrichtlichen Lernbedingungen mit Mathematikleistung bei pandemiebedingten Schulunterbrechungen
Die pandemiebedingten Schulunterbrechungen (durch Schließungen und individuelle Fernzeiten) scheinen die sozialen und migrationsbedingten Disparitäten in den erzielten Mathematikleistungen von Lernenden in Deutschland verstärkt zu haben. Bisherige Forschung hat sich mit der Unterschiedlichkeit der häuslichen und fernunterrichtlichen Lernbedingungen befasst. Jedoch sind Herkunftsmerkmale, häusliche und fernunterrichtlichen Lernbedingungen bisher k…
Developing digital formative assessment for deep conceptual learning goals
For several decades, digital formative assessment tools and platforms have been promoted as promising for supporting adaptive teaching. For learning goals such as procedural fluency, this promise has been held across a range of subject-matter topics. For conceptual learning goals, however, the available digital formative assessment tools are much less widespread, and the research needed to develop them still seems to be underestimated. This paper…
Beyond basic skills
Low-achieving students need targeted interventions to remediate the critical foundational knowledge required for successful further learning trajectories. For Grade 5, critical basic concepts (e.g., place-value understanding and meaning of multiplication) and basic skills (e.g., counting in steps and multiplication facts) have been identified as equally important and highly intertwined. However, evidence for the effectiveness of foundation interv…
Implementing educational innovations through facilitators
The cascade model, in which facilitators provide professional development to teachers who then implement innovations, can result in diluted impact along the cascades. Effectiveness has rarely been shown for the level of student outcomes and supportive conditions, such as teacher collaboration and principal leadership, are needed. This study examines whether implementing a research-based, language-responsive mathematics innovation through a cascad…
Dynamically Linked Dot Arrays or Flexible Dots? Effects of Two Digital Environments on Fifth Graders’ Understanding of Multiplication
Dynamically linked multi-representation tools are designed to promote students’ understanding of mathematical concepts. While qualitative studies have shown their potential for deepening students’ understanding for four decades, the quantitative evidence for their efficacy on measurable learning gains has remained very limited and has not yet been disentangled from other potential benefits of digital teaching–learning environments in which they a…
Out-of-field and in-field teachers’ professional learning gains on fostering understanding of multiplication
Many teachers seek to foster students’ conceptual understanding, e.g., for meanings of multiplication, but are only partially prepared to go beyond surface translations between multiple representations. This concerns out-of-field teachers as well as in-field teachers (i.e., with mathematics teaching certificate). The paper presents a professional development program in which teachers engage in PD inquiry activities (a) to specify what understandi…
How can students’ engagement with instructional videos on generalizing with algebraic expressions be scaffolded? Design research for specifying the content-specific focus of scaffolds
Generalizing with algebraic expressions and variables is a challenging area of algebra content that requires conceptual understanding. Instructional videos can contribute to conceptual understanding only if students deeply engage with the video content. This deep engagement can be scaffolded by activating design features (e.g., brief prompts). However, limited research attention has been given to specifying their content-specific focus. This pape…
Effectiveness of personnel and material implementation strategies
For implementing instructional approaches in classrooms, material or personnel implementation strategies have been applied, yet rarely compared with respect to the separate effectiveness of each strategy. Our effectiveness study (75 teachers, 1466 students) compared different implementation strategies for an intervention on mathematical word problems, with students’ self-efficacy beliefs and word problem performance as dependent variables. In fou…
Mathematics education (9 obras) · Psychology (9 obras) · Pedagogy (7 obras) · Cognitive and developmental aspects of mathematical skills (6 obras) · Computer Science (6 obras) · Mathematics Education and Teaching Techniques (6 obras) · Sociology (5 obras) · Engineering (4 obras) · Innovative Teaching and Learning Methods (4 obras) · Political science (4 obras)