Anna‐sophia Dersch
Biographic Data
| ID | 4460626 |
|---|---|
| NAME | Anna‐sophia Dersch |
| GIVEN NAMES | Anna‐sophia |
| FAMILY NAME | Dersch |
| SIGNATURE | DERSCH A S |
| AFFILIATIONS | Justus-Liebig-Universität Gießen |
| ORCID | 0000-0002-6012-3411 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Should we Tell Teachers That They Are (In)Correct? How Personalized Refutation Text Promotes or Hampers Conceptual Change
In-service and student teachers often hold math-gender misconceptions of female learners’ lower levels of mathematical talent. Such misconceptions are related to the math-gender stereotype that shapes how teachers interact with students and can contribute to the underrepresentation of women in mathematical fields. One method for reducing these misconceptions is refutation texts, which explicitly state and refute a misconception before providing a…
Teachers’ awareness of math-gender stereotype-reinforcing behaviors in the classroom
The stereotype of math being male-typed prevails among most Western societies. This math-gender stereotype is associated with math-gender misconceptions, which are scientifically incorrect specific theories about girls’ math abilities (e.g., girls inherently think less systematically and thus have less math ability than boys). Teachers may contribute to the dissemination of the math-gender stereotype via their behaviors (e.g., choice of stereotyp…
Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning
No prominent works on this page.
Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning
Teachers’ awareness of math-gender stereotype-reinforcing behaviors in the classroom
The stereotype of math being male-typed prevails among most Western societies. This math-gender stereotype is associated with math-gender misconceptions, which are scientifically incorrect specific theories about girls’ math abilities (e.g., girls inherently think less systematically and thus have less math ability than boys). Teachers may contribute to the dissemination of the math-gender stereotype via their behaviors (e.g., choice of stereotyp…
Should we Tell Teachers That They Are (In)Correct? How Personalized Refutation Text Promotes or Hampers Conceptual Change
In-service and student teachers often hold math-gender misconceptions of female learners’ lower levels of mathematical talent. Such misconceptions are related to the math-gender stereotype that shapes how teachers interact with students and can contribute to the underrepresentation of women in mathematical fields. One method for reducing these misconceptions is refutation texts, which explicitly state and refute a misconception before providing a…
Conceptual change (2 works) · Conceptual framework (2 works) · Educational Strategies and Epistemologies (2 works) · Mathematics Education and Teaching Techniques (2 works) · Computer Science (1 work) · Education, Achievement, and Giftedness (1 work) · Educational psychology (1 work) · Epistemology (1 work) · Feeling (1 work) · Innovative Teaching and Learning Methods (1 work)