Gilbert Greefrath
Biographic Data
| ID | 4643095 |
|---|---|
| NAME | Gilbert Greefrath |
| GIVEN NAMES | Gilbert |
| FAMILY NAME | Greefrath |
| SIGNATURE | GREEFRATH G |
| AFFILIATIONS | University of Münster |
| ORCID | 0000-0002-8322-5111 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Didaktik der Analysis
Academic language demands and math-specific demands in test items
Second language learners are often considered disadvantaged in mathematics assessments due to academic language demands embedded in test items. These demands are frequently treated as construct-irrelevant, yet their relationship to math-specific requirements remains unclear. This study investigated (1) the association between academic language features and mathematical demands in Grade 8 standardized test items and (2) whether these demands diffe…
Pre-service teachers' assessment competence for grading students’ solutions of mathematical modelling problems
This study investigates assessment competence in mathematical modelling among pre-service teachers. 33 participants from the University of Kassel (Germany) were divided into experimental and control groups, with the former receiving training on a specific assessment scheme. Post-training results showed significant improvement in the experimental group's ability to evaluate solutions to modelling tasks, unlike the control group. The findings sugge…
Effects of student-owned and provided mobile devices on mathematical modeling competence
Introduction Nowadays, more and more digital resources are used in modern mathematical modeling classes. In order to access these resources, students need a suitable digital device—often mobile devices are used for this purpose. There are several concepts to enable students access to such devices. For example, students can be allowed to use their self-owned devices [Bring Your Own Device (BYOD) concept] or teachers can hand out school-owned devic…
Comparing different types of instructional videos in a flipped proof-based classroom
Background Proofs are a key component in undergraduate mathematics, but understanding presented proofs and constructing proofs is a challenge for many students. Flipped undergraduate mathematics classrooms often employ instructional videos, yet little is known about their potential to help students understand and construct proofs. Objective This study investigates the potential of video-based proof presentations on student learning. We compared a…
Advantages and challenges of using digital technologies in mathematical modelling education – a descriptive systematic literature review
Mathematical modelling is essential for teaching and learning of mathematics aimed at improving students’ competence in solving real-world problems with mathematical means. Innovative technology-rich approaches can provide new paradigms for mathematical modelling education, which may produce new opportunities for the learning and teaching of mathematical modelling. On the other hand, there may be a few challenges to the successful use of technolo…
Promoting adaptive intervention competence for teaching simulations and mathematical modelling with digital tools
Providing adaptive, independence-preserving and theory-guided support to students in dealing with real-world problems in mathematics lessons is a major challenge for teachers in their professional practice. This paper examines this challenge in the context of simulations and mathematical modelling with digital tools: in addition to mathematical difficulties when autonomously working out individual solutions, students may also experience challenge…
Mathematics teachers’ professional noticing
Teacher noticing has become widely accepted as a principal component of teacher competence; it is supported during university teacher education in many activities. However, only a few high-quality standardized measurement instruments exist that capture noticing and allow valid interpretations of how its development depends on factors within university teacher education. The present study is based on a video-based test instrument that has been dev…
No prominent works on this page.
Advantages and challenges of using digital technologies in mathematical modelling education – a descriptive systematic literature review
Mathematical modelling is essential for teaching and learning of mathematics aimed at improving students’ competence in solving real-world problems with mathematical means. Innovative technology-rich approaches can provide new paradigms for mathematical modelling education, which may produce new opportunities for the learning and teaching of mathematical modelling. On the other hand, there may be a few challenges to the successful use of technolo…
Promoting adaptive intervention competence for teaching simulations and mathematical modelling with digital tools
Providing adaptive, independence-preserving and theory-guided support to students in dealing with real-world problems in mathematics lessons is a major challenge for teachers in their professional practice. This paper examines this challenge in the context of simulations and mathematical modelling with digital tools: in addition to mathematical difficulties when autonomously working out individual solutions, students may also experience challenge…
Mathematics teachers’ professional noticing
Teacher noticing has become widely accepted as a principal component of teacher competence; it is supported during university teacher education in many activities. However, only a few high-quality standardized measurement instruments exist that capture noticing and allow valid interpretations of how its development depends on factors within university teacher education. The present study is based on a video-based test instrument that has been dev…
Effects of student-owned and provided mobile devices on mathematical modeling competence
Introduction Nowadays, more and more digital resources are used in modern mathematical modeling classes. In order to access these resources, students need a suitable digital device—often mobile devices are used for this purpose. There are several concepts to enable students access to such devices. For example, students can be allowed to use their self-owned devices [Bring Your Own Device (BYOD) concept] or teachers can hand out school-owned devic…
Comparing different types of instructional videos in a flipped proof-based classroom
Background Proofs are a key component in undergraduate mathematics, but understanding presented proofs and constructing proofs is a challenge for many students. Flipped undergraduate mathematics classrooms often employ instructional videos, yet little is known about their potential to help students understand and construct proofs. Objective This study investigates the potential of video-based proof presentations on student learning. We compared a…
Pre-service teachers' assessment competence for grading students’ solutions of mathematical modelling problems
This study investigates assessment competence in mathematical modelling among pre-service teachers. 33 participants from the University of Kassel (Germany) were divided into experimental and control groups, with the former receiving training on a specific assessment scheme. Post-training results showed significant improvement in the experimental group's ability to evaluate solutions to modelling tasks, unlike the control group. The findings sugge…
Didaktik der Analysis
Academic language demands and math-specific demands in test items
Second language learners are often considered disadvantaged in mathematics assessments due to academic language demands embedded in test items. These demands are frequently treated as construct-irrelevant, yet their relationship to math-specific requirements remains unclear. This study investigated (1) the association between academic language features and mathematical demands in Grade 8 standardized test items and (2) whether these demands diffe…
Psychology (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Mathematics Education and Teaching Techniques (3 works) · Educational Games and Gamification (2 works) · Human–computer interaction (2 works) · Innovative Teaching and Learning Methods (2 works) · Knowledge management (2 works) · Academic achievement (1 work) · Applied Psychology (1 work)