Stefan Ufer
Biographic Data
| ID | 4899423 |
|---|---|
| NAME | Stefan Ufer |
| GIVEN NAMES | Stefan |
| FAMILY NAME | Ufer |
| SIGNATURE | UFER S |
| AFFILIATIONS | Ludwig-Maximilians-Universität München |
| ORCID | 0000-0002-3187-3459 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 35 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Willed and skilled to teach mathematics with technology? Relating latent profiles of teachers’ knowledge and motivation to the availability of technology resources and the frequency of generic and sub…
The role of teacher characteristics for technology integration received increased attention, but focused primarily on motivational characteristics, although knowledge may influence instructional practice. In this study, we analyze subject-specific motivational and cognitive characteristics of N = 234 pre-service and in-service teachers for secondary mathematics using latent profile analysis. We identify five profiles characterized by specific con…
Fostering diagnostic competences in simulation-based learning environments
data mining, AI training, and similar technologies, are
A Practical Guide to Using SEM Forests for Specification Search in Structural Equation Modeling
I have three more than you, you have three less than me? Levels of flexibility in dealing with additive situations
Assessment and intervention in the early years should ideally be based on evidence-based models describing the structure and development of students’ skills. Mathematical word problems have been identified as a challenge for mathematics learners for a long time and in many countries. We investigate flexibility in dealing with additive situations as a construct that develops during grades 1 through 3 and contributes to the development of students’…
What makes a simulation-based learning environment for preservice teachers authentic? The role of individual learning characteristics and context-related features
To support professional competence development in teacher education, learning environments should allow learners to engage with professional tasks. It is crucial for knowledge and skill transfer in such learning environments to real-life context that preservice teachers perceive the task as authentic. However, due to a lack of prior knowledge, novices may have difficulties in recognizing relevant elements of practice. It is thus assumed that diff…
Mathematical knowledge and skills as longitudinal predictors of fraction learning among sixth-grade students
Beyond linearity
Previous research on the role of prior skills like proportional reasoning skills for the development of mathematical concepts offers conclusions such as “more (prior skills) is better (for later learning).” Insights, which prior skill level goes along with which level of learning outcomes, may advance the understanding of the development of mathematical concepts. An exploratory approach is presented based on level models to describe the relation …
Exploring the diagnostic process of pre-service teachers using a simulation – A latent profile approach
Assessing students' understanding is central for teachers. While research has focused on factors affecting accuracy as a main performance measure of diagnosing, less is known about teachers' diagnostic process. This study investigated the diagnostic process of pre-service teachers in a simulation using a person-centered approach. We examined the frequency of the diagnostic processes describing, explaining, and decision-making as well as their rel…
Professional competence of mathematics teachers in dealing with tasks in lesson planning
Teachers' professional competence to select tasks and prepare the task implementation is considered important for instruction that initiates meaningful learning. Teachers' professional knowledge and individual planning processes are discussed as reasons for individual differences in the quality of planning products, such as the selected tasks and preparation of task implementation. In a cross-sectional study, future and active secondary teachers'…
Conceptualizing and measuring instructional quality in mathematics education
Conceptualizing and measuring instructional quality is important to understand what can be understood as “good teaching” and develop approaches to improve instruction. There is a consensus in teaching effectiveness research that instructional quality should be considered multidimensional with at least three basic dimensions rather than a unitary construct: student support, cognitive activation, and classroom management. Many studies have used thi…
Selecting Mathematical Tasks for Assessing Student’s Understanding
Teachers’ diagnostic competences are regarded as highly important for classroom assessment and teacher decision making. Prior conceptualizations of diagnostic competences as judgement accuracy have been extended to include a wider understanding of what constitutes a diagnosis; novel models of teachers’ diagnostic competences explicitly include the diagnostic process as the core of diagnosing. In this context, domain-general and mathematics-specif…
Exploring the Process of Preservice Teachers’ Diagnostic Activities in a Video-Based Simulation
Formative assessment of student learning is a challenging task in the teaching profession. Both teachers’ professional vision and their pedagogical content knowledge of specific subjects such as mathematics play an important role in assessment processes. This study investigated mathematics preservice teachers’ diagnostic activities during a formative assessment task in a video-based simulation. It examined which mathematical content was important…
Die Rolle des Selbstkonzepts im Mathematikstudium – Wie fit fühlen sich Studierende in Mathematik
Das mathematische Selbstkonzept als Einschätzung der eigenen Fähigkeiten ist relevant für erfolgreiche Lernprozesse. Am Übergang in ein Mathematikstudium ändert sich die Domäne, sodass eine Schul- von einer universitären Mathematik unterschieden werden kann. In diesem Beitrag schlagen wir ein dreidimensionales Modell vor, das ein allgemeines, ein schulisches und ein universitäres mathematisches Selbstkonzept ausdifferenziert. Anhand einer Studie …
Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning
Using errors in mathematics may be a powerful instructional practice. This study explored the impact of a short-term professional development teacher training on (a) students’ perceptions of their mathematics teacher’s support in error situations as part of instruction, (b) students’ perceptions of error situations while learning, and (c) mathematics teacher’s actual error handling practices. Data were gathered from eight secondary schools involv…
Between authenticity and cognitive demand
A key challenge for teachers is the on-the-fly assessment of student learning. Video-based simulations may provide a tool for measuring assessment skills and a basis for learning environments in teacher education. Based on the framework for teaching practice by Grossman et al. (2009), considerations for designing video-based simulations that balance authenticity and cognitive demand are derived. Results show that participants perceived the develo…
Preservice mathematics teachers’ beliefs about peer feedback, perceptions of their peer feedback message, and emotions as predictors of peer feedback accuracy and comprehension of the learning task
Peer feedback is increasingly used to train assessment skills in teacher-training programs. However, studies investigating the roles of peer feedback providers’ beliefs about peer feedback provision, their perceptions of their peer feedback message and their experienced emotions are still limited. This study aimed to explore how peer feedback accuracy and providers’ comprehension of the learning task were related to these characteristics. Analysi…
Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania
Teachers' assessment competence
Teachers' assessment competence
Between authenticity and cognitive demand
A key challenge for teachers is the on-the-fly assessment of student learning. Video-based simulations may provide a tool for measuring assessment skills and a basis for learning environments in teacher education. Based on the framework for teaching practice by Grossman et al. (2009), considerations for designing video-based simulations that balance authenticity and cognitive demand are derived. Results show that participants perceived the develo…
Exploring the diagnostic process of pre-service teachers using a simulation – A latent profile approach
Assessing students' understanding is central for teachers. While research has focused on factors affecting accuracy as a main performance measure of diagnosing, less is known about teachers' diagnostic process. This study investigated the diagnostic process of pre-service teachers in a simulation using a person-centered approach. We examined the frequency of the diagnostic processes describing, explaining, and decision-making as well as their rel…
Teachers' assessment competence
Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania
Preservice mathematics teachers’ beliefs about peer feedback, perceptions of their peer feedback message, and emotions as predictors of peer feedback accuracy and comprehension of the learning task
Peer feedback is increasingly used to train assessment skills in teacher-training programs. However, studies investigating the roles of peer feedback providers’ beliefs about peer feedback provision, their perceptions of their peer feedback message and their experienced emotions are still limited. This study aimed to explore how peer feedback accuracy and providers’ comprehension of the learning task were related to these characteristics. Analysi…
Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning
Using errors in mathematics may be a powerful instructional practice. This study explored the impact of a short-term professional development teacher training on (a) students’ perceptions of their mathematics teacher’s support in error situations as part of instruction, (b) students’ perceptions of error situations while learning, and (c) mathematics teacher’s actual error handling practices. Data were gathered from eight secondary schools involv…
Between authenticity and cognitive demand
A key challenge for teachers is the on-the-fly assessment of student learning. Video-based simulations may provide a tool for measuring assessment skills and a basis for learning environments in teacher education. Based on the framework for teaching practice by Grossman et al. (2009), considerations for designing video-based simulations that balance authenticity and cognitive demand are derived. Results show that participants perceived the develo…
Selecting Mathematical Tasks for Assessing Student’s Understanding
Teachers’ diagnostic competences are regarded as highly important for classroom assessment and teacher decision making. Prior conceptualizations of diagnostic competences as judgement accuracy have been extended to include a wider understanding of what constitutes a diagnosis; novel models of teachers’ diagnostic competences explicitly include the diagnostic process as the core of diagnosing. In this context, domain-general and mathematics-specif…
Exploring the Process of Preservice Teachers’ Diagnostic Activities in a Video-Based Simulation
Formative assessment of student learning is a challenging task in the teaching profession. Both teachers’ professional vision and their pedagogical content knowledge of specific subjects such as mathematics play an important role in assessment processes. This study investigated mathematics preservice teachers’ diagnostic activities during a formative assessment task in a video-based simulation. It examined which mathematical content was important…
Die Rolle des Selbstkonzepts im Mathematikstudium – Wie fit fühlen sich Studierende in Mathematik
Das mathematische Selbstkonzept als Einschätzung der eigenen Fähigkeiten ist relevant für erfolgreiche Lernprozesse. Am Übergang in ein Mathematikstudium ändert sich die Domäne, sodass eine Schul- von einer universitären Mathematik unterschieden werden kann. In diesem Beitrag schlagen wir ein dreidimensionales Modell vor, das ein allgemeines, ein schulisches und ein universitäres mathematisches Selbstkonzept ausdifferenziert. Anhand einer Studie …
Conceptualizing and measuring instructional quality in mathematics education
Conceptualizing and measuring instructional quality is important to understand what can be understood as “good teaching” and develop approaches to improve instruction. There is a consensus in teaching effectiveness research that instructional quality should be considered multidimensional with at least three basic dimensions rather than a unitary construct: student support, cognitive activation, and classroom management. Many studies have used thi…
Mathematical knowledge and skills as longitudinal predictors of fraction learning among sixth-grade students
Beyond linearity
Previous research on the role of prior skills like proportional reasoning skills for the development of mathematical concepts offers conclusions such as “more (prior skills) is better (for later learning).” Insights, which prior skill level goes along with which level of learning outcomes, may advance the understanding of the development of mathematical concepts. An exploratory approach is presented based on level models to describe the relation …
Exploring the diagnostic process of pre-service teachers using a simulation – A latent profile approach
Assessing students' understanding is central for teachers. While research has focused on factors affecting accuracy as a main performance measure of diagnosing, less is known about teachers' diagnostic process. This study investigated the diagnostic process of pre-service teachers in a simulation using a person-centered approach. We examined the frequency of the diagnostic processes describing, explaining, and decision-making as well as their rel…
Professional competence of mathematics teachers in dealing with tasks in lesson planning
Teachers' professional competence to select tasks and prepare the task implementation is considered important for instruction that initiates meaningful learning. Teachers' professional knowledge and individual planning processes are discussed as reasons for individual differences in the quality of planning products, such as the selected tasks and preparation of task implementation. In a cross-sectional study, future and active secondary teachers'…
I have three more than you, you have three less than me? Levels of flexibility in dealing with additive situations
Assessment and intervention in the early years should ideally be based on evidence-based models describing the structure and development of students’ skills. Mathematical word problems have been identified as a challenge for mathematics learners for a long time and in many countries. We investigate flexibility in dealing with additive situations as a construct that develops during grades 1 through 3 and contributes to the development of students’…
What makes a simulation-based learning environment for preservice teachers authentic? The role of individual learning characteristics and context-related features
To support professional competence development in teacher education, learning environments should allow learners to engage with professional tasks. It is crucial for knowledge and skill transfer in such learning environments to real-life context that preservice teachers perceive the task as authentic. However, due to a lack of prior knowledge, novices may have difficulties in recognizing relevant elements of practice. It is thus assumed that diff…
A Practical Guide to Using SEM Forests for Specification Search in Structural Equation Modeling
Willed and skilled to teach mathematics with technology? Relating latent profiles of teachers’ knowledge and motivation to the availability of technology resources and the frequency of generic and sub…
The role of teacher characteristics for technology integration received increased attention, but focused primarily on motivational characteristics, although knowledge may influence instructional practice. In this study, we analyze subject-specific motivational and cognitive characteristics of N = 234 pre-service and in-service teachers for secondary mathematics using latent profile analysis. We identify five profiles characterized by specific con…
Fostering diagnostic competences in simulation-based learning environments
data mining, AI training, and similar technologies, are
Psychology (14 works) · Mathematics education (12 works) · Computer Science (11 works) · Mathematics Education and Teaching Techniques (8 works) · Cognitive and developmental aspects of mathematical skills (6 works) · Cognition (5 works) · Mathematics (5 works) · Pedagogy (5 works) · Statistics (5 works) · Engineering (4 works)