Dietmar Küchemann
Biographic Data
| ID | 5399115 |
|---|---|
| NAME | Dietmar Küchemann |
| GIVEN NAMES | Dietmar |
| FAMILY NAME | Küchemann |
| SIGNATURE | KÜCHEMANN D |
| AFFILIATIONS | University of London |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teaching Low-Attaining Secondary School Mathematics Students
This paper reports on the findings from 12 in-depth, semi-structured interviews with mathematics teachers experienced in teaching low-attaining students in Years 9–10 (ages 13–15) in England, conducted as part of a wider project. The interviews covered the teachers’ reported practices when teaching low-attaining students, with particular regard to their use of representations, manipulatives, derived facts and estimation. We also asked teachers ab…
Students’ Developing Knowledge in a Subject Discipline
In this paper, we describe research that combined quantitative and qualitative methods in order to investigate how students’ mathematical explanations change over time and to identify factors underlying any changes. The quantitative methods used included tracing trends in hierarchically ordered categorical data, and multi‐level analyses of student scores to identify significant predictors of students’ progress. Qualitative methods used included i…
The Distribution of Piagetian Stages of Thinking in British Middle and Secondary School Children
The proportion of children showing early and late concrete operational thinking, and early and late formal operational thinking was measured in a sample of 10,000 children between the ages of 9 and 14. The test instruments were a form of group test called Class Tasks, derived from the individual interview situations described by Piaget. These tests indicated that most children in early adolescence showed rapid development in concrete thinking, bu…
The Distribution of Piagetian Stages of Thinking in British Middle and Secondary School Children
The proportion of children showing early and late concrete operational thinking, and early and late formal operational thinking was measured in a sample of 10,000 children between the ages of 9 and 14. The test instruments were a form of group test called Class Tasks, derived from the individual interview situations described by Piaget. These tests indicated that most children in early adolescence showed rapid development in concrete thinking, bu…
The Distribution of Piagetian Stages of Thinking in British Middle and Secondary School Children
The proportion of children showing early and late concrete operational thinking, and early and late formal operational thinking was measured in a sample of 10,000 children between the ages of 9 and 14. The test instruments were a form of group test called Class Tasks, derived from the individual interview situations described by Piaget. These tests indicated that most children in early adolescence showed rapid development in concrete thinking, bu…
Students’ Developing Knowledge in a Subject Discipline
In this paper, we describe research that combined quantitative and qualitative methods in order to investigate how students’ mathematical explanations change over time and to identify factors underlying any changes. The quantitative methods used included tracing trends in hierarchically ordered categorical data, and multi‐level analyses of student scores to identify significant predictors of students’ progress. Qualitative methods used included i…
Teaching Low-Attaining Secondary School Mathematics Students
This paper reports on the findings from 12 in-depth, semi-structured interviews with mathematics teachers experienced in teaching low-attaining students in Years 9–10 (ages 13–15) in England, conducted as part of a wider project. The interviews covered the teachers’ reported practices when teaching low-attaining students, with particular regard to their use of representations, manipulatives, derived facts and estimation. We also asked teachers ab…
Innovative Teaching and Learning Methods (2 works) · Mathematics Education and Teaching Techniques (2 works) · Psychology (2 works) · Abstract reasoning (1 work) · Artificial Intelligence (1 work) · Categorical variable (1 work) · Cognition (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Cognitive development (1 work) · Computer Science (1 work)