Anke Lindmeier
Dados Biográficos
| ID | 5707129 |
|---|---|
| NOME | Anke Lindmeier |
| PRENOMES | Anke |
| SOBRENOME | Lindmeier |
| ASSINATURA | LINDMEIER A |
| AFILIAÇÕES | Friedrich-Alexander-Universität Erlangen-Nürnberg |
| ORCID | 0000-0002-2819-4375 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2019 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
General vs. vocation-related mathematical competence—a longitudinal study with trainees as industrial clerks
The acquisition of mathematical competence is considered a central goal of mathematics education. Among other goals, mathematical competence is intended to prepare students for vocational education and training. In particular, a continued and cumulative acquisition of mathematical competence at the transition from general to vocational education may support trainees in acquiring vocational competence. Previous research has shown that mathematical…
Searching for efficient and informative instruments to digitally monitor fraction learning
Fractions are a relevant yet complex topic of school mathematics. Fortunately, educational research issued rich knowledge of central concepts and associated difficulties for students. Using this knowledge for monitoring learning and formative assessment could support students’ learning process. However, access to apt evidence-based tests is restricted, and paper-based testing limits their practical usability. The digital adaptation of paper-based…
The transfer of digitalized teaching-learning and assessment tools in higher education
Digital technology has emerged as a key topic in the context of digital transformation in educational systems (Selwyn 2012) and of recent teaching and learning challenges associated with the COVID-19 pandemic (Carrillo and Flores 2020).As such, it is also central to higher education.The ways in which digital technology can effectively support assessment and teaching and learning in higher education are recognized as particularly relevant to educa…
Performance assessment in teacher education research—A scoping review of characteristics of assessment instruments in the Dach region
In recent years, a new branch of teacher competence research has emerged in which competence is measured close to teaching performance. Such so-called performance assessment approaches are gaining increasing attention, but the research field is still fragmented. A lack of overview and varying reporting practices interfere with its coherent development. This scoping literature review provides an overview of recent advances and the current state of…
Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations
Adaptive learning support is a key element of high quality preschool education and includes the planning of learning situations and teacher–child interactions. The provision of effective adaptive learning support in kindergarten is challenging. This longitudinal experimental study examined the impact of two professional development programs on 132 kindergarten teachers. One program focused on teacher–child interactions (micro-adaptive learning su…
Teachers’ Ability to Apply Their Subject-Specific Knowledge in Instructional Settings—A Qualitative Comparative Study in the Subjects Mathematics and Economics
To teach effectively, teachers need subject-specific knowledge, such as content knowledge and pedagogical content knowledge, but also an ability to apply that knowledge to master demanding classroom situations. However, there is no consensus in research whether this ability should be modeled as a subject-specific ability or as a generic ability. This question is important for effective teacher training and especially for out-of-field teaching. In…
Synergy effects in learning? The influence of mathematics as a second subject on teacher students’ physics content knowledge
This study explores benefits of studying two related subjects, mathematics and physics, in teacher education. German teacher students study two subjects as a major, which allows for investigating how the development of content knowledge in one subject, mathematics, benefits students’ content knowledge in the other subject, physics. The sample included teacher students from 12 major teacher education universities in Germany. Each of the N = 104 ph…
Lerngelegenheiten mit kaufmännischem Kontext im Mathematikunterricht der allgemeinbildenden Schule – Eine Schulbuch- und Aufgabenanalyse
Der Erwerb mathematischer Kompetenz im allgemeinbildenden Unterricht soll unter anderem der Berufsvorbereitung dienen. Für das Fach Mathematik sind kaufmännische Ausbildungsberufe mit ihren hohen Ausbildungszahlen und mathematischen Anforderungen eine wichtige Referenz. Werden in der Schule berufsfeldbezogene mathematische Kompetenzen erworben, so können diese theoretisch Passungsprobleme am Übergang Schule – Beruf abmildern. Es stellt sich daher…
Die fachdidaktische Perspektive in der Unterrichtsqualitätsforschung
Dieser Beitrag diskutiert die Artikel des Beihefts „Empirische Forschung zu Unterrichtsqualität“ aus einer fachdidaktischen Perspektive. Dazu wird zunächst die eingenommene Sicht genauer spezifiziert, indem insbesondere der normative fachdidaktische Aspekt von Unterrichtsqualität betont wird. Auf dieser Basis wird dann die Rolle fachdidaktischer Merkmale bei den bisher betrachteten Indikatoren für Unterrichtsqualität untersucht. Anschließend wird…
Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and economics
BACKGROUND: Key elements of instructional quality include the teacher's ability to immediately react in domain-specific classroom situations. Such skills - defined as action-related skills - can only be validly assessed using authentic representations of real-life teaching practice. However, research has not yet explained how teachers apply domain-specific knowledge for teaching and to what extent action-related skills are transferable from one d…
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Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and economics
BACKGROUND: Key elements of instructional quality include the teacher's ability to immediately react in domain-specific classroom situations. Such skills - defined as action-related skills - can only be validly assessed using authentic representations of real-life teaching practice. However, research has not yet explained how teachers apply domain-specific knowledge for teaching and to what extent action-related skills are transferable from one d…
Lerngelegenheiten mit kaufmännischem Kontext im Mathematikunterricht der allgemeinbildenden Schule – Eine Schulbuch- und Aufgabenanalyse
Der Erwerb mathematischer Kompetenz im allgemeinbildenden Unterricht soll unter anderem der Berufsvorbereitung dienen. Für das Fach Mathematik sind kaufmännische Ausbildungsberufe mit ihren hohen Ausbildungszahlen und mathematischen Anforderungen eine wichtige Referenz. Werden in der Schule berufsfeldbezogene mathematische Kompetenzen erworben, so können diese theoretisch Passungsprobleme am Übergang Schule – Beruf abmildern. Es stellt sich daher…
Die fachdidaktische Perspektive in der Unterrichtsqualitätsforschung
Dieser Beitrag diskutiert die Artikel des Beihefts „Empirische Forschung zu Unterrichtsqualität“ aus einer fachdidaktischen Perspektive. Dazu wird zunächst die eingenommene Sicht genauer spezifiziert, indem insbesondere der normative fachdidaktische Aspekt von Unterrichtsqualität betont wird. Auf dieser Basis wird dann die Rolle fachdidaktischer Merkmale bei den bisher betrachteten Indikatoren für Unterrichtsqualität untersucht. Anschließend wird…
Teachers’ Ability to Apply Their Subject-Specific Knowledge in Instructional Settings—A Qualitative Comparative Study in the Subjects Mathematics and Economics
To teach effectively, teachers need subject-specific knowledge, such as content knowledge and pedagogical content knowledge, but also an ability to apply that knowledge to master demanding classroom situations. However, there is no consensus in research whether this ability should be modeled as a subject-specific ability or as a generic ability. This question is important for effective teacher training and especially for out-of-field teaching. In…
Synergy effects in learning? The influence of mathematics as a second subject on teacher students’ physics content knowledge
This study explores benefits of studying two related subjects, mathematics and physics, in teacher education. German teacher students study two subjects as a major, which allows for investigating how the development of content knowledge in one subject, mathematics, benefits students’ content knowledge in the other subject, physics. The sample included teacher students from 12 major teacher education universities in Germany. Each of the N = 104 ph…
The transfer of digitalized teaching-learning and assessment tools in higher education
Digital technology has emerged as a key topic in the context of digital transformation in educational systems (Selwyn 2012) and of recent teaching and learning challenges associated with the COVID-19 pandemic (Carrillo and Flores 2020).As such, it is also central to higher education.The ways in which digital technology can effectively support assessment and teaching and learning in higher education are recognized as particularly relevant to educa…
Performance assessment in teacher education research—A scoping review of characteristics of assessment instruments in the Dach region
In recent years, a new branch of teacher competence research has emerged in which competence is measured close to teaching performance. Such so-called performance assessment approaches are gaining increasing attention, but the research field is still fragmented. A lack of overview and varying reporting practices interfere with its coherent development. This scoping literature review provides an overview of recent advances and the current state of…
Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations
Adaptive learning support is a key element of high quality preschool education and includes the planning of learning situations and teacher–child interactions. The provision of effective adaptive learning support in kindergarten is challenging. This longitudinal experimental study examined the impact of two professional development programs on 132 kindergarten teachers. One program focused on teacher–child interactions (micro-adaptive learning su…
Searching for efficient and informative instruments to digitally monitor fraction learning
Fractions are a relevant yet complex topic of school mathematics. Fortunately, educational research issued rich knowledge of central concepts and associated difficulties for students. Using this knowledge for monitoring learning and formative assessment could support students’ learning process. However, access to apt evidence-based tests is restricted, and paper-based testing limits their practical usability. The digital adaptation of paper-based…
General vs. vocation-related mathematical competence—a longitudinal study with trainees as industrial clerks
The acquisition of mathematical competence is considered a central goal of mathematics education. Among other goals, mathematical competence is intended to prepare students for vocational education and training. In particular, a continued and cumulative acquisition of mathematical competence at the transition from general to vocational education may support trainees in acquiring vocational competence. Previous research has shown that mathematical…
Computer Science (7 obras) · Psychology (7 obras) · Mathematics education (6 obras) · Mathematics Education and Teaching Techniques (5 obras) · Mathematics (3 obras) · Artificial Intelligence (2 obras) · Cognitive and developmental aspects of mathematical skills (2 obras) · Education Methods and Technologies (2 obras) · Knowledge management (2 obras) · Mathematics Education and Programs (2 obras)