Aiso Heinze
Biographic Data
| ID | 5707131 |
|---|---|
| NAME | Aiso Heinze |
| GIVEN NAMES | Aiso |
| FAMILY NAME | Heinze |
| SIGNATURE | HEINZE A |
| AFFILIATIONS | Leibniz Institute for Science and Mathematics Education |
| ORCID | 0000-0002-7408-0395 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Tracing learning in a digital learning environment
The acquisition of mathematical knowledge frequently poses challenges for students. It can be described in terms of Sfard’s theory of reification, which encompasses the acquisition of operational and structural knowledge through the processes of interiorization, condensation, and reification. Applying this theory to mathematical concepts, such as the derivative, allows a theoretical account for identifying relevant learning phases in concept acqu…
The effect of the frequency of use of an intelligent tutoring system on learning gains in mathematics secondary education
Intelligent tutoring systems (ITS) are characterized by their direct and adaptive feedback as well as their capability of assessing the knowledge of students and administering exercises based on those assessments. The state of research regarding the effectiveness of ITS in mathematics is inconclusive. Hence, in this study, we examined the impact of utilizing an ITS on the learning gains in mathematics for students in grades 7 and 8. This longitud…
The effect of the frequency of use of an intelligent tutoring system on learning gains in mathematics in schools in challenging social circumstances
Intelligent tutoring systems (ITS) are characterized by their ability to provide direct, adaptive feedback and to assess students' knowledge in order to assign exercises matched to their current proficiency. Nevertheless, research on the effectiveness of ITS in mathematics presents an inconclusive picture. To address this, the present study examined the use and effectiveness of an ITS implemented in Grade 8 and 9 mathematics classrooms in schools…
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…
Jungs sind besser in Mathe“ – Geschlechterstereotype von Grundschullehrkräften und Erwartungseffekte für Mädchen und Jungen in Mathematik
Lehrkrafterwartungen können die Leistungsentwicklung von Schüler:innen bedeutsam mitbestimmen. Zudem gibt es Hinweise, dass Stereotype differenzielle Zusammenhänge für Jungen und Mädchen erklären können. Wir untersuchten an 796 Zweitklässler:innen und ihren 50 Lehrkräften Zusammenhänge zwischen dem Geschlecht der Kinder, mathematikbezogenen Lehrkrafterwartungen, Geschlechterstereotypen der Lehrkräfte und der Mathematikleistung der Kinder. Im Foku…
Structure and development of kindergarten children’s mathematical competence
Mathematical competence in school-related contexts is a multidimensional construct that encompasses several content areas and cognitive components. Kindergarten children have experiences with different types of mathematical content. However, empirical research has focused mostly on children’s numerical skills, and less is known about their development in other mathematical content areas and interdependencies between areas, especially when it come…
Mathematical prerequisites for non-STEM programs
Mathematics is applied in a broad range of academic disciplines and thus takes on a paramount role for college access. However, students often take for granted the necessity of mathematics for STEM subjects but are unaware of or insufficiently informed about the role of mathematics for subjects outside of STEM. In fact, there is no in-depth empirical investigation on which mathematical prerequisites are expected by university instructors from inc…
What’s mathematics doing here? The role of mathematics in German Physics Olympiad tasks
Physics competitions target at motivating students for engaging in physics and at promoting students talented in physics. Physics competitions also aim at conveying a picture of physics as a scientific discipline, going beyond regular physics classes in school, and should thus also include a more intense mathematization of physics problems. Given that physics students often struggle with mathematics, mathematics in the competition may pose a chal…
Früher war alles besser? Mathematikleistungen von Abiturientinnen und Abiturienten von 1964 und 1996 im Vergleich
Gemäß der Wahrnehmung insbesondere von Hochschullehrenden verringern sich die Fähigkeiten der Abiturientinnen und Abiturienten im Fach Mathematik seit Jahrzehnten beständig. Allerdings liegen bisher kaum empirische Untersuchungen zur Trendentwicklung der Mathematikleistungen in der gymnasialen Oberstufe vor. Um der Frage nachzugehen, ob sich die vermutete negative Trendentwicklung empirisch nachweisen lässt, wurden die Mathematikleistungen von Ab…
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…
Are Physical Experiences with the Balance Model Beneficial for Students’ Algebraic Reasoning? An Evaluation of two Learning Environments for Linear Equations
The balance model is often used for teaching linear equation solving. Little research has investigated the influence of various representations of this model on students’ learning outcomes. In this quasi-experimental study, we examined the effects of two learning environments with balance models on primary school students’ reasoning related to solving linear equations. The sample comprised 212 fifth-graders. Students’ algebraic reasoning was meas…
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…
Does the textbook matter? Longitudinal effects of textbook choice on primary school students’ achievement in mathematics
Mathematics textbooks are ascribed an important role for classroom practice. Until now there are still open questions concerning the genuine effect of textbooks on students' learning in mathematics. This paper examines the effect of different textbooks representing the same curriculum on the student achievement by reanalyzing a longitudinal data set on primary school students' mathematics skills from Grade 1 to 3 (N = 1664). Results from multilev…
Measuring Mathematical Competences of Engineering Students at the Beginning of Their Studies
Irene Neumanna*, Bettina Rösken-Winterb, Malte Lehmannb, Christoph Duchhardtc, Aiso Heinzea & Reinhold Nickolausda IPN—Leibniz-Institute for Science and Mathematics Education, Kielb Humboldt-Universität zu Berlinc University of Bremend University of Stuttgart
No prominent works on this page.
Measuring Mathematical Competences of Engineering Students at the Beginning of Their Studies
Irene Neumanna*, Bettina Rösken-Winterb, Malte Lehmannb, Christoph Duchhardtc, Aiso Heinzea & Reinhold Nickolausda IPN—Leibniz-Institute for Science and Mathematics Education, Kielb Humboldt-Universität zu Berlinc University of Bremend University of Stuttgart
Does the textbook matter? Longitudinal effects of textbook choice on primary school students’ achievement in mathematics
Mathematics textbooks are ascribed an important role for classroom practice. Until now there are still open questions concerning the genuine effect of textbooks on students' learning in mathematics. This paper examines the effect of different textbooks representing the same curriculum on the student achievement by reanalyzing a longitudinal data set on primary school students' mathematics skills from Grade 1 to 3 (N = 1664). Results from multilev…
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…
Are Physical Experiences with the Balance Model Beneficial for Students’ Algebraic Reasoning? An Evaluation of two Learning Environments for Linear Equations
The balance model is often used for teaching linear equation solving. Little research has investigated the influence of various representations of this model on students’ learning outcomes. In this quasi-experimental study, we examined the effects of two learning environments with balance models on primary school students’ reasoning related to solving linear equations. The sample comprised 212 fifth-graders. Students’ algebraic reasoning was meas…
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…
Mathematical prerequisites for non-STEM programs
Mathematics is applied in a broad range of academic disciplines and thus takes on a paramount role for college access. However, students often take for granted the necessity of mathematics for STEM subjects but are unaware of or insufficiently informed about the role of mathematics for subjects outside of STEM. In fact, there is no in-depth empirical investigation on which mathematical prerequisites are expected by university instructors from inc…
What’s mathematics doing here? The role of mathematics in German Physics Olympiad tasks
Physics competitions target at motivating students for engaging in physics and at promoting students talented in physics. Physics competitions also aim at conveying a picture of physics as a scientific discipline, going beyond regular physics classes in school, and should thus also include a more intense mathematization of physics problems. Given that physics students often struggle with mathematics, mathematics in the competition may pose a chal…
Früher war alles besser? Mathematikleistungen von Abiturientinnen und Abiturienten von 1964 und 1996 im Vergleich
Gemäß der Wahrnehmung insbesondere von Hochschullehrenden verringern sich die Fähigkeiten der Abiturientinnen und Abiturienten im Fach Mathematik seit Jahrzehnten beständig. Allerdings liegen bisher kaum empirische Untersuchungen zur Trendentwicklung der Mathematikleistungen in der gymnasialen Oberstufe vor. Um der Frage nachzugehen, ob sich die vermutete negative Trendentwicklung empirisch nachweisen lässt, wurden die Mathematikleistungen von Ab…
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…
Structure and development of kindergarten children’s mathematical competence
Mathematical competence in school-related contexts is a multidimensional construct that encompasses several content areas and cognitive components. Kindergarten children have experiences with different types of mathematical content. However, empirical research has focused mostly on children’s numerical skills, and less is known about their development in other mathematical content areas and interdependencies between areas, especially when it come…
Jungs sind besser in Mathe“ – Geschlechterstereotype von Grundschullehrkräften und Erwartungseffekte für Mädchen und Jungen in Mathematik
Lehrkrafterwartungen können die Leistungsentwicklung von Schüler:innen bedeutsam mitbestimmen. Zudem gibt es Hinweise, dass Stereotype differenzielle Zusammenhänge für Jungen und Mädchen erklären können. Wir untersuchten an 796 Zweitklässler:innen und ihren 50 Lehrkräften Zusammenhänge zwischen dem Geschlecht der Kinder, mathematikbezogenen Lehrkrafterwartungen, Geschlechterstereotypen der Lehrkräfte und der Mathematikleistung der Kinder. Im Foku…
Tracing learning in a digital learning environment
The acquisition of mathematical knowledge frequently poses challenges for students. It can be described in terms of Sfard’s theory of reification, which encompasses the acquisition of operational and structural knowledge through the processes of interiorization, condensation, and reification. Applying this theory to mathematical concepts, such as the derivative, allows a theoretical account for identifying relevant learning phases in concept acqu…
The effect of the frequency of use of an intelligent tutoring system on learning gains in mathematics secondary education
Intelligent tutoring systems (ITS) are characterized by their direct and adaptive feedback as well as their capability of assessing the knowledge of students and administering exercises based on those assessments. The state of research regarding the effectiveness of ITS in mathematics is inconclusive. Hence, in this study, we examined the impact of utilizing an ITS on the learning gains in mathematics for students in grades 7 and 8. This longitud…
The effect of the frequency of use of an intelligent tutoring system on learning gains in mathematics in schools in challenging social circumstances
Intelligent tutoring systems (ITS) are characterized by their ability to provide direct, adaptive feedback and to assess students' knowledge in order to assign exercises matched to their current proficiency. Nevertheless, research on the effectiveness of ITS in mathematics presents an inconclusive picture. To address this, the present study examined the use and effectiveness of an ITS implemented in Grade 8 and 9 mathematics classrooms in schools…
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…
Mathematics education (10 works) · Mathematics Education and Teaching Techniques (9 works) · Psychology (9 works) · Mathematics (7 works) · Computer Science (6 works) · Pedagogy (5 works) · Science Education and Pedagogy (5 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Education Methods and Technologies (3 works) · Multilevel model (3 works)