Benjamin Rott
Biographic Data
| ID | 9509265 |
|---|---|
| NAME | Benjamin Rott |
| GIVEN NAMES | Benjamin |
| FAMILY NAME | Rott |
| SIGNATURE | ROTT B |
| AFFILIATIONS | University of Cologne |
| ORCID | 0000-0002-8113-1584 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teachers’ Beliefs and Their Interplay with Practice on Mathematical Problem Solving within Project-based Learning
Algebra Education for Secondary Students with Difficulties
Algebra education in secondary school is a prerequisite for further education; however, many students experience difficulties with algebra. This article focuses on students facing difficulties in algebra education and provides an overview of the research in this area. A scoping review based on a systematic literature search was conducted, which covered 73 papers published between 2019 and 2023. The reviewed articles were inductively categorized a…
Constructing and validating a test to assess pre-service teachers’ knowledge of real numbers
This study presents the development and validation of a comprehensive 35-item assessment instrument for measuring mathematical proficiency in real numbers. Drawing from Ngu and Phan's proficiency framework, the assessment systematically samples four interconnected strands of mathematical competence: Understanding, Fluency, Problem Solving, and Reasoning. The validation study employed a rigorous multi-method approach following the Standards for Ed…
Teacher feedback in problem-oriented mathematics teaching–theoretical considerations and empirical findings
Feedback is widely recognized as one of the most influential factors in student learning success. While it is acknowledged that subject-specificity also plays a significant part, there are still only a few models for analyzing feedback based on the characteristics of individual disciplines. Furthermore, many well-known models have not been developed or tested specifically in a classroom setting. Our goal was therefore to develop a tool for analyz…
Validating the Assessment of Epistemic Beliefs in Education and Psychology
Epistemic beliefs and their possible effects on human behavior have been a focal point in recent decades. By measuring epistemic beliefs, researchers aim to better understand how individuals perceive and approach knowledge. However, more recently, the construct of epistemic beliefs has become the subject of further investigation, as it is often described as difficult to conceptualize and assess. Hence, in this paper the psychometric properties of…
Empirical reconstruction of mathematics teaching practices in problem-solving lessons
In this exploratory case study, the teaching practices of two secondary level mathematics teachers are examined within the framework of a sequential multi-method design. To this end, data on the teachers’ recurrent patterns of action were collected using video-based classroom observations in problem-solving lessons, semi-structured interviews and video-stimulated recalls. The qualitative analyses of the respective data allowed a differentiated de…
Number Line Strategies of Students with Mathematical Learning Difficulties and Students with General Learning Difficulties
In many countries, the number line (NL) is an important tool in mathematics education to develop an understanding of numbers. However, students may have difficulties using the NL. To provide students showing NL difficulties with appropriate support, more research is needed on how these students interact with NLs. In this study, we investigated how three different groups of students located numbers on an NL: 20 fifth-grade students with general le…
Effectiveness of interventions in teacher education
This paper offers an overview of current research on the effectiveness of interventions in teacher education. We synthesize 27 reviews published between 2010 and 2024, comprising 510 research publications of empirical intervention studies targeting pre-service and in-service teachers’ professional learning. We applied a specific analysis category system to address five research questions concerning (1) justifications and theoretical frameworks, (…
Prozessbezogene Kompetenzen in zentralen Abschlussarbeiten im Fach Mathematik? – Eine Analyse aller ZP10-Aufgaben Nordrhein-Westfalens von 2007 bis 2019
Die Aktivitäten „Problemlösen“, „Modellieren“ und „Argumentieren“ stellen breit anerkannte im Mathematikunterricht zu vermittelnde Kompetenzen dar. Welche Rolle sie im Mathematikunterricht spielen, hängt aber auch davon ab, ob und in welchem Maße sie in zentralen Abschlussprüfungen abgeprüft werden. Um den Stellenwert der drei Kompetenzen in der Zentralen Abschlussprüfung nach Jahrgang 10 (ZP10) des Bundeslands Nordrhein-Westfalen zu erfassen, wu…
Teacher education effectiveness as an emerging research paradigm
Numerous reviews have synthesized the empirical research on the effectiveness of teacher education, highlighting teacher education effectiveness research (TEER) as an emerging research paradigm. Our systematic search identified 27 reviews related to TEER, wherein teacher education is broadly understood as comprising all stages of teacher professionalization—namely, initial teacher education, teacher induction, and teacher professional development…
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.
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…
Prozessbezogene Kompetenzen in zentralen Abschlussarbeiten im Fach Mathematik? – Eine Analyse aller ZP10-Aufgaben Nordrhein-Westfalens von 2007 bis 2019
Die Aktivitäten „Problemlösen“, „Modellieren“ und „Argumentieren“ stellen breit anerkannte im Mathematikunterricht zu vermittelnde Kompetenzen dar. Welche Rolle sie im Mathematikunterricht spielen, hängt aber auch davon ab, ob und in welchem Maße sie in zentralen Abschlussprüfungen abgeprüft werden. Um den Stellenwert der drei Kompetenzen in der Zentralen Abschlussprüfung nach Jahrgang 10 (ZP10) des Bundeslands Nordrhein-Westfalen zu erfassen, wu…
Teacher education effectiveness as an emerging research paradigm
Numerous reviews have synthesized the empirical research on the effectiveness of teacher education, highlighting teacher education effectiveness research (TEER) as an emerging research paradigm. Our systematic search identified 27 reviews related to TEER, wherein teacher education is broadly understood as comprising all stages of teacher professionalization—namely, initial teacher education, teacher induction, and teacher professional development…
Empirical reconstruction of mathematics teaching practices in problem-solving lessons
In this exploratory case study, the teaching practices of two secondary level mathematics teachers are examined within the framework of a sequential multi-method design. To this end, data on the teachers’ recurrent patterns of action were collected using video-based classroom observations in problem-solving lessons, semi-structured interviews and video-stimulated recalls. The qualitative analyses of the respective data allowed a differentiated de…
Number Line Strategies of Students with Mathematical Learning Difficulties and Students with General Learning Difficulties
In many countries, the number line (NL) is an important tool in mathematics education to develop an understanding of numbers. However, students may have difficulties using the NL. To provide students showing NL difficulties with appropriate support, more research is needed on how these students interact with NLs. In this study, we investigated how three different groups of students located numbers on an NL: 20 fifth-grade students with general le…
Effectiveness of interventions in teacher education
This paper offers an overview of current research on the effectiveness of interventions in teacher education. We synthesize 27 reviews published between 2010 and 2024, comprising 510 research publications of empirical intervention studies targeting pre-service and in-service teachers’ professional learning. We applied a specific analysis category system to address five research questions concerning (1) justifications and theoretical frameworks, (…
Teachers’ Beliefs and Their Interplay with Practice on Mathematical Problem Solving within Project-based Learning
Algebra Education for Secondary Students with Difficulties
Algebra education in secondary school is a prerequisite for further education; however, many students experience difficulties with algebra. This article focuses on students facing difficulties in algebra education and provides an overview of the research in this area. A scoping review based on a systematic literature search was conducted, which covered 73 papers published between 2019 and 2023. The reviewed articles were inductively categorized a…
Constructing and validating a test to assess pre-service teachers’ knowledge of real numbers
This study presents the development and validation of a comprehensive 35-item assessment instrument for measuring mathematical proficiency in real numbers. Drawing from Ngu and Phan's proficiency framework, the assessment systematically samples four interconnected strands of mathematical competence: Understanding, Fluency, Problem Solving, and Reasoning. The validation study employed a rigorous multi-method approach following the Standards for Ed…
Teacher feedback in problem-oriented mathematics teaching–theoretical considerations and empirical findings
Feedback is widely recognized as one of the most influential factors in student learning success. While it is acknowledged that subject-specificity also plays a significant part, there are still only a few models for analyzing feedback based on the characteristics of individual disciplines. Furthermore, many well-known models have not been developed or tested specifically in a classroom setting. Our goal was therefore to develop a tool for analyz…
Validating the Assessment of Epistemic Beliefs in Education and Psychology
Epistemic beliefs and their possible effects on human behavior have been a focal point in recent decades. By measuring epistemic beliefs, researchers aim to better understand how individuals perceive and approach knowledge. However, more recently, the construct of epistemic beliefs has become the subject of further investigation, as it is often described as difficult to conceptualize and assess. Hence, in this paper the psychometric properties of…
Mathematics Education and Teaching Techniques (5 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Mathematics education (4 works) · Pedagogy (3 works) · Psychology (3 works) · Teacher Education and Leadership Studies (3 works) · Collaborative Teaching and Inclusion (2 works) · Medicine (2 works) · Political science (2 works) · Science education (2 works)