Activities

Prof. Dr. Heather Johnson at the Mathematics Colloquium

Mixed Methods Designs to Advance Mathematics Education Research: A Tale of Three Studies

Who? Prof. Dr. Heather Johnson, University of Colorado Denver

When? Tuesday, 5.11.2024, 16:00 – 17:30

Where? MZH 5600

Abstract: Researchers’ decisions to work with particular theories and to employ certain research methods are neither prescriptive nor neutral. Hence, it is valuable to examine how the use of different research methods, may corroborate or expand knowledge of theoretical constructs and/or frameworks. Drawing on empirical results of three studies investigating relationships between students’ graph reasoning, graph selection, and attitudes towards mathematics and graphs, I offer three ways that mixed methods designs can advance mathematics education research. The first is to provide corroboration for theoretical frameworks positing different levels in students’ mathematical activity (e.g., a framework of students’ graph reasoning). The second is to test theoretically grounded hypotheses regarding relationships between different constructs (e.g., students’ graph reasoning and their graph selection). The third is to examine mediating relationships between constructs grounded in different theoretical perspectives (e.g., how students’ attitudes toward mathematics and graphs may mediate a relationship between their graph reasoning and graph selection). Yet, with these advancements also come caveats; when using mixed methods with larger data sets, there are tradeoffs to be made. I conclude with implications for theory and method.

Prof. Dr. Marcus Schütte at the Mathematics Colloquium

Diskurse als Ort der mathematischen Denkentwicklung

Who? Prof. Dr. Marcus Schütte, Universität Hamburg

When? Tuesday, 4.6.2024, 16:00 – 17:30

Where? MZH 5600

Abstract: Der Vortrag befasst sich mit dem Mathematiklernen in der frühen Kindheit. Mathematiklernen wird hierzu in zwei Aspekte ausdifferenziert: den Erwerb mathematischer Begriffe und Prozeduren im Sinne des Lernens von mathematischen Inhalten und die mathematische Denkentwicklung im Sinne der Einführung in eine spezifische Rationalisierungspraxis. Der Fokus des Vortrages liegt auf dem zweiten Aspekt. Basierend auf interaktionistischen Vorstellungen zum Lernen wird die mathematische Denkentwicklung als zunehmend autonomere Partizipation an argumentativ und semantisch geprägten mathematischen Aushandlungsprozessen, mathematischen Diskursen, beschrieben. Diskurse rücken somit als „Ort” der mathematischen Denkentwicklung ins Zentrum der Betrachtung. In empirischen Analysen können mithilfe dieser theoretischen Perspektive unterschiedliche Diskursstile rekonstruiert werden, die wir als narrative, formale und narratorische Diskurse bezeichnen. Nach einer theoretischen Einführung werden im Vortrag exemplarische Auszüge der empirischen Analysen und erste daraus abgeleitete lerntheoretische Folgerungen vorgestellt. 

Prof. Dr. Stefanie Rach at the Mathematics Colloquium

Selbstkonzept und Selbstwirksamkeitserwartung in mathematischen Lernprozessen

Who? Prof. Dr. Stefanie Rach, Universität Magdeburg

When? Tuesday, 30.4.2024, 16:00 – 17:30

Where? MZH 5600

Abstract: Selbstkonzept als die Einschätzung einer Person bezüglich Ihrer eigenen Fähigkeiten wird als wichtiges Merkmal in erfolgreichen Lernprozessen angesehen. Sowohl als Lernvoraussetzung als auch als Vermittler und als Lernziel spielt das individuelle Merkmal in schulischen und universitären Lernprozessen eine Rolle, wobei das Objekt, auf dass sich die Einschätzung der eigenen Fähigkeit bezieht, beachtet werden muss. Anhand von Ergebnissen zweier empirischer Studien wird die Bedeutung von Selbstkonzept untermauert und vom Merkmal Selbstwirksamkeitserwartung abgegrenzt.

Prof. Dr. Benjamin Rott at the Mathematics Colloquium

"Wie sicher ist mathematisches Wissen?" -- Epistemologische Überzeugungen von Mathematikstudierenden im Verlauf des Bachelorstudiums

Who? Prof. Dr. Benjamin Rott, Universität zu Köln, Institut für Mathematikdidaktik

When? Tuesday, 05.12.2023, 16:00 – 17:30

Where? MZH 5600

Abstract: "Wie sicher ist mathematisches Wissen?" -- Epistemologische Überzeugungen von Mathematikstudierenden im Verlauf des Bachelorstudiums "Ist mathematisches Wissen sicher?", "Wie wird mathematisches Wissen begründet?" Fragen wie diese beziehungsweise die zugehörigen Überzeugungen werden unter dem Begriff "epistemologische Überzeugungen" insbesondere in der Psychologie untersucht. Unter anderem zeigt sich in entsprechenden Studien, dass solche Überzeugungen eine wichtige Rolle in Lehr- und Lernprozessen spielen. Es mehren sich die Anzeichen, dass epistemologische Überzeugungen nicht nur allgemein erworben werden, sondern -- wie es die Einstiegsfragen bereits angedeutet haben -- auch fachspezifische Ausprägungen besitzen. Studien mit konkretem Mathematikbezug sind allerdings noch selten, vor allem Studien, in denen längere Zeiträume betrachtet werden. Im Vortrag werden Ergebnisse der LeScMa-Studie (Learning the Science of Mathematics) vorgestellt, in der über einen Zeitraum von drei Jahren epistemologische Überzeugungen von Mathematikstudierenden (Ein-Fach- und Lehramtsstudierende) in einem echten und einem Pseudo-Längsschnitt untersucht wurden.

Prof. Takeshi Miyakawa at the Mathematics Colloquium

Specificities of Japanese mathematics lessons from a cultural perspective

Who? Prof. Takeshi Miyakawa, Waseda University Japan

When? Tuesday, 28.11.2023, 16:00 – 17:30  

Where? MZH 5600

Abstract: The aim of this talk is to advance understanding on the specificities of Japanese mathematics lessons from a cultural perspective. A theoretical reflection will be first developed to illustrate a framework and methodology to study the cultural aspect of mathematics teaching and learning by adopting a perspective developed within the Anthropological Theory of the Didactic. Specifically, the concepts of didactic paradigm and didactic model proposed will be discussed in the Japanese cases to characterize mathematics teaching including the cultural elements that are implicitly or explicitly taken into consideration when designing and implementing mathematics lessons. This theoretical reflection will be followed by a presentation of the international comparative study of mathematics lessons between Switzerland and Japan, which clearly exemplifies the existence of specific didactic paradigms and models (e.g., Japanese structured problem-solving lesson) behind the design and implementation of mathematics lessons and their effects on shaping the cultural specificities of mathematics lessons.

BEM-Lab-Kolloquium starts with a lecture by Martin Ohrndorf & Prof. Dr. Maike Vollstedt

Lernen mit Erklärvideos – Der Einfluss von Verstehensangeboten auf das Verstehen mathematischer Funktionen

In this winter semester 23/24 the BEM-Lab-Colloquium (BEM-Lab = Bremen Education Media Lab; Digital Learning HUB of the Bremen Teacher Education) starts with a lecture by Martin Ohrndorf & Prof. Dr. Maike Vollstedt among others on 20.10.23:

Who? Martin Ohrndorf, Insa Meißner, Prof. Dr. Florian Schmidt-Borcherding, Prof. Dr. Maike Vollstedt

When? Friday, 20.10.2023, 8.30 – 10.00. 

Where? Didaktiklabor Mathematikdidaktik, MZH 5220

Abstract: Erklärvideos spielen nicht erst seit der Covid-19 Pandemie eine wichtige Rolle für schulisches Lernen. Mit einem mixed-methods Ansatz haben wir untersucht, welche Eigenschaften von Erklärvideos Verstehen beeinflussen. Für vier mathematische Erklärvideos haben wir qualitativ die Verstehensangebote zu funktionalen Zusammenhängen rekonstruiert und Unterschiede in Menge und Art der expliziten Verstehensangebote gefunden. Dann haben wir n = 115 Schüler*innen der 8. und 9. Jahrgangsstufe eines Bremer Gymnasiums je eines der vier Videos gezeigt und in einem prä-post-Design das Verstehen funktionaler Zusammenhänge mittels Selbsteinschätzungen subjektiv und mittels Verstehenstests objektiv gemessen. Durch alle vier Erklärvideos steigt das Verstehen sowohl subjektiv als auch objektiv an. Dabei ist die Diskrepanz von subjektivem und objektivem Verstehen abhängig vom jeweils geschauten Video.

All members of the university of Bremen are invited. 

Insa Meißner receives 1st prize for her master's thesis in mathematics education

For her master thesis titled "Learning with explanatory videos - The influence of comprehension elements on the understanding of mathematical functions: A mixed methods study" Insa Meißner was honored at the M.Ed. graduation ceremony with the 1st promotion award as the best thesis of the year. The thesis was supervised by Martin Ohrndorf, first examiner was Prof. Dr. Florian Schmidt-Borcherding (FB12) and second examiner was Prof. Dr. Maike Vollstedt.

Lecture by Prof. Dr. Jon Star on September 29, 2023

Mathematical flexibility: A promising focus for research and practice

On Friday, September 29, 2023, we have the opportunity in our research seminar to talk to Prof. Dr. Jon Star (Graduate School of Education, Harvard University).

From 9:30 a.m. we will start the morning with an informal discussion, during which individual research questions and contexts can also be addressed. After a short break, Prof. Dr. Jon Star will give a talk at 10:15 a.m. on the following topic:

Mathematical flexibility: A promising focus for research and practice

Abstract: Mathematical flexibility is increasingly recognized as an important construct of interest for both researchers and practitioners in mathematics education. Flexibility can be characterized as a learner’s willingness to change strategies based on the particular problem-solving conditions or goals. In this talk, I first provide an introduction to flexibility. I then explore different ways that flexibility has been assessed, highlighting successes and challenges in the various forms of assessment. I then present recent empirical research results on flexibility, and I conclude by suggesting some promising areas for future research on flexibility.

Location: Didaktisches Labor, MZH 5220

Prof. Dr. Maike Vollstedt speaks at MAVI29

Prof. Dr. Maike Vollstedt takes part in the 29th Conference of Mathematical Views (MAVI29) from September 19th to 22nd, 2023 in Vercelli (Italy). Together with Prof. Dr. Nils Buchholtz (Uni Hamburg) she gives a lecture on the subject „Comparing Likert and Q: The Potential of Q-Methodology to Study Pre-Service Teachers’ Beliefs of Teaching and Learning Mathematics“.

Prof. Dr. Maike Vollstedt invited as an expert to a national Conference for Young Researchers in Mathematics Education

From September 18th to 22th, 2023 the young researchers' conference of the Gesellschaft für Didaktik der Mathematik (GDM) will take place in Duderstadt. In this context, Prof. Dr. Maike Vollstedt will, among other things, give a main lecture on qualitative methods in empirical didactic research in mathematics and organize a workshop on eye-tracking.

Prof. Dr. Maike Vollstedt as a member of the board takes part in the 18th meeting of the Leuchtfeuer Foundation

Prof. Dr. Maike Vollstedt is a member of the board of trustees of the Leuchtfeuer Foundation and in this capacity she will take part in the 18th meeting of the board of trustees of the Leuchtfeuer Foundation, which will take place on August 26, 2023 in Bremen.

Participation in the 13th Congress of the European Society for Research in Mathematics Education (CERME13)

From July 10 to 14, 2023, the 13th Congress of the European Society for Research in Mathematics Education (CERME13) took place in Budapest, at which the working group on mathematics education at the University of Bremen was also involved with various contributions.

Prof. Dr. Marcus Nührenbörger at the Mathematics Colloquium

Mathematikunterricht in der inklusiven Schule. Gemeinsam Mathematik lernen - mit allen Kindern rechnen

Who? Prof. Dr. Marcus Nührenbörger, Westfälische Wilhelms-Universität Münster

When? 20.06.2023 16:00 - 18:00 

Where? MZH 5600

Abstract: Es ist unumstritten ein zentrales Ziel der Inklusion, dass Schüler:innen mit unterschiedlichen Potentialen gemeinsam Mathematik lernen. Das gemeinsame Lernen ist für alle Lernende wichtig, um individuelle Lernprozesse mit den bedeutsamen Prozessen des mathematischen Kommunizierens, Darstellens und Argumentierens zu verzahnen. Die Mathematikdidaktik steht seit langem vor der Herausforderung, wie mathematisches Wissen verstehensorientiert und nachhaltig entwickelt werden kann und die dafür notwendigen differenzsensiblen Lernumgebungen für den inklusiven Mathematikunterricht zu gestalten sind. Anhand ausgewählter Beispiele zum inklusiven Mathematikunterricht werden im Vortrag Lern- und Professionalisierungsprozessen sowie Gestaltungsmerkmale von mathematischen Lernumgebungen vorgestellt. Diese schaffen spezifische Möglichkeiten für die mathematische Teilhabe von Schüler:innen an der Schnittstelle zwischen universeller Zugänglichkeit und fokussierter Unterstützung.

The AG Didaktik participates in the Bremen Children's University

With a lecture on "From chaos to order: A mathematical musical journey of discovery into the world of rhythm", Prof. Dr. Maike Vollstedt and Martin Ohrndorf, together with colleagues from music education, are taking part in the Bremen Children's University 2023 program for pupils in the 3rd to 6th grade.

Bremen student chosen as the best participant in the Mathematics Olympiad

Dr. Reimund Albers trains Bremen students for the Mathematics Olympiad at the University of Bremen. This year one of his students was particularly successful:

At the national round of the Mathematics Olympiad from June 11 to June 14, 2023, Zhuoyu Du won 1st prize. Zhuoyu is in the 8th grade at the Herman Böse Gymnasium and has now taken part in a federal round for the second time. Last year, as a seventh grader, she was a so-called early starter, because the competition officially doesn't start until the 8th grade. At that time, Zhuoyu was able to win a 2nd prize. She now used the experience she had already gained to climb one level higher and win one of the five 1st prizes that were awarded in the 8th grade.

This makes Zhuoyu the second Bremen student to win this best award in a federal round. The first 1st prize that a student from Bremen brought home was 15 years ago. It was Xianghui Zhong, who was also in the 8th grade at the time.

We wish Zhuoyu continued success as she wins more prizes in this challenging math competition.

In addition to Zhuoyu's outstanding performance, two other students from Bremen have won a prize at the national level:

Zongyi Guo from Horn Gymnasium and Jizhe Ma from Lloyd Gymnasium Bremerhaven received recognition, narrowly missing out on the podium.

Interdisciplinary journal article of the project "Digi-Spotlights" published

The journal article "Vier Seiten einer Medaille. Welche Rolle spielt das Fach bei der Verzahnung und Vernetzung von Fachdidaktik und Fachwissenschaft?" was published in Februar 2023 at heiEDUCATION Journal. 

Authors: Markus Callies, Erik Hanke, Andreas Klee, Christine Knipping, Nils Quentel, Daniela Schansker, Hendrik Schröder

Abstract: This paper is based on results of the research and teaching project Digi-Spotlights. The aim of the project is to develop exemplary teaching concepts that systematically relate components of subject matter and subject matter didactics in university teacher education to one another and investigate the interlinking of the two content areas among students. Crossing disciplinary boundaries is an essential component in the project. A comparison of the model projects in mathematics and English and the later-launched project in political sciences reveals similarities but also discipline-specific differences in the objectives and challenges of linking subject matter and subject matter didactics. The different disciplinary cultures and institutional frameworks provide favourable factors, but also obstacles. This article highlights and discusses both the common but also the discipline-specific didactic-methodological consequences for teaching scenarios in university teacher education that result from the project.

Fiene Bredow successfully completed her doctorate!

Fiene Bredow completed her doctorate on February 24, 2023, supervised by Prof. Dr. Christine Knipping, with distinction.

Title of the thesis: Mathematisches Argumentieren im Übergang von der Arithmetik zur Algebra – Eine qualitative Studie von Lehrkrafthandlungen im Mathematikunterricht 

Journal article by Aylin Thomaneck, Maike Vollstedt & Maike Schindler

The journal article "What can eye movements tell about students' interpretations of contextual graphs? A methodological study on the use of the eye-mind hypothesis in the domain of functions" written by Aylin Thomaneck, Maike Vollstedt and Maike Schindler was published in December 2022 in Frontiers in Education.

Abstract:

Introduction: The use of eye tracking (ET) in mathematics education research has increased in recent years. Eye tracking is a promising research tool in the domain of functions, especially in graph interpretation. It promises to gain insights into learners’ approaches and ways of thinking. However, for the domain of functions and graph interpretation, it has not yet been investigated how eye-tracking data can be interpreted. In particular, it is not clear how eye movements may reflect students’ cognitive processes. Thus, in this study, we investigate in how far the eye-mind hypothesis (EMH), which states broadly that what the eye fixates is currently being processed, can be applied to this subdomain. This is particularly true for contextual graphs, whose data originate from real-world situations, and which are of central importance for the development of mathematical literacy. The aim of our research is to investigate how eye movements can be interpreted in the domain of functions, particularly in students’ interpretations of contextual graphs.

Methods: We conducted an exploratory case study with two university students: The students’ eye movements were recorded while they worked on graph interpretation tasks in three situational contexts at different question levels. Additionally, we conducted subsequent stimulated recall interviews (SRIs), in which the students recalled and reported their original thoughts while interpreting the graphs.

Results: We found that the students’ eye movements were often related to students’ cognitive processes, even if indirectly at times, and there was only limited ambiguity in the interpretation of eye movements. However, we also found domain-specific as well as domain-general challenges in interpreting eye movements.

Discussion: Our results suggest that ET has a high potential to gain insights into students’ graph interpretation processes. Furthermore, they point out what aspects, such as ambiguity and peripheral vision, need to be taken into consideration when investigating eye movements in the domain of functions.

Erik Hanke successfully completed his doctorate!

Erik Hanke completed his doctorate on November 4, 2022, reviewed by Prof. Dr. Marc Keßeböhmer and Prof. Dr. Alexander K. Schüler-Meyer successfully. His dissertation project was part of the "Digi-Spotlights" project of the overall project "Schnittstellen gestalten" of the national campaign Qualitätsoffensive Lehrerbildung.

Title of the thesis: Aspects and images of complex path integrals. An epistemological analysis and a reconstruction of experts' interpretations of integration in complex analysis