Projects

In her dissertation project, Marie-Theres Brehm deals with the development of risk competence in stochastics lessons. As part of the design-based research study, she developed a series of lessons on data- and concept-based statistical reasoning in the field of stochastics, which was tested with different school classes in Bremen in grades 9 and 10. Within the series of lessons, the work, evaluation and interpretation of data is focused on risk-related questions. Empirically based individual conceptions of risk and facets of risk competence are to be investigated.

The project is supervised by Prof. Dr. Angelika Bikner-Ahsbahs.

In her dissertation project, Luisa Gunia deals with imagination-oriented and conceptual argumentation in the field of qualitative analysis. For this purpose, she has developed a series of lessons on functional thinking in the area of ​​analysis that is geared toward students' understanding and tested it with various school classes in Bremen in the introductory phase. Within the series of lessons, different perspectives on the concept of function and derivation and the interaction between existence and change are opened up. The aim is to examine what effects the change of perspective has on the arguments and argumentations produced by the students and which ideas about the concept of function and the concept of derivation are activated in each case.

The project is supervised by Prof. Dr. Christine Knipping.

In his dissertation project, Martin Ohrndorf is working qualitatively and quantitatively on the analysis of explainer videos and their effect on the learning of functions. First, Martin qualitatively examined explainer videos from YouTube and Sofatutor for three different types of learning opportunities: opportunities to establish validity (German: Geltung), opportunities to understand the function concept and opportunities to build relationships. Based on the opportunities to understand the function concept, a test on the conceptual knowledge of functions was developed in collaboration with Insa Meißner (University of Bremen). In a quasi-experimental pre-post design, the knowledge of 8th and 9th grade students was tested. In a first cohort, knowledge was examined in relation to the subjective perception of one's own knowledge of functions. In a second cohort, in collaboration with Vanessa Gross (University of Bremen), knowledge was examined in relation to the parasocial relationship using the videos and math anxiety.

In addition, Martin is working on a systematic literature analysis in collaboration with Sina Wetzel (University of Frankfurt am Main), Matthias Knippers (University of Bielefeld), Julia Marie Stechemesser (University of Duisburg-Essen), Juliane Wefers (University of Bielefeld) and Lia Brüggemeyer (University of Dortmund). With this literature analysis, they want to answer the question to what extent different definitions of mathematical explainer videos occur in the literature and on which underlying theories these definitions are based.

The project is supervised by Prof. Dr. Maike Vollstedt in collaboration with Prof. Dr. Florian Schmidt-Borcherding.

 

In her PhD project, Aylin Thomaneck uses eye tracking to investigate how students interpret contextual graphs, i.e. graphs whose data originate from real-world contexts. First, she conducted a methodological case study to investigate how eye movements can be interpreted in contextual graph interpretation, to what extent they correspond to students’ cognitive processes while working on the tasks, and what contribution eye tracking can make in this subdomain. She is now using these findings for empirical studies on students' approaches in interpretation processes with different task requirements. In particular, she focuses on students’ approaches when capturing the change of contextual graphs and when matching a realistic image to a contextual graph–a task in which the graph-as-a-picture error frequently occurs.

The project is supervised by Prof. Dr. Maike Vollstedt.