Search

Aktuelle Studien bestätigen, dass das bereits 1924 von Felix Klein als doppelte Diskontinuität bezeichnete Problem noch immer besteht (z.B. Hoth et al., 2019) und führt dazu, dass sich viele Mathematiklehrkräfte bei der Gestaltung ihres Unterrichts vor allem an dem in der eigenen Schulzeit erlebten Mathematikunterricht orientieren anstatt an den Inhalten ihres Lehramtsstudiums. Dies macht die Notwendigkeit der Etablierung von Lerngelegenheiten im Lehramtsstudium deutlich, in denen Zusammenhänge zwischen der Hochschulmathematik und der Schulmathematik explizit aufgezeigt bzw. entwickelt werden. Entsprechende Lerngelegenheiten können insbesondere durch die Kooperation zwischen mathematikdidaktischen und fachmathematischen Seminaren geschaffen werden. Diese Kooperation wurde bei der Reform der Lehramtsstudiengänge an der Universität Hamburg nicht nur erwünscht, sondern sogar in den fachspezifischen Bestimmungen festgeschrieben. Dies bietet die Chance, basierend auf früheren Erfahrungen im Bereich des mathematischen Modellierens neue Formen der Kooperation zu entwickeln. Unter diesen Rahmenbedingungen ist in den letzten Jahren eine Kooperation des fachmathematischen Seminars zum mathematischen Modellieren mit dem mathematikdidaktischen Seminar zum selben Thema erprobt worden. Dieses Kooperationsvorhaben wurde im Sommersemester 2022 um ein mathematikdidaktisches Seminar zum Thema Stochastik ergänzt.

Mathematical modelling is challenging for students as well as for teachers. Thus, fostering teachers’ competencies to teach mathematical modelling is an essential component of teacher educa­­tion. Recent research on teachers’ competencies pays increasing attention to the role of noticing conceptualised as situation-specific competencies necessary for actions within the classroom. These situation-specific noticing competencies are needed for the teacher to react to unanticipated ap­proach­­es and unforeseen obstacles students may encounter when working on modelling problems. To assess these competencies, videos can be used to simulate real classroom situations and measure the skills necessary for a spontaneous and adequate diagnosis and action. In this paper, the develop­ment of pre-service teachers’ noticing competencies within a mathematical modelling context is analysed by qualitatively comparing pre- and post-test data. A modelling seminar at the master’s level served as an intervention. Three pre-service teachers were selected, and their competence develop­ment is analysed qualitatively in-depth regarding growth indicators. The pre-service teachers showed diffe­rent trajectories of learning. These were manifested in different ways and differed concerning the topics of students’ difficulties, use of metacognitive strategies and approaches used to solving the problem., A modelação matemática é desafiante para os estudantes bem como para os professores. Assim, a promoção das competências dos professores para ensinar a modelação matemática é uma componente essencial da formação de professores. Estudos recentes sobre as competências dos professores prestam cada vez mais atenção ao papel da observação, entendido como as competências específicas de cada situação, que são necessárias para agir dentro da sala de aula. Estas competências de observação, específicas da situação, são necessárias para o professor poder reagir a abordagens não antecipadas e a obstáculos imprevistos que os alunos podem encontrar ao trabalharem em problemas de modelação. Para avaliar essas competências, podem ser usados vídeos que simulam situações reais de sala de aula e aferir as competências que são necessárias para realizar espontaneamente um diagnóstico e uma ação adequados. Neste artigo, o desenvolvimento das competências de noticing de futuros professores, num contexto de modelação matemática, é analisado, comparando qualitativamente os dados de um pré e um pós-teste. Um seminário de modelação num curso de mestrado serviu como intervenção. Foram selecionados três professores em formação inicial e o desenvolvimento das suas competências foi analisado, qualitativamente e em profundidade, no que diz respeito a indicadores de progressão. Eles revelaram diferentes trajetórias de aprendizagem, que se manifestaram de diferentes formas, diferenciando-se quanto aos tópicos das dificuldades dos alunos, da utilização de estratégias metacognitivas e das abordagens usadas para resolver o problema.

International audience; Although discussed frequently, there is still a gap between theory conveyed at university and the teachers’ practical work at school after finishing their degree, which can lead to the problem that new teachers do not act based on theoretical constructs although they know about them. The paper describes an innovative project, which aims at tackling this problem and fostering teachers’ situation-specific competencies by helping future teachers making their knowledge applicable. Therefore, staged video vignettes are created to support future teachers episodical memory through repeated practice with videos, which simulate real classroom situations. This theoretically informed paper focuses on identifying criteria for staged video vignettes based on the concept of teacher’s expertise in mathematical modelling, using those when creating video vignettes and implementing them in an innovative learning environment.