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356 results on '"Kortenkamp, Ulrich"'

2. A Tri-Nation Comparative Study of Place Value in Early Years Curricula Documents

Author

Mathematics Education Research Group of Australasia (MERGA), Westaway, Lise, Ladel, Silke, Vale, Pamela, Larkin, Kevin, Graven, Mellony, and Kortenkamp, Ulrich

Abstract

In this paper we compare the early years mathematics curricula of Germany, South Africa, and Australia in relation to the place value concept. Place value is an important topic as it underpins much of the number work completed by learners in the early years of schooling. We found that there were differences between the three curricula that could be summarised using five themes: namely, number range, place value structure, role of the zero, influence of language, and use of materials. We argue that how the different curricula deal with these five themes influences the quality of learning provided and we highlight key areas of concern. In concluding we identify three important implications for our future research project.

Published
2023

5. Flexible Use and Understanding of Place Value via Traditional and Digital Tools

Author

Kortenkamp, Ulrich and Ladel, Silke

Abstract

Place value is a key concept for numbers that is introduced in early mathematics. It is necessary to have a flexible understanding of place value for efficient arithmetic strategies and success in written algorithmic arithmetic. In our research we explore typical mistakes and misconceptions that occur with 3rd graders in German elementary school and investigate the various underlying actions when manipulating numbers in a place value chart. We also report on a follow-up quantitative study that compares real and virtual manipulatives for place value and their effect on learning of place value. [For the complete proceedings, see ED597799.]

Published
2014

6. Facilitators' Adaptation Practices of Curriculum Material Resources for Professional Development Courses

Author

Leufer, Nikola, Prediger, Susanne, Mahns, Peter, and Kortenkamp, Ulrich

Abstract

Background: In STEM-innovation implementation processes, PD curriculum materials are designed to support facilitators in conducting professional development. However, little is known about the facilitators' practices in adapting PD materials. This study transfers frameworks from teachers' curriculum adaptation to facilitators and qualitatively investigates adaptation practices of 11 expert facilitators and their underlying individual perspectives in group discussion and interviews. In the study, a framework was developed for capturing facilitators' adaptation practices. Results: The qualitative analysis shows that all so-called materialized adaptation actions (follow, omit, modify, sort, and create) are conducted on different grain sizes of PD material chunks and with various underlying perspectives. Additionally, thematic adaptation actions mainly refer to facilitators' ways of dealing with examples and theoretical constructs. Dealing with examples often involves shifts in forms of knowledge, e.g., when facilitators situate a theoretical construct in concrete classroom practices. The article contributes to theory generation on facilitators' adaptation practices, especially by introducing and illuminating the distinction between materialized and thematic adaptation actions. Conclusion: The empirical insights of various underlying perspectives call for practical consequences for the design of PD curriculum material: To ensure that adaptation practices retain or improve quality, the structure of PD curriculum material must preserve the minimal adequate grain size (better the thematic block than the single slide) and the need for shifts in the forms of addressed knowledge.

Published
2019
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9. User Interface Design for Dynamic Geometry Software

Author

Kortenkamp, Ulrich and Dohrmann, Christian

Abstract

In this article we describe long-standing user interface issues with Dynamic Geometry Software and common approaches to address them. We describe first prototypes of multi-touch-capable DGS. We also give some hints on the educational benefits of proper user interface design.

Published
2010

10. The Power of Scripting: DGS Meets Programming

Author

Richter-Gebert, Jürgen and Kortenkamp, Ulrich

Abstract

In this article we demonstrate how the combination of a system for dynamic geometry with a freely programmable scripting environment can be advantageously used in teaching and research. We explain the reasons behind various design decisions that were made by us when designing the language "CindyScript" and give examples that proof how they lead to easy and understandable code that can be used in education. We give several concrete application scenarios of the language that was developed by the authors and seamlessly interacts with the dynamic geometry system Cinderella.

Published
2010

11. When Do Nonspecific Goals Help Learning? An Issue of Model Quality

Author

Kristner, Saskia, Burns, Bruce D, Vollmeyer, Regina, and Kortenkamp, Ulrich

Subjects
goal specificity, problem solving, three-spacetheory, scientific discovery learning
Abstract

The three-space theory of problem solving predicts that thequality of a learner’s model and the goal specificity of a taskinteract on knowledge acquisition: Learners having a goodmodel should learn more with a nonspecific than a specificgoal, which should not apply to learners having a poor model.This study tested this prediction using a computer basedlearning task on torques. Participants (N = 77 psychologystudents) either had to test hypotheses with a simulation of alever system (nonspecific goal), or to produce given valuesfor variables in this simulation (specific goal). In the goodmodel condition but not in the poor model condition they sawthe torque depicted as an area. Results revealed the predictedinteraction. A nonspecific goal only resulted in better learningwhen a good model of torques was provided but not with apoor model. Our findings support the three-space theory.They emphasize the importance of understanding in studyingproblem solving and stress the need to study underlyingprocesses.

Published
2015

13. Das Deutsche Zentrum für Lehrerbildung Mathematik – DZLM

Author

Barzel, Bärbel, Biehler, Rolf, Blömeke, Sigrid, Brandtner, Regine, Bruns, Julia, Dohrmann, Christian, Kortenkamp, Ulrich, Lange, Thomas, Leuders, Timo, Rösken-Winter, Bettina, Scherer, Petra, Selter, Christoph, Biehler, Rolf, Editor-in-chief, Beutelspacher, Albrecht, Series editor, Hefendehl-Hebeker, Lisa, Series editor, Hochmuth, Reinhard, Series editor, Kramer, Jürg, Series editor, Prediger, Susanne, Series editor, Lange, Thomas, editor, Leuders, Timo, editor, Rösken-Winter, Bettina, editor, Scherer, Petra, editor, and Selter, Christoph, editor

Published
2018
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15. Geometry and Education in the Internet Age.

Author

Kortenkamp, Ulrich H. and Richter-Gebert, Jurgen

Abstract

This paper discusses the requirements of Interactive Geometry Systems (IGSs) and how they can be fulfilled, explains how a geometry tool can benefit from the Internet, and presents Cinderella's Cafe. Cinderella's Cafe is a new IGS with a high mathematical background that uses the most general mathematical models whenever possible, is highly portable and Internet-aware, and allows direct export into World Wide Web pages and the creation of interactive exercises. Topics discussed include: (1) an overview of interactive geometry; (2) key features of IGSs, including dragging objects, macro operations, loci, and additional requirements; (3) features of Cinderella's Cafe, including the use of a general approach to geometry, possibility of multiple views, Euclidean geometry support, hyperbolic geometry support, and measurement of angles and distances; and (4) using the Internet in education, as it relates to the design of Cinderella's Cafe, including choosing the right language, instant availability, example databases, and interactive exercises. Six figures illustrate: correct behavior of the radical axis; central projection of points on the sphere into the plane; exploring conic sections; constructing parallel lines; hyperbolic geometry in Cinderella's Cafe; and an example Web-page showing the use of Cinderella's Cafe. Contains 23 references. (DLS)

Published
1998

18. Introduction

Author

Kortenkamp, Ulrich, Brandt, Birgit, Krummheuer, Götz, Ladel, Silke, Benz, Christiane, Vogel, Rose, Kortenkamp, Ulrich, editor, Brandt, Birgit, editor, Benz, Christiane, editor, Krummheuer, Götz, editor, Ladel, Silke, editor, and Vogel, Rose, editor

Published
2014
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20. CindyJS : Mathematical Visualization on Modern Devices

Author

von Gagern, Martin, Kortenkamp, Ulrich, Richter-Gebert, Jürgen, Strobel, Michael, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Greuel, Gert-Martin, editor, Koch, Thorsten, editor, Paule, Peter, editor, and Sommese, Andrew, editor

Published
2016
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24. Extensions

Author

Richter-Gebert, Jürgen, Kortenkamp, Ulrich H., Richter-Gebert, Jürgen, and Kortenkamp, Ulrich H.

Published
2012
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26. Scribbling

Author

Richter-Gebert, Jürgen, Kortenkamp, Ulrich H., Richter-Gebert, Jürgen, and Kortenkamp, Ulrich H.

Published
2012
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27. Programming

Author

Richter-Gebert, Jürgen, Kortenkamp, Ulrich H., Richter-Gebert, Jürgen, and Kortenkamp, Ulrich H.

Published
2012
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29. Calculus

Author

Richter-Gebert, Jürgen, Kortenkamp, Ulrich H., Richter-Gebert, Jürgen, and Kortenkamp, Ulrich H.

Published
2012
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31. Drawing

Author

Richter-Gebert, Jürgen, Kortenkamp, Ulrich H., Richter-Gebert, Jürgen, and Kortenkamp, Ulrich H.

Published
2012
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33. Special Operators

Author

Richter-Gebert, Jürgen, Kortenkamp, Ulrich H., Richter-Gebert, Jürgen, and Kortenkamp, Ulrich H.

Published
2012
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35. CindyLab Objects

Author

Richter-Gebert, Jürgen, Kortenkamp, Ulrich H., Richter-Gebert, Jürgen, and Kortenkamp, Ulrich H.

Published
2012
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39. The Inspector

Author

Richter-Gebert, Jürgen, Kortenkamp, Ulrich H., Richter-Gebert, Jürgen, and Kortenkamp, Ulrich H.

Published
2012
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41. Introduction

Author

Richter-Gebert, Jürgen, Kortenkamp, Ulrich H., Richter-Gebert, Jürgen, and Kortenkamp, Ulrich H.

Published
2012
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47. Das Deutsche Zentrum für Lehrerbildung Mathematik – DZLM

Author

Barzel, Bärbel, primary, Biehler, Rolf, additional, Blömeke, Sigrid, additional, Brandtner, Regine, additional, Bruns, Julia, additional, Dohrmann, Christian, additional, Kortenkamp, Ulrich, additional, Lange, Thomas, additional, Leuders, Timo, additional, Rösken-Winter, Bettina, additional, Scherer, Petra, additional, and Selter, Christoph, additional

Published
2018
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49. Kentron : Journal zur Lehrerbildung = Durchstarten

Author

Lohwaßer, Roswitha, Braun, Claudia, Musil, Andreas, Kludt, Steffen, Schroeder, Christoph, Jostes, Brigitte, Kortenkamp, Ulrich, Goetz, Ilka, Rüdiger, Marie, Hackel, Manuela, Brzezinski, Jan, Polziehn, Tabea, Faulian, Ariane, Goral, Johanna, Wendland, Mirko, Zurek, Peter-Paul, and Nyagolova, Maya

Subjects
370 Bildung und Erziehung
Abstract

Kentron : Journal zur Lehrerbildung; 32

Published
2023
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50. SMART – eine verstehensorientierte Online-Diagnostik am Beispiel Variablenverständnis

Author

Klingbeil, Katrin, Rösken, Fabian, Barzel, Bärbel, Schacht, Florian, Kortenkamp, Ulrich, and Thurm, Daniel

Subjects
Algebra, Distance-Learning, Digitale Werkzeuge, verstehensorientierte Online-Diagnose, Technologie, Formatives Assessment
Abstract

Formatives Assessment mithilfe technologischer Werkzeuge bietet viele Möglichkeiten, das Lernen zu unterstützen, sowohl im Präsenz- als auch Distanzunterricht. Das Denken beim fachlichen Verständnis von Lernenden schnell und einfach zu erfassen, ist essentiell für eine gezieltes formatives Assessment. In der Regel ist für eine tiefgehende didaktische Diagnose allerdings ein erheblicher Aufwand erforderlich. Viele digitale Diagnoseinstrumente erheben hier den Anspruch, effizient und schnell zu unterstützen. Die meisten digitalen Diagnosewerkzeuge ermitteln zwar den Lernstand, indem sie untersuchen, wie häufig richtig oder falsch geantwortet wurde. Diese Häufigkeiten geben jedoch keinen ausreichenden Einblick in das fachliche Verständnis der Lernenden zum jeweiligen mathematischen Inhalt. Dies bieten hingegen verstehensorientierte, digitale, formative Diagnosetools wie das SMART-System, das in Australien entwickelt wurde (Stacey et al., 2018) und derzeit in Deutschland adaptiert und implementiert wird. Unser begleitendes Forschungsprojekt ist im Bereich der Algebra angesiedelt und konzentriert sich auf das Verständnis von Variablen.

Published
2023
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