Abstract

The first phase of the project deals with the role of individual student characteristics, classroom context, home environment and the interplay of these factors for students mathematics comprehension und motivation to learn. The following questions are central: What are the characteristics of instruction leading to above-average achievement gain, especially with respect to mathematical comprehension? What are the conditions for successful development in two different areas: achievement and...The first phase of the project deals with the role of individual student characteristics, classroom context, home environment and the interplay of these factors for students´ mathematics comprehension und motivation to learn. The following questions are central: What are the characteristics of instruction leading to above-average achievement gain, especially with respect to mathematical comprehension? What are the conditions for successful development in two different areas: achievement and motivation to learn? How do teachers deal with different kinds of students error, and what is the role of "error culture" for achievement development? Is the same type of instruction succesful for all students in a class, or are there aptitude-treatment-interactions? What do teachers know about task difficulty, strengths and weaknesses of their students and classroom achievement, and what is the role of these different aspects of diagnostic sensitivity for success of instruction? In what way do school factors (quality of instruction and classroom context) interact with factors outside of school (home environment, peers, teaching software, media)? The sample in the first phase consists of 32 classes of the main types of German secondary school (Hauptschul, Realschule, Gymnasium), whose development is studied from 5th to 6th grade. Additionally, pilot studies for the second phase of the project are undertaken. The main goal of this study is to analyze student achievement and motivation to learn and its relations to quality of instruction. Instructional variables (key dimensions such as clarity, structuring, pacing, classroom management, grouping) are assessed by student perception as well as by video recordings of typical lessons. For the purpose of video analysis, topic and lesson type will be partially prescribed. Furthermore, questionnaires for teachers, parents, and students as well as mathematic tests are used. The latter include both test items covering the curriculum and items that tap cross-curricular competencies. The results of this study concerning the role of instruction and further key factors for achievement and motivational development as well as materials (especially video films) from this study will represent the basis for the planned second and third project phase: development of a teacher training programme which aims at improving didactical competence and diagnostic sensitivity. » read more» hide