| Verfügbarkeit |
Autoren | Prediger, Susanne; Wessel, Lena |
Titel | Fostering German language learners’ constructions of meanings for fractions. Design and effects of a language- and mathematics-integrated intervention. |
URL | http://link.springer.com/article/10.1007/s13394-013-0079-2 |
URN, persistent | 10.1007/s13394-013-0079-2 |
Erscheinungsjahr | 2013, Jg. 25, H. 3 |
Seitenzahl | S. 435-456 |
Zeitschrift | Mathematics Education Research Journal |
Dokumenttyp | Zeitschriftenaufsatz; gedruckt; online |
Beigaben | Literaturangaben |
Sprache | englisch |
Forschungsschwerpunkt | Promotionsförderung für Nachwuchswissenschaftler/-innen - Empirische Fundierung der Fachdidaktiken |
Schlagwörter | Bildungsforschung; Mathematikunterricht; Bruchrechnung; Bruchzahl; Schüler; Sprachkompetenz; Sprachförderung; Schuljahr 07; Förderungsmaßnahme; Intervention; Empirische Untersuchung; Deutschland |
Abstract | Learning situations that concentrate on conceptual understanding are particularly challenging for learners with limited proficiency in the language of instruction. This article presents an intervention on fractions for Grade 7 in which linguistic challenges and conceptual mathematical challenges were treated in an integrated way. The quantitative evaluation in a pre-test post-test control-group design shows high effect sizes for the growth of conceptual understanding of fractions. The qualitative in-depth analysis of the initiated learning processes contributes to understanding the complex interplay between the construction of meaning and activating linguistic means in school and technical registers. (DIPF/Orig.) |
Projekt | Verständiger Umgang mit Brüchen für mehrsprachige Lernende |
Förderkennzeichen | 01JG1067 |