Search results for author:"Freydis Vogel"
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Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement
Learning and Instruction Vol. 32, No. 1 (August 2014) pp. 22–36
A challenging demand for mathematics teacher students is to produce acceptable scientific mathematical argumentations. We investigated to what extent mathematics teacher students with different levels of prior achievement who collaborated in dyads...
Daniel Sommerhoff; Andrea Szameitat; Freydis Vogel; Olga Chernikova; Kristina Loderer; Frank Fischer
Journal of the Learning Sciences Vol. 27, No. 2 (2018) pp. 319–351
The learning sciences, as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. Little is currently known, however, about their...
Getting Immersed in Teacher and Student Perspectives? Facilitating Analytical Competence Using Video Cases in Teacher Education
Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 1 (January 2014) pp. 91–114
The ability to analyze and understand classroom situations through the eyes of not only teachers but also students can be seen as a crucial aspect of teachers' professional competence. Even though video case-based learning is considered to have ...
Developing Argumentation Skills in Mathematics through Computer-Supported Collaborative Learning: The Role of Transactivity
Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 5 (2016) pp. 477–500
Collaboration scripts and heuristic worked examples are effective means to scaffold university freshmen's mathematical argumentation skills. Yet, which collaborative learning processes are responsible for these effects has remained unclear. Learners ...
How to Combine Collaboration Scripts and Heuristic Worked Examples to Foster Mathematical Argumentation--When Working Memory Matters
Matthias Schwaighofer; Freydis Vogel; Ingo Kollar; Stefan Ufer; Anselm Strohmaier; Ilka Terwedow; Sarah Ottinger; Kristina Reiss; Frank Fischer
International Journal of Computer-Supported Collaborative Learning Vol. 12, No. 3 (2017) pp. 281–305
Mathematical argumentation skills (MAS) are considered an important outcome of mathematics learning, particularly in secondary and tertiary education. As MAS are complex, an effective way of supporting their acquisition may require combining...