Didacticum https://didacticum.phst.at/index.php/didacticum <h2><strong>Zeitschrift für (Fach) Didaktik in Forschung und Unterricht *</strong></h2> <p>&nbsp;„didacticum – Zeitschrift für (Fach)Didaktik in Forschung und Unterricht“ versteht sich als Zeitschrift für Forschung und unterrichtliche Praxis. Sie richtet sich gleichermaßen an Hochschullehrende und Studierende in der Pädagoginnen- und Pädagogenbildung sowie an Lehrerinnen und Lehrer aller Schularten. Ziel ist (fach)didaktische Diskurse zu initiieren und zur Diskussion zu stellen, um zum Dialog von Forschung und Unterricht beizutragen.</p> <p>Das thematische Spektrum umfasst alle Bereiche der (Fach)Didaktik, wobei fachdidaktische Fragestellungen aber auch didaktische Querschnittmaterien wie beispielsweise Inklusion, Intersektionalität, Global Citizenchip Education, Bildung für nachhaltige Entwicklung thematisiert werden. Die Grundlage bildet ein umfassendes Verständnis von Fachdidaktik und Allgemeiner Didaktik, die als interdisziplinäre Wissenschaften zur kritisch-reflexiven und handlungsorientierten Sichtweise von Lehr- und Lernprozessen in der Verbindung von Theorie und Praxis beitragen.&nbsp;Schwerpunkt bilden die Voraussetzungen, die Unterricht im österreichischen Raum vorfindet, willkommen sind aber auch Beiträge aus anderen europäischen Ländern und dem außereuropäischen Raum.</p> <p>Alle Beiträge werden nach den Standards des Peer-Reviews begutachtet, die Ausgaben erscheinen mindestens einmal jährlich ausschließlich in digitaler Form, die einzelnen Beiträge können kostenfrei als PDF-Dateien heruntergeladen werden.</p> de-DE didacticum@phst.at (PHSt Didacticum) support@phst.at (PHSt Support) Do, 15 Sep 2022 00:00:00 +0200 OJS 3.1.1.4 http://blogs.law.harvard.edu/tech/rss 60 Editorial https://didacticum.phst.at/index.php/didacticum/article/view/84 <p>Mathematics and German are two of the most elementary and important school subjects in Austria. Therefore, research on teaching and learning of these two subjects is a central task to which the academic disciplines of mathematics and German language education are dedicated. This issue aims to present articles taking up and analysing current research questions relevant to German language and mathematics education. Therefore, this issue is devided in two: the first part presents studies that focus on theories and models from neuro-, cognitive and developmental psychology relevant for mathematical education. The second part deals with current topics in German language education which are significant for everyday classroom teaching. They cover vocabulary acquisition, writing didactics and didactics of literature.</p> <p>In this introduction we briefly present the two subject areas and the associated central questions related to this issue. Also, the articles included in this issue will be presented briefly here and finally, we will outline their relevance for mathematics and German language education.</p> Karl-Heinz Graß; Konstanze Edtstadler ##submission.copyrightStatement## https://didacticum.phst.at/index.php/didacticum/article/view/84 Mi, 14 Sep 2022 00:00:00 +0200 Die neurokognitiven Korrelate numerischer und arithmetischer Fertigkeiten https://didacticum.phst.at/index.php/didacticum/article/view/88 <p>Rechenfertigkeiten sind ein wichtiger Grundstein moderner Gesellschaften. Laut <br>Schätzungen der OECD weisen jedoch rund 20 Prozent der Erwachsenen mangelhafte <br>Rechenfertigkeiten auf (OECD, 2016). Ein besseres Verständnis über Entwicklung und <br>optimale Förderung von Rechenfertigkeiten ist daher essenziell. Neurokognitive <br>Forschung konnte bisher zeigen, dass Rechenprozesse auf einem komplexen <br>Zusammenspiel von domänen-übergreifenden (z. B. Arbeitsgedächtnis, <br>Aufmerksamkeit) und domänen-spezifischen (z. B. mentale Repräsentation <br>numerischer Mengen) Fertigkeiten beruhen.<br>Der vorliegende Review-Artikel gibt einen Überblick über die aktuelle neurokognitive <br>Literatur domänen-spezifischer Prozesse, welche dem Erlernen von <br>Rechenfertigkeiten zugrunde liegen sowie deren Veränderung im Laufe der <br>Entwicklung. Dabei liegt der Fokus auf dem Aufbau basisnumerischer <br>Repräsentationen (semantisches Wissen über Ziffern und Zahlen) und arithmetischer <br>Lösungsstrategien (Faktenabruf und prozedurales Wissen). Abschließend wird ein <br>kritischer Blick darauf geworfen, inwieweit es atypische neurokognitive Ausprägungen <br>bei Dyskalkulie gibt und ob sich diese durch Interventionen verändern lassen.</p> Judith Scheucher, Nikolaus Koren, Stephan E. Vogel ##submission.copyrightStatement## https://didacticum.phst.at/index.php/didacticum/article/view/88 Do, 15 Sep 2022 00:00:00 +0200 Symbolic representation in mathematics: fMRI-based neuroeducation perspectives on the hypothesis that symbolism is a relief for our brain when thinking about fractions https://didacticum.phst.at/index.php/didacticum/article/view/87 <p>Eine symbolische Darstellung von Mathematik wird für das Lehren und Lernen häufig <br>als schwierig oder herausfordernd beschrieben. Aktuelle neurowissenschaftliche <br>Erkenntnisse legen jedoch nahe, dass diese für unser Gehirn besonders effizient zu <br>verarbeiten sind. So beschränkt sich die Anzahl aktivierter Hirnareale in symbolischen <br>Zusammenhängen auf eine relativ geringe Anzahl von Hirnarealen und erscheint <br>gleichzeitig als schneller verarbeitbar. In diesem Artikel befassen wir uns mit der<br>Forschungsfrage, inwieweit der Umgang mit symbolischen Darstellungen das Gehirn <br>entlasten kann. Wir gehen dieser Frage mit einem deskriptiven Ansatz und mit Hilfe <br>einer theoriebasierten Diskussion nach und nutzen dabei aktuelle fMRI-Studien, die <br>innovative Erkenntnisse für die Mathematik bereithalten.</p> Felicitas Pielsticker, Christoph Pielsticker, Ingo Witzke ##submission.copyrightStatement## https://didacticum.phst.at/index.php/didacticum/article/view/87 Do, 15 Sep 2022 12:16:21 +0200 Vital4Brain im Mathematikunterricht https://didacticum.phst.at/index.php/didacticum/article/view/90 <p>Over the past years, due to meaningful advances in brain research, a new <br>understanding of learning has developed. Learning processes can now be explained <br>neurobiologically. Due to imaging methods amongst others, it is possible to follow the <br>structural changes in the brain during a learning process. Therefore, learning can be <br>explained and understood in a new way: “Neurodidactics” (Friedrich, 2005, p. 240) <br>combines didactics and neuroscience.<br>Learning is a complex process and it is closely related to the issues of attention and <br>concentration. A certain attention span and level of concentration form the basis for <br>successful learning. Nowadays there are many deficiencies in this regard among <br>pupils, which can be explained by the way of life over the past decades and the <br>changed living conditions (Heil, 2017, p. 4ff.).<br>Mathematics is known as a discipline in which a high degree of concentration is <br>required. In order to counteract the deficiency in concentration and to support <br>students in effective learning, the Vital4Brain exercise program was developed <br>(Schwarz, 2012, p. 6). The program consists of coordinatively challenging exercises <br>that can be used during the lessons to improve the ability to learn, think and <br>concentrate. The effect of movement on cognitive abilities and learning has already <br>been proven in numerous studies and is at least partially explained in neurodidactics<br>(Walk, 2011). <br>Vital4Brain is designed for pupils of all Austrian school types and levels and can be <br>implemented in the classroom in every lesson. The exercises can be instructed by the <br>teachers, trained peer coaches or teacher coaches or they can be played back via <br>beamer from the homepage www.simplystrong.at. All exercises can be practiced in <br>everyday clothing. <br>In an empirical survey of a total of 176 pupils in the 5th, 7th and 11th grade of a grammar <br>school (high school), the research question was investigated whether their ability to <br>concentrate can be trained with the Vital4Brain exercise program and thereby improve <br>their mathematical and cognitive performance. The Vital4Brain interventions that took <br>place three times per week during a six-week intervention phase show (significant) <br>increases in performance both in geometric tasks in the plane and for spatial <br>imagination and in math-specific speed work. For this purpose, pre- and post-tests <br>were carried out on intervention and control groups (Voit, 2020).</p> Nina Voit, Stefan Götz ##submission.copyrightStatement## https://didacticum.phst.at/index.php/didacticum/article/view/90 Do, 15 Sep 2022 12:24:08 +0200 Multimodales Lernen mit didaktischen Arbeitsmitteln im mathematischen Erstunterricht: Eine qualitative Analyse https://didacticum.phst.at/index.php/didacticum/article/view/91 <p>This paper presents embodied cognition approaches as a theoretical explanatory <br>approach to learning with manipulatives. Nine different types of manipulatives are<br>introduced, compared, and analysed. The analysis mainly focuses on the possibilities <br>offered by the manipulatives regarding non-counting enumeration and non-counting <br>quantity display. With the help of a theoretically based coding guide, the manipulatives<br>were coded and compared. The results show that different manipulatives have <br>strengths and weaknesses in building a cardinal number concept and part-whole <br>knowledge. Fingers and “Rechenschieber”-like manipulatives seemed to have <br>advantages over other manipulatives in terms of handling, whereas coloured rods<br>appeared to have greatest weaknesses regarding the selected criteria.</p> Christina Konrad ##submission.copyrightStatement## https://didacticum.phst.at/index.php/didacticum/article/view/91 Do, 15 Sep 2022 12:27:00 +0200 Forschen, planen, bauen, begreifen https://didacticum.phst.at/index.php/didacticum/article/view/93 <p>This article examines whether learning workshop work at the primary level can <br>contribute to the promotion of motivation and interest in the subject of mathematics. <br>Learning workshop work is defined for the primary level and aligned with mathematics <br>didactics. Based on subject didactic concepts as well as theories of interest <br>development and the promotion of motivation, the article presents a practical example <br>of learning workshop work in a third grade mathematics classroom. The article <br>describes learning workshop work on the topic of calculating circumferences and <br>reflects on it with regard to the development of interest and the promotion of <br>motivation. Finally, the conclusions on the learning workshop work in the subject <br>mathematics in the primary level are presented.</p> Daniela Longhino, Daniela Gangl ##submission.copyrightStatement## https://didacticum.phst.at/index.php/didacticum/article/view/93 Do, 15 Sep 2022 12:32:48 +0200 Besondere Anforderungen von Unterrichtsmaterial für Mathematiklernende mit Deutsch als Zweitsprache https://didacticum.phst.at/index.php/didacticum/article/view/95 <p>Although there is a profound body of published research on the situation of students <br>who learn mathematics in a different language than their first language, there is no <br>synthesis of these insights with a focus on the creation of appropriate learning <br>materials for the respective learners. This article first discusses the state of the art of <br>the international and of the Germanophone research field, thereby discussing the <br>issues of language policy, student achievement, and cultural and linguistic differences. <br>On this basis, the article later features seven principles for teaching successfully with <br>respective students, and derives guiding questions for the analysis and development <br>of suitable learning materials</p> David Kollosche ##submission.copyrightStatement## https://didacticum.phst.at/index.php/didacticum/article/view/95 Do, 15 Sep 2022 12:35:12 +0200 „Kenn’ ich nicht ...“ – strukturierter und evidenzbasierter Wortschatzaufbau im Klassensetting https://didacticum.phst.at/index.php/didacticum/article/view/97 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>The aim of the following article is to present possibilities of observing and documenting vocabulary development based on the knowledge of developmental steps, dimensions and influencing factors in vocabulary acquisition. In doing so, classroom-based language level observations and more specific procedures can be used separately or in combination. The main points, the focus of observation, and the advantages and disadvantages of individual procedures are summarized in the following article in the first section.</p> <p>The second section is devoted to the essential elements of didactics in the area of lexis and semantics. From various evaluated remedial concepts and teaching principles elements for vocabulary work in inclusive classroom settings are derived. Regardless of the underlying cause of the vocabulary level (German as a second language, need for language support in the case of an existing language development disorder, educational remoteness of the parents’ home, cognitive impairment), possibilities for immanent support are presented and general principles of qualitative and quantitative vocabulary development are shown to ensure the transfer of theoretical concepts into daily practice.</p> <p>In this individual support process, digital formats can be used in a supportive manner. These are shown for specific areas of vocabulary development and described by way of example. Finally, essential media-didactic, linguistic and developmental- psychological aspects for the evaluation and integration of tools for vocabulary expansion and differentiation are found.</p> </div> </div> </div> Elisabeth Herunter ##submission.copyrightStatement## https://didacticum.phst.at/index.php/didacticum/article/view/97 Do, 15 Sep 2022 12:45:16 +0200 Schreibprozessbegleitung in der Unterrichtspraxis https://didacticum.phst.at/index.php/didacticum/article/view/96 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>The acquisition of writing competence can be described as a task of schools, since this key qualification is acquired almost exclusively there. Writing research offers starting points for a successful teaching of writing competence. The design of writing lessons, especially with focus to support of writing process, is the topic of this paper. A current, competence-oriented didactics of writing focuses not only on the text product but also on the writing process and supports learners on their way to become competent writers.</p> </div> </div> </div> Elisabeth Sieberer ##submission.copyrightStatement## https://didacticum.phst.at/index.php/didacticum/article/view/96 Do, 15 Sep 2022 00:00:00 +0200 Kafka in intermedialer Verflechtung – Die Verwandlung im Original und als Graphic Novel als Gegenstand literaturwissenschaftlicher und rezeptionsästhetischer Überlegungen https://didacticum.phst.at/index.php/didacticum/article/view/89 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Movies based on literature have a fixed place in German classrooms. Adaptations in the form of comics and Graphic Novels still fight for this kind of appreciation. This might be due to its reputation as a trivial form of literature or to the fact that few teachers feel like they lack knowledge when it comes to read, analyze and interpret these mediums.</p> <p>In order to understand why adaptions in these forms earn the same attention as other intermedial translations, I conducted a qualitative empirical study with students of Higher Classes. In this research pupils were asked to perform a think-aloud while reading either a part of Kafka’s Die Verwandlung (“metamorphosis”) or the similar part of Corbeyran’s and Horne’s adaption Die Verwandlung von Franz Kafka. The aim is to understand similarities and differences between Kafka’s narrative and its comic- adaption on various levels. It is of no interest, what the better approach in classes might be, but to gain more insight in what is happening, when pupils read.</p> </div> </div> </div> Caroline Bader ##submission.copyrightStatement## https://didacticum.phst.at/index.php/didacticum/article/view/89 Do, 15 Sep 2022 12:25:18 +0200