MESUT 2: Developing mathematical conceptual understanding with language support: Empirical study in the opportunities-use-framework on differential conditions of success for content- and language-integrated interventions

将内容和语言学习结合在一起，与当前的政策和提高课堂质量的努力高度相关。前面的DFG研究为内容和语言综合干预的有效性提供了经验证据，这是为数学能力较差、只说一种或多种语言、德语水平较低或较高的七年级学生提供的示范主题分数概念理解的干预措施。进一步的研究需要关注有效的内容和语言综合干预的成功条件的差异，这可能在于教师互动地实现学习机会以及学生个人使用学习机会。在机会-使用-模型的理论框架内，该新项目提出了以下研究问题：互动建立的学习机会、学生的使用和前提条件中的哪些特征与概念学习、话语学习和词汇学习的增长有最强的联系，以及这些特征之间是如何联系的？家庭的前提条件是掌握多种语言和社会经济地位，个人前提条件是语言水平(C-测试)、一般认知能力(BEFKI中的液态智力)和数学预先知识(分数测试)。为了捕捉成绩水平的差异，现有的n=186名数学成绩较差的学生样本将扩大到n=1,200名数学成绩较好的学生。这些学生参与了5x90分钟的干预。在前后跟踪设计中，从概念理解、词汇和话语熟练程度的发展方面考察了这些干预措施的有效性。83个小组被比较，不仅在任务和预期的教师动作方面(在先前的随机对照试验中进行了对比)，而且还在互动实现的特征方面进行了比较，这些特征在之前的几个项目中被确定为相关的和可操作的：学习机会和学生的使用通过部分低推理和部分高推理评分在交际、话语、概念和词汇维度被捕获。这些特征通过多层次建模与效果相关。另外，对教与学过程的定性分析从微观上考察了激活和参与在联合概念知识建构过程中的相互作用。这种分析可以三角测量统计联系的定量结果，不仅用于验证它们，而且还可以为它们的解释产生假设。该项目的主要成果涉及对数学能力弱或强、语言水平低或高的单语和多语学生的成功条件的实践和理论上高度相关的见解。这些差异可以在很大程度上促进内容和语言整合课堂的教学理论。

Integrating content and language learning is highly relevant in current policy and efforts for developing quality in classrooms. The preceding DFG-study provided empirical evidence for the efficacy of content- and language integrated interventions for the exemplary topic conceptual understanding of fractions, offered to mathematically weak, mono- or multilingual seventh graders with low or high German language proficiency. Further research needs to concern the differentiation of conditions of success for effective content- and language integrated interventions, which may lie in the interactive realization of learning opportunities by teachers as well as in their individual use by students. Within the theoretical framework of the opportunities-use-model, the new project pursues the following research question: Which features of interactively established learning opportunities, students` use and preconditions have the strongest connection to conceptual, discursive and lexical learning growth, and how are these features related to each other? Family preconditions are captured by multilingualism and socio-economic status, individual preconditions by language proficiency (C-test), general cognitive abilities (fluid intelligence in BEFKI), and mathematical pre-knowledge (fraction test). For capturing variance in the achievement levels, the existing sample of n = 186 mathematically weak students will be extended by n = 200 mathematically strong students. These students participate in 5 x 90 min interventions. In the pre-post-follow-up-design, the efficacy of these interventions is investigated with respect to the growth of conceptual understanding, lexical and discursive proficiency. 83 small groups are compared, not only with respect to the tasks and intended teacher moves (which were contrasted in the preceding randomized control trial), but additionally with respect to features of interactive realization which were identified as relevant and operationalized in several preceding projects: Learning opportunities and students` use are captured in communicative, discursive, conceptual and lexical dimensions by partly low inferent, partly high inferent ratings. The features are related to effects by multilevel modeling.An additional qualitative analysis of the teaching learning processes investigates micro-analytically the interplay of activation and participation in the joint conceptual knowledge construction processes. This analysis can triangulate the quantitative findings of statistical connections not only for validating them, but also for generating hypotheses for their explanation. The major outcomes of the project concern practically and theoretically highly relevant insights on conditions of success for mono- and multilingual students with weak or strong mathematical proficiency and low or high language proficiency. These differentiations can substantially contribute to a didactical theory of content- and language-integrated classrooms.