Visit-Math 2 – Fostering diagnostic competencies of pre-service teachers: Individual learning potentials throughout their course of studies and adaptation effects of prompts as scaffolds

访问-数学项目的第一个资助期是用基于视频的模拟环境检查师范生在数学论证领域的诊断能力。特别是对学生的个性特征与诊断能力之间的关系进行了研究。此外，该项目还创造了关于提示作为支持获得诊断能力的脚手架的有效性的第一个证据。第一个结果表明，所创建的基于视频的模拟环境被认为是学校实践的真实再现，模拟具有激励性和认知性，同时可以有效地测量学生的诊断能力。第二个资助期特别重要的是，学生的诊断能力存在很大的个体差异，因此，根据学习者的特点提供量身定制的支持显得尤为重要。这既得到了理论论证的支持，也得到了最近的荟萃分析结果的支持，这些结果强调了不同方法对支持诊断能力的区分效果取决于先前的熟练程度。因此，研究项目考察了(FF1)基于视频的模拟环境对学生在大学学习过程中专业知识库和诊断能力的变化的敏感度，以及(FF2)作为脚手架的哪种类型的提示在不同的熟练程度上特别有效。为了回答这些问题，我们将进行四项实证研究。研究1(FF1)侧重于创建的模拟的敏感性，并在整个研究过程中准纵向检查学生，以确定他们的诊断能力和专业知识的学习轨迹，并调查这些是否与学生的课程内容相一致。研究2和研究3(FF2)分别基于学生的专业知识和诊断的准确性来考察脚手架的宏观适应。研究结果将得出关于教学激活提示和概念连接提示的不同有效性的结论。此外，探索性研究4(FF2)考察了基于过程措施对所使用的支架进行微适应是否可以导致学习环境的进一步优化。因此，在第二个资助期，创建了一个持续研究议程，整合了支架和基于视频的模拟环境领域的当前研究成果。该项目将有助于创造前沿证据，特别是考虑到COSIMA研究小组的概念框架和跨学科合作，以及如何在师范教育中有效地设计和使用基于模拟的学习环境。

The first funding period of the project Visit-Math was directed towards examining the diagnostic competencies of teacher students in the area of mathematical argumentation using video-based simulation environments. In particular, relations between students’ individual characteristics and their diagnostic competencies were investigated. Moreover, the project has created first evidence regarding the effectivity of prompts as scaffolding to support the acquisition of diagnostic competencies. First results show that the created video-based simulation environment was perceived as an authentic representation of school practice, that the simulation was motivating and cognitively involving, and that the diagnostic competencies of the students could be measured validly at the same time. Of particular importance for the second funding period is the result that there are considerable interindividual differences in students’ diagnostic competencies so that a custom-tailored support, which is adapted to the learners’ characteristics, appears consequential. This is supported both by theoretical arguments and by recent meta-analytic results that underline the discriminative effectiveness of different approaches to support diagnostic competencies depending on the prior proficiency.The research project, thus, examines (FF1) how sensitive the created video-based simulation environment is regarding changes of students’ professional knowledge base and their diagnostic competencies throughout the course of their university studies and (FF2) which types of prompts used as scaffolding are particularly effective on different levels of proficiency. To answer these questions, four empirical studies will be conducted. Study 1 (FF1) focuses on the sensitivity of the created simulation and examines students quasi-longitudinally throughout their course of studies to determine learning trajectories of their diagnostic competencies and professional knowledge and to investigate if these go along with the content of the students’ curricula. Studies 2 & 3 (FF2) examine the macro adaptation of scaffolding based on students‘ professional knowledge and the accuracy of their diagnosis, respectively. Results will allow conclusions on the differential effectivity of instructional-activating and conceptual-connecting prompts. Additionally, the exploratory study 4 (FF2) examines if a micro adaptation of the employed scaffold based on process measures can lead to a further optimization of the learning environment.In the second funding period, thus, a continuing research agenda is created that integrates current results from research in the area of scaffolding and video-based simulation environments. The project will contribute to creating cutting-edge evidence, especially when considering the conceptual framework and the interdisciplinary collaboration of the COSIMA research group, how simulation-based learning environments can be effectively designed and used in teacher education.