Fostering professional knowledge and competencies in interactive mathematical diagnosis: Characteristics of learning processes and effects of adaptation of prompting and presentation format (DiMaL2)

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In its first funding period, sub-project 7 of the DFG Research Unit FOR2385 studies diagnostic competencies of future mathematics teachers in role-play simulations. To achieve this, the project developed professional knowledge tests as well as simulations, in which the students take over one of three roles (teacher, pupil, observer) and experience diagnostic interviews following specified role profiles. First results indicate, that the simulations are perceived as authentic representations of practice. The first funding period studies the influence of professional knowledge on the diagnostic competences shown in the simulations. Teacher education research shows, that this knowledge and specific sub-competencies develop already during university-based teacher education. These results also point to inter-individual differences in this development. The research project examines, if such developments can be identified for more complex demands, such as whole diagnostic interviews, and if inter-individual differences can be explained by learning prerequisites (study 2).Already in the first funding period, the project studies effects of the role taken in the simulation and the timing of reflection phases (accompanying vs. concluding). Results of educational research indicate, that learners profit differently from such simulations, depending on their learning prerequisites, the complexity of the simulation and the instructional support. In two empirical studies, the research projects thus examines the adaptation of simulations. For advanced phases of university studies, role-play simulations are compared to video-based simulations (study 2). Video-based simulations are expected to be advantageous for students with low prior knowledge, due to pre-structured opportunities for interaction. For early phases of university studies, the project analyzes, if students with different prior knowledge profit differently from knowledge activation prompts vs. reflection prompts in the video-based simulation (study 3).Furthermore, the project aims to identify learning process indicators, which point to successful learning during the simulations. This aim is approached together with the tandem project 4 in a cross-domain re-analysis of data from the first funding period (study 1). These results are used to study micro-adaptive prompting, based on learning process indicators, going beyond macro-adaptive prompting based on students’ learning prerequisites (study 3).The project connects research on video-based representations of practice and role-play simulations in teacher education. It approaches the question of transferability of results between medical and teacher education with the cross-domain re-analysis. It provides insights into the pre-conditions and processes of competence acquisition in interactive simulations, and lays the foundations to integrate them into teacher education effectively.