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

整合内容和语言学习在当前的政策和努力中高度相关，以提高课堂质量。前面的DFG研究提供了经验证据的有效性的内容和语言综合干预的示范性主题概念理解的分数，提供给数学薄弱，单或多语言的七年级学生低或高的德语水平。进一步的研究需要关注有效的内容和语言综合干预措施的成功条件的差异，这可能在于教师对学习机会的互动实现以及学生对学习机会的个人使用。在机会使用模型的理论框架内，新项目追求以下研究问题：互动建立的学习机会，学生的使用和先决条件的哪些特征与概念，话语和词汇学习的增长有最强的联系，以及这些特征是如何相互关联的？家庭先决条件由多语言能力和社会经济地位获得，个人先决条件由语言能力（C测试），一般认知能力（BEFKI中的流体智力）和数学前知识（分数测试）获得。为了捕捉成绩水平的差异，现有的样本n = 186数学薄弱的学生将扩大n = 200数学强的学生。这些学生参加5 x 90分钟的干预。在前后追踪设计中，我们从概念理解、词汇和话语能力的发展方面考察了这些干预措施的有效性。83个小组进行了比较，不仅在任务和预期的教师动作方面（在之前的随机对照试验中进行了对比），但另外还涉及在之前的几个项目中被确定为相关和可操作的交互式实现的特征：学习机会和学生的使用在交际、话语、概念和词汇维度上被部分低影响，部分高的不相关评级。通过多层次模型将这些特征与效果联系起来，并对教学过程进行定性分析，从微观上研究了激活和参与在联合概念知识构建过程中的相互作用。这种分析可以对统计联系的定量结果进行三角测量，不仅可以验证它们，而且可以为解释它们产生假设。该项目的主要成果涉及对数学能力弱或强、语言能力低或高的单语种和多语种学生成功条件的实际和理论高度相关的见解。这些区别可以大大有助于教学理论的内容和语言整合的教室。

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.