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供资期旨在利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，学生的个人特征和他们的诊断能力之间的关系进行了调查。此外，该项目创造了第一个证据的有效性提示作为脚手架，以支持收购的诊断能力。第一个结果表明，创建的基于视频的模拟环境被认为是一个真实的代表学校的做法，模拟是激励和认知参与，并在同一时间，学生的诊断能力可以有效地测量。对第二个资助期特别重要的是，学生的诊断能力存在相当大的个体差异，因此，根据学生的特点提供量身定制的支助似乎是必要的。这一点得到了理论论证和最近的元分析结果的支持，这些结果强调了不同方法的区分有效性，以支持取决于先前熟练程度的诊断能力。检查（FF 1）所创建的视频的敏感程度-的模拟环境是关于学生的专业知识基础和他们的诊断能力在整个大学学习过程中的变化以及（FF 2）哪种类型的提示作为支架对不同的熟练程度特别有效。为了回答这些问题，将进行四项实证研究。研究1（FF 1）侧重于所创建的模拟的敏感性，并在整个学习过程中准纵向地检查学生，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沿着。研究2和3（FF 2）分别考察了基于学生专业知识和诊断准确性的支架的宏观适应性。结果将允许的差异有效性的提示激活和概念连接的结论。此外，探索性研究4（FF 2）考察了基于过程测量的所用支架的微观适应是否可以进一步优化学习环境。因此，在第二个资助期内，创建了一个持续的研究议程，整合了支架和基于视频的模拟环境领域的研究成果。该项目将有助于创造尖端的证据，特别是在考虑概念框架和COSIMA研究小组的跨学科合作时，如何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.