Skip to main content
SpringerLink
Log in

Entwicklung und Erprobung eines Tests zur „mathematischen Leistungsfähigkeit“ deutscher und englischer Lernender in der Sekundarstufe I

  • Published:
Journal für Mathematik-Didaktik Aims and scope Submit manuscript

Zusammenfassung

Im Rahmen von empirischen Untersuchungen zum Lehren und Lernen von Mathematik haben wir einen Test entwickelt (“Potentialtest”), der die “mathematische Leistungsfähigkeit” von 13/14jährigen Jugendlichen in England und Deutschland für Vergleichszwecke messen soll. Im vorliegenden Beitrag beschreiben wir die Entstehung des Tests sowie Resultate der Durchführung des Tests bei 1036 englischen und deutschen Lernenden. Die Resultate werden unter Berücksichtigung von — aus unseren früheren Fallstudien bekannten — Charakteristika des Mathematikunterrichts in beiden Ländern interpretiert.

Abstract

In the context of empirical investigations into the learning and teaching of mathematics, we have developed a test (“Potential Test”) which is to measure the “mathematical potential” of 13/14-year-olds in England and Germany for the purpose of comparisons. In this paper we will describe the construction of the test as well as results of testing it with 1036 English and German pupils. The results will be interpreted with regard to characteristic features of mathematics teaching in both countries, known from our previous case studies.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Literatur

  • BECK, C; MAIER, H. (1993). Das Interview in der mathematikdidaktischen Forschung. In: Journal für Mathematik-Didaktik, 14, 147–179.

    Article  Google Scholar 

  • BLUM, W.; BURGHES, D.; GREEN, N.; KAISER-MESSMER, G. (1992). Teaching and Learning of Mathematics and its Applications: First Results from a Comparative Empirical Study in England and Germany. In: Teaching Mathematics and its Applications, 11,3, 112–123.

    Article  Google Scholar 

  • BLUM, W.; BURGHES, D.; GREEN, N.; KAISER-MESSMER, G. (1993). British/German Comparative Project: Some Preliminary Results. In: Teaching Mathematics and its Applications, 12, 1, 13–21.

    Article  Google Scholar 

  • BROWN, M. (1993). Assessment in Mathematics Education: Developments in Philosophy and Practice in United Kingdom. In: M. Niss (Ed.), Cases of Assessment in Mathematics Education. Dordrecht: Kluwer, 71–84.

    Chapter  Google Scholar 

  • CRESSWELL, M.; GUBB, J. (1987) The Second International Mathematics Study in England and Wales. Windsor: NFER-Nelson.

    Google Scholar 

  • DEPARTMENT OF EDUCATION AND SCIENCE (1991). Mathematics in the National Curriculum. London: DES.

    Google Scholar 

  • EDUCATIONAL TESTING SERVICE (1992). Learning Mathematics. Princeton: Educational Testing Service.

    Google Scholar 

  • FANGHÄNEL, G.; STAMM, R.; WEBER, K. (1992). Mathematikunterricht in Ländern der Bundesrepublik Deutschland. Berlin: Technische Universität Berlin, Fachbereich Mathematik, Preprint Nr. 4.

    Google Scholar 

  • HANNA, G. (1993). The Validity of International Performance Comparisons. In: M. Niss (Ed.), Investigations into Assessment in Mathematics Education. Dordrecht: Kluwer, 245–252.

    Chapter  Google Scholar 

  • HESSISCHES KULTUSMINISTERIUM (1992) (Hrsg.). Hessische Bildungspolitik in Zahlen–Daten aus dem Schulbereich 1991. Wiesbaden: Hessisches Kultusministerium.

    Google Scholar 

  • HOWSON, G. (1991). National Curricula in Mathematics. Leicester: The Mathematical Association.

    Google Scholar 

  • KAISER-MESSMER, G.; BLUM, W. (1993). Einige Ergebnisse von vergleichenden empirischen Untersuchungen (Deutschland/England) zum Lehren und Lernen von realitätsbezogener Mathematik. In Journal für Mathematik-Didaktik, 14, 3/4, 269–305.

    Article  Google Scholar 

  • KNOCHE, N. (1990). Modelle der empirischen Pädagogik. Mannheim: BI.

    Google Scholar 

  • PRAIS, S.J.; WAGNER, K. (1986). Schooling Standards in England and Germany–Some Summary Comparisons Bearing on Economic Performance. In: Compare, 16, 1, 5–35.

    Google Scholar 

  • ROBITAILLE, D.; DONN, S. (1993). TIMSS: The Third International Mathematics and Science Study. In M. Niss (Ed.), Investigations into Assessment in Mathematics Education. Dordrecht: Kluwer, 229–243.

    Chapter  Google Scholar 

  • ROBITAILLE, D; GARDEN, R. (Eds.) (1988). The IEA Study of Mathematics II. Oxford: Pergamon Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Fachbereich Mathematik/Informatik, Universität Gesamthochschule Kassel, D-34109, Kassel, Deutschland

    Werner Blum & Gabriele Kaiser

  2. Centre for Innovation in Mathematics Teaching, University of Exeter, St. Luke’s, Exeter, EX1 2LU, England

    David Burghes

  3. Mathematics Department, Evesham High School, Four Pools Road, Evesham, WR11 6DQ, England

    Nigel Green

Authors
  1. Werner Blum
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Gabriele Kaiser
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. David Burghes
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Nigel Green
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Blum, W., Kaiser, G., Burghes, D. et al. Entwicklung und Erprobung eines Tests zur „mathematischen Leistungsfähigkeit“ deutscher und englischer Lernender in der Sekundarstufe I. JMD 15, 149–168 (1994). https://doi.org/10.1007/BF03338803

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF03338803

Search

Navigation