ZDM

, Volume 48, Issue 1–2, pp 41–53 | Cite as

Diagnostic competence of primary school mathematics teachers during classroom situations

  • Jessica Hoth
  • Martina Döhrmann
  • Gabriele Kaiser
  • Andreas Busse
  • Johannes König
  • Sigrid Blömeke
Original Article

Abstract

One of the main challenges for teachers during teaching in class is the diagnosis of students’ learning and thinking processes. For this purpose, teachers must perceive relevant information, they need to interpret this information and finally, they need to respond and select suitable opportunities to learn. In this paper, diagnostic processes in classroom situations are analyzed on the basis of a video test that was used in a follow-up study of the Teacher Education Development the so-called TEDS-FU Study dealing with early career primary teachers. The results point out that teachers cope with diagnostic tasks during teaching very differently. Varying perspectives in perceiving and solving diagnostic situations can be reconstructed such as a content-related mathematical perspective on the one hand and a student-related, more pedagogical perspective on the other hand.

Keywords

Diagnostic competence Teachers’ professional competence Video-based test instruments 

Mathematics Subject Classification

B50 C19 D69 

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Copyright information

© FIZ Karlsruhe 2016

Authors and Affiliations

  • Jessica Hoth
    • 1
  • Martina Döhrmann
    • 1
  • Gabriele Kaiser
    • 2
  • Andreas Busse
    • 2
  • Johannes König
    • 3
  • Sigrid Blömeke
    • 4
  1. 1.Department 2Universität VechtaVechtaGermany
  2. 2.Fakultät für ErziehungswissenschaftUniversität HamburgHamburgGermany
  3. 3.Universität zu KölnCologneGermany
  4. 4.Centre for Educational Measurement (CEMO)University of OsloOsloNorway

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