This book examines the various areas of mathematics education and neighboring disciplines that have recently contributed to a better understanding of the still vague construct of diagnostic competence. The work addresses the nature, development and effect of diagnostic competence in mathematics instruction, with a focus on the professional development of teachers.
Part
1. The Nature of Diagnostic Competence Conceptualizing and
Measuring Facets of Diagnostic Competence.- 1. Diagnostic Competence of
Mathematics Teachers Unpacking a Complex Construct.- 2. Diagnostic Skills
of Mathematics Teachers in the COACTIV Study.- 3. Competences of Mathematics
Teachers in Diagnosing Teaching Situations and Offering Feedback to Students:
Specificity, consistency and reification of Pedagogical and Mathematical
Discourses.- 4. Diagnostic Competence for Dealing with Students errors
Fostering Diagnostic Competence in Error Situations.- 5. Factors Influencing
the Accuracy of Diagnostic Judgments.- 6. Diagnostic Competences of
Mathematics Teachers with a View to Processes and Knowledge Resources.-
7. Revealing and Promoting Pre-Service Teachers Diagnostic Strategies in
Mathematical Interviews with First-Graders.- Part
2. Developing Diagnostic
Competence and Applying Diagnostic Competence in the Classroom Models for
Teacher Training.- 8. Developing Diagnostic Competence Through Professional
Learning Communities.-
9. Supporting Mathematics Teacher Diagnostic
Competence Through the use of one-to-one, Taskbased Assessment Interviews.-
10. Diagnosing Learning Goals: An Often Overlooked Teaching Competency.-
11. Improving Teachers Assessment Literacy in Singapore Mathematics
Classrooms: Authentic Assessment Task Design.- 12. Developing Prospective
Teachers Ability to Diagnose Evidence of Student Thinking: Replicating a
Classroom Intervention.- 13. Specific Mathematics Assessments that Reveal
Thinking: An Online Tool to Build Teachers Diagnostic Competence and Support
Teaching.
Timo Leuders is professor of mathematics education and vice president for research at the University of Education Freiburg, Germany. His research interests comprise the psychology of teaching and learning of mathematics at secondary level and pre-service and in-service teacher education.
Juliane Leuders is a lecturer at the Institute of Mathematics education at the University of Education Freiburg, Germany. She earned a doctoral degree at the Faculty of Rehabilitation sciences at TU Dortmund University. In research and teaching, she focusses on inclusive education, mathematics education, and early childhood education.
Kathleen Philipp is professor for teaching and learning of mathematics at the University of Applied Sciences and Arts of Northwestern Switzerland, School of Education. The focus of her research is on mathematical thinking of students and on competences of mathematics teachers at primary level.
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