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<p>A&#xa0;central goal in early arithmetic education is to develop a&#xa0;solid understanding of numbers and first operations. Teachers face the challenging task of diagnosing children’s mathematical thinking to design adaptive learning settings. An essential prerequisite for this is the ability to form precise judgements about children’s existing number and operation concepts and then to make adaptive instructional decisions for further lesson planning. This paper presents a&#xa0;study that examines the extent to which diagnostic judgment and instructional decision-making are connected among pre-service teachers in early arithmetic education. Therefore, a&#xa0;vignette test was conducted with 172 pre-service teachers. The results show that with higher diagnostic judging abilities there is a&#xa0;greater coherence between diagnostic judging and instructional decision-making, and instructional decision-making is more often adaptive.</p>

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Vorstellungen von Kindern im arithmetischen Anfangsunterricht zutreffend diagnostizieren und anschlussfähige didaktische Entscheidungen treffen

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月5日

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  • Simone Wirth,
  • Christine Streit,
  • Kathleen Philipp,
  • Marita Friesen

摘要

A central goal in early arithmetic education is to develop a solid understanding of numbers and first operations. Teachers face the challenging task of diagnosing children’s mathematical thinking to design adaptive learning settings. An essential prerequisite for this is the ability to form precise judgements about children’s existing number and operation concepts and then to make adaptive instructional decisions for further lesson planning. This paper presents a study that examines the extent to which diagnostic judgment and instructional decision-making are connected among pre-service teachers in early arithmetic education. Therefore, a vignette test was conducted with 172 pre-service teachers. The results show that with higher diagnostic judging abilities there is a greater coherence between diagnostic judging and instructional decision-making, and instructional decision-making is more often adaptive.