Browsing Nord Open Research Archive by Author "DR Kaiser, Gabriele Agnes Hildegard"
Now showing items 1-9 of 9
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Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review
Cevikbas, Mustafa; DR Kaiser, Gabriele Agnes Hildegard (Peer reviewed; Journal article, 2022)Educators sometimes effect changes in education through the implementation of new ideas, and sometimes extraordinary circumstances force them to change their educational approaches, as during the COVID-19 crisis. Although ... -
Gender differences in mathematics achievement : A secondary analysis of Programme for International Student Assessment data from Shanghai
DR Kaiser, Gabriele Agnes Hildegard; Zhu, Yan (Peer reviewed; Journal article, 2022)As mathematics has been seen for decades as a stereotyped male domain, gender differences in mathematics learning have received strong attention from the public and academia. In China, the issue of gender equity in education ... -
Identifying and dealing with student errors in the mathematics classroom : Cognitive and motivational requirements
Hoth, Jessica; Larrain, Macarena; DR Kaiser, Gabriele Agnes Hildegard (Peer reviewed; Journal article, 2022)Introduction: Mathematics classrooms are typically characterized by considerable heterogeneity with respect to students’ knowledge and skills. Mathematics teachers need to be highly attentive to students’ thinking, learning ... -
The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes
Yang, Xinrong; DR Kaiser, Gabriele Agnes Hildegard (Peer reviewed; Journal article, 2022)Teacher quality is a critical factor that influences instructional quality and student learning outcomes. Recently, the authors have proposed broadened views of teacher competence that include dispositions, such as knowledge, ... -
Impacts of classroom teaching practices on students’ mathematics learning interest, mathematics self-efficacy and mathematics test achievements : a secondary analysis of Shanghai data from the international video study Global Teaching InSights
Zhu, Yan; DR Kaiser, Gabriele Agnes Hildegard (Peer reviewed; Journal article, 2022)Teaching effectiveness is a core issue in educational research; however, there is little consensus about the most important results of classroom teaching from an international perspective. The effectiveness of teaching has ... -
Interpretation of students’ errors as part of the diagnostic competence of pre-service primary school teachers
Larrain, Macarena; DR Kaiser, Gabriele Agnes Hildegard (Peer reviewed; Journal article, 2022)Understanding students’ thinking and learning processes is one of the greatest challenges teachers face in the classroom. Misconceptions and errors have the potential to be a rich source of information for identifying ... -
Investigating teachers' job satisfaction, stress and working environment : The roles of self-efficacy and school leadership
Jentsch, Armin; Hoferichter, Frances; Blömeke, Sigrid; König, Johannes; DR Kaiser, Gabriele Agnes Hildegard (Peer reviewed; Journal article, 2022)This study investigates the relations between working environment and teachers' job satisfaction, perceived work-related stress, as well as work-related self-efficacy. The sample consisted of 226 mathematics teachers from ... -
Mathematical modelling and discrete mathematics : opportunities for modern mathematics teaching
Greefrath, Gilbert; Siller, Hans-Stefan; Vorhölter, Katrin; DR Kaiser, Gabriele Agnes Hildegard (Peer reviewed; Journal article, 2022)Discrete mathematics and mathematical modelling, along with the educational discourse surrounding these, have many connections. However, ways that the educational discourse on discrete mathematics can benefit from the ... -
Promoting personalized learning in flipped classrooms : A systematic review study
Cevikbas, Mustafa; DR Kaiser, Gabriele Agnes Hildegard (Peer reviewed; Journal article, 2022)Flipped classroom (FC) is a widely accepted, innovative pedagogy designated to enhance students’ learning by changing the paradigm of instruction. It has the potential to adapt learning to the students’ needs, interests, ...