@article{FritzEhlertLeutner2018,
  author    = {Fritz, Annemarie and Ehlert, Antje and Leutner, Detlev},
  title     = {Arithmetische Konzepte aus kognitiv-entwicklungspsychologischer Sicht},
  series = {Journal f{\"u}r Mathematik-Didaktik},
  volume    = {39},
  journal   = {Journal f{\"u}r Mathematik-Didaktik},
  number    = {1},
  publisher = {Springer},
  address   = {Heidelberg},
  issn      = {0173-5322},
  doi       = {10.1007/s13138-018-0131-6},
  pages     = {7 -- 41},
  year      = {2018},
  abstract  = {The acquisition of basic arithmetic concepts of children at pre-school and primary-school age (about 4 to 8 years of age) can be described by a cognitive developmental model with 6 levels: (1) count number, (2) mental number line, (3) cardinality and decomposability, (4) class inclusion and embeddedness, (5) relationality, and (6) units in numbers (bundling and unbundling). In this paper, 3 studies for longitudinally testing the model are presented. In Studies 1 (N = 26; heterogeneous age) and 2 (N = 62; homogeneous age) it shows that the individual development of arithmetic concepts across 18 months (Study 1:4 points of measurement) respectively 17 months (Study 2:3 points of measurement before, at, and after entering primary school) follows the levels of the model. In Study 3 (N = 243) it shows that the acquisition of curricular mathematical competencies at the end of Grade 2 is better predicted by conceptual arithmetic understanding at the end of Grade 1 than by intelligence. The results substantiate the validity of the model und confirm the relevance of basic arithmetic concepts for mathematical learning at school with respective consequences for the remedial training of children with math learning difficulties and dyscalculia.},
  language  = {de}
}
@article{LenskeWagnerWirthetal.2016,
  author    = {Lenske, Gerlinde and Wagner, Wolfgang and Wirth, Joachim and Thillmann, Hubertina and Cauet, Eva and Liepertz, Sven and Leutner, Detlev},
  title     = {The importance of pedagogical knowledge for classroom management and for and for students' achievement},
  series = {Zeitschrift f{\~A}¼r Erziehungswissenschaft},
  volume    = {19},
  journal   = {Zeitschrift f{\~A}¼r Erziehungswissenschaft},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-015-0659-x},
  pages     = {211 -- 233},
  year      = {2016},
  abstract  = {Im Rahmen der vorliegenden Studie wurde untersucht, ob das p{\"a}dagogisch-psychologische Wissen von Lehrkr{\"a}ften die prozessuale Qualit{\"a}t des Physikunterrichts mit Blick auf die Klassenf{\"u}hrung und den Lernzuwachs der Sch{\"u}lerinnen und Sch{\"u}ler beeinflusst. Das p{\"a}dagogisch-psychologische Professionswissen, konzeptualisiert als ein f{\"a}cher{\"u}bergreifendes, handlungsleitendes Wissen {\"u}ber Strategien und Mittel zur Unterrichtsgestaltung, wurde {\"u}ber einen Paper-Pencil-Test, bestehend aus einer Skala zum deklarativen und einer Skala zum konditional-prozeduralen Wissen erhoben (Lenske et al. 2015). Als ein grundlegendes Merkmal prozessualer Unterrichtsqualit{\"a}t wurde die Klassenf{\"u}hrung anhand von Videoratings zu zwei Messzeitpunkten (zwei Unterrichtsstunden) erfasst. Der Lernzuwachs der Sch{\"u}lerinnen und Sch{\"u}ler wurde {\"u}ber standardisierte Fachwissenstests im Pr{\"a}-Post-Testdesign gemessen. Die Stichprobe umfasst 34 Gymnasiallehrkr{\"a}fte und deren Sch{\"u}lerinnen und Sch{\"u}ler (N = 993). Auf Basis eines Complex-Bootstrap-Mediations-Modells zeigte sich, dass das p{\"a}dagogisch-psychologische Professionswissen {\"u}ber die Klassenf{\"u}hrung vermittelt den Lernzuwachs der Sch{\"u}ler und Sch{\"u}lerinnen positiv beeinflusst. In the present study it was investigated whether the pedagogical knowledge of teachers has an influence on the process quality of physics instruction and on the learning achievement of students as well. Pedagogical knowledge, conceptualized as knowledge about strategies in classroom instruction that is domain-general and relevant for teaching behaviors, was measured using a paper-and-pencil test with two scales: one scale on declarative knowledge, the other on conditional-procedural knowledge (Lenske et al. 2015). As a basic aspect of the process quality of classroom instruction, classroom management was assessed using video ratings of two lessons from each participating teacher. Students' learning achievement was assessed using standardized domain-specific knowledge tests in a pretest-posttest design. The sample included 34 teachers from higher-track secondary schools and their students (N = 993). A complex bootstrapping mediation model shows that teachers' pedagogical knowledge, mediated by their classroom management, has a positive effect on their students' learning achievement.},
  language  = {de}
}
@article{KocJanuchtaHoefflerThomaetal.2017,
  author    = {Koc-Januchta, Marta and H{\"o}ffler, Tim and Thoma, Gun-Brit and Prechtl, Helmut and Leutner, Detlev},
  title     = {Visualizers versus verbalizers},
  series = {Computers in human behavior},
  volume    = {68},
  journal   = {Computers in human behavior},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0747-5632},
  doi       = {10.1016/j.chb.2016.11.028},
  pages     = {170 -- 179},
  year      = {2017},
  abstract  = {This study was conducted in order to examine the differences between visualizers and verbalizers in the way they gaze at pictures and texts while learning. Using a collection of questionnaires, college students were classified according to their visual or verbal cognitive style and were asked to learn about two different, in terms of subject and type of knowledge, topics by means of text-picture combinations. Eye-tracking was used to investigate their gaze behavior. The results show that visualizers spent significantly more time inspecting pictures than verbalizers, while verbalizers spent more time inspecting texts. Results also suggest that both visualizers' and verbalizers' way of learning is active but mostly within areas providing the source of information in line with their cognitive style (pictures or text). Verbalizers tended to enter non-informative, irrelevant areas of pictures sooner than visualizers. The comparison of learning outcomes showed that the group of visualizers achieved better results than the group of verbalizers on a comprehension test.},
  language  = {en}
}