Bilanz von neun Jahren SINUS an Grundschulen in Deutschland. Evaluation der mathematikbezogenen Daten im Rahmen von TIMSS 2011
Claudia Fischer
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Claudia Fischer, Bilanz von neun Jahren SINUS an Grundschulen in Deutschland. Evaluation der mathematikbezogenen Daten im Rahmen von TIMSS 2011
(2014), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2014 #02, S.245
(2014), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2014 #02, S.245
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Beschreibung / Abstract
Dieser Beitrag stellt erste Ergebnisse der wissenschaftlichen Begleitforschung zum Programm SINUS an Grundschulen (SGS) vor. Um Dimensionen der Wirksamkeit des Programms zu betrachten, werden mathematische Kompetenzen von Schülerinnen und Schülern sowie das Weiterbildungs- und Kooperationsverhalten von Mathematiklehrkräften an SINUS-Grundschulen analysiert und mit Ergebnissen der für Deutschland repräsentativen Trends in International Mathematics and Science Study (TIMSS) 2011 verglichen. Es wird u. a. deutlich, dass Mathematiklehrkräfte an SINUS-Grundschulen im Vergleich zu den im Rahmen von TIMSS befragten Kolleginnen und Kollegen von Professionalisierungsaspekten berichten, die eng mit dem SINUS-Ansatz einhergehen. Auf Schülerebene können bei den Schülerinnen und Schülern an SINUS-Grundschulen höhere Kompetenzwerte in Mathematik festgestellt werden.
Schlagworte: Lehrerfortbildung, Qualitätsentwicklung, Evaluation, TIMSS, Mathematik
The authors present first results of the supportive research accompanying the program "SINUS in Elementary School" (German abbreviation: SGS), a program aimed to increase the efficiency of lessons in mathematics and science. In order to investigate the dimensions of the program?s efficacy, the mathematical competencies of students as well as the teachers? attitude regarding further education and cooperation at elementary schools working with SINUS were analyzed and compared to the results of the "Trends in International Mathematics and Science Study" (TIMSS) of 2011, which is representative for Germany. It was revealed that math teachers at SINUS elementary schools, in contrast to their colleagues within the framework of TIMSS, report aspects of professionalization that are closely linked to the SINUS approach. On the student level, it could be shown that the students at SINUS elementary schools achieve higher competence values in mathematics.
Keywords: Teacher Professional Development, Quality Improvement, Evaluation, TIMSS, Mathematics
Schlagworte: Lehrerfortbildung, Qualitätsentwicklung, Evaluation, TIMSS, Mathematik
The authors present first results of the supportive research accompanying the program "SINUS in Elementary School" (German abbreviation: SGS), a program aimed to increase the efficiency of lessons in mathematics and science. In order to investigate the dimensions of the program?s efficacy, the mathematical competencies of students as well as the teachers? attitude regarding further education and cooperation at elementary schools working with SINUS were analyzed and compared to the results of the "Trends in International Mathematics and Science Study" (TIMSS) of 2011, which is representative for Germany. It was revealed that math teachers at SINUS elementary schools, in contrast to their colleagues within the framework of TIMSS, report aspects of professionalization that are closely linked to the SINUS approach. On the student level, it could be shown that the students at SINUS elementary schools achieve higher competence values in mathematics.
Keywords: Teacher Professional Development, Quality Improvement, Evaluation, TIMSS, Mathematics