Year: 2007
Type: book-chapter
Abstract: The Project for the Analysis of Learning and Achievement in Mathematics (PALMA)1 analyses adolescents' development in the domain of mathematics during secondary school (grades five to ten). Using a longitudinal design involving annual assessments, the main study of the project aims at investigating the development of mathemati cal competencies over school years. Individual student characteristics in mathematics, classroom instruction in this domain, and variables of classroom and family contexts are also assessed. The comprehensive approach of the project enables us to address some of the deficits of previous research on adolescents' development in mathemat ics. Specifically, few of the existing studies used longitudinal designs. Also, the ex tant research focussed on specific competencies or school years, or only used qualita tive methodology (Baumert, Gruehn, Heyn, Koller, & Schnabcl, 1997; Blum, Kaiser, Burghes, & Green, 1994; Koller, Watermann, Trautwein, & Liidtke, 2003; Kuechemann & Hoyles, 2003; Lehmann, Husfeldt, & Peek, 2001; Rost, 2000; Watson & Kelley, 2004). By implication, few generalisable conclusions can be drawn to date. The theoretical framework of the project employs a conception of mathematical competencies that is consistent with constructs of mathematical literacy as used in the OECD's Programme for International Student Assessment (PISA). Specifically, the differentiation between competencies in mathematical modclling, on the one hand, and in performing algorithmic operations, on the other, is of fundamental importance for this project. Also, the framework emphasises the role which basic mathematical conceptual ideas (Grundvorstellungen) play in mathematical modelling and problem solving (Blum, 1998; vom Hofe, 1995, 1998; vom Hofe, Kleine, Blum, & Pekrun, 2005). Competencies in mathematical modelling include abilities to convert real-world problems into mathematical models, to solve these problems within the context of the mathematical models, and to transfer the solutions back into reality (Blum et aI., 2004; an example can be seen in the task chocolate, see below 2.1) . Regarding student characteristics, the project involves an analysis of the emotions that students experience in the domain of mathematics. Emotions have been largely neglected by educational research up until now, with only a few exceptions like stud ies on test anxiety (Zeidner, 1998). This also pertains to students' emotions in math ematics, research on mathematics anxiety being an exception. Basic research in psy chology and the neurosciences, however, has shown that emotions are of fundamental importance for learning, memory, and competence development (Lewis & Haviland Jones, 2004). Emotions can impact on students' academic learning by changing brain
Source: KOPS (University of Konstanz)
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Deutsche Forschungsgemeinschaft
Award: G5216629261
OpenAlex ID: W597893762