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Category: Project

Description: Cooperation with Elisabeth Rathgeb-Schnierer, Jan Philipp Volkmer (University Kassel) Diagnostic competence is considered as an important part of teachers’ professional knowledge which impacts the quality of teaching and students’ learning. For this reason, systematically developing teachers’ diagnostic competence has become a relevant issue of educational research. We contribute to this line of research by investigating a teaching experiment aiming to increase teachers’ diagnostic competence. This intervention connects well-known characteristics to effectively support the development of teachers’ diagnostic competence with a method of teaching and learning that emphasizes comparing and contrasting. We further contribute to measure teachers’ diagnostic competence by regarding epistemic activities within the diagnostic process on one hand, as well as by assessing aspects of students’ mathematical competencies on the other. Teachers’ diagnostic competence is defined as the ability to adequately assess students’ solutions of mathematical tasks.