Kristina Reiss

Technische Universität München

153Publications

16H-index

996Citations

Publications 153

Newest

Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students?

#1Frank Reinhold (TUM: Technische Universität München)H-Index: 1

#2Stefan Hoch (TUM: Technische Universität München)H-Index: 1

Last.Kristina Reiss (TUM: Technische Universität München)H-Index: 16

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Abstract Instructional design research promotes interactive and adaptive scaffolds as features of educational technology. Mathematics education research can guide elaborated fractions curricula to develop basic fraction concepts while challenging the natural number bias. Thus, we developed theory-grounded interactive material for learning fractions providing scaffolds in an eBook. Evaluating both, curriculum and scaffolds, we split 745 high-achieving and 260 low-achieving 6th graders into three ...

#1Nicole Heitzmann (LMU: Ludwig Maximilian University of Munich)H-Index: 3

#2Tina Seidel (TUM: Technische Universität München)H-Index: 24

Last.Ansgar Opitz (LMU: Ludwig Maximilian University of Munich)H-Index: 2

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Diagnosis is a prerequisite for successful professional problem-solving: A physician identifies an appropriate treatment based on a diagnosis of the patient’s disease, and a teacher selects an appropriate learning task based on an assessment of the student’s prior knowledge. Education in academic professions such as medicine or teaching is often focuses on the acquisition of conceptual knowledge from lectures and books; opportunities for students to engage in practical diagnostic situations are ...

#1Anselm Strohmaier (TUM: Technische Universität München)H-Index: 1

#2Matthias Lehner (TUM: Technische Universität München)H-Index: 1

Last.Kristina Reiss (TUM: Technische Universität München)H-Index: 16

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In mathematical word problem solving, reading and mathematics interact. Previous research used the method of eye tracking to analyze reading processes but focused on specific elements in prototype word problems. This makes it difficult to compare the role of reading in longer, more complex word problems and between individuals. We used global measures of eye movements that refer to the word problem as a whole, similar to methods used in research on eye movements during reading. Global measures a...

#1Anselm Strohmaier (TUM: Technische Universität München)H-Index: 1

#2Anja Schiepe-Tiska (TUM: Technische Universität München)H-Index: 6

Last.Kristina Reiss (TUM: Technische Universität München)H-Index: 16

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Language plays an important role in word problem solving. Accordingly, the language in which a word problem is presented could affect its solution process. In particular, East-Asian, non-alphabetic languages are assumed to provide specific benefits for mathematics compared to Indo-European, alphabetic languages. By analyzing students’ eye movements in a cross-linguistic comparative study, we analyzed word problem solving processes in Chinese and German. 72 German and 67 Taiwanese undergraduate s...

#1Fabian ZehnerH-Index: 1

#2Mirjam Weis (TUM: Technische Universität München)H-Index: 3

Last.Kristina Reiss (TUM: Technische Universität München)H-Index: 16

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Dieser Beitrag fokussiert die Ergebnisse in Deutschland zum internationalen Vergleich kollaborativer Problemlosekompetenz bei Funfzehnjahrigen im Programme for International Student Assessment (PISA) 2015 und berichtet Ergebnisse einer Kreuzvalidierung der Skalierung. Eingesetzt wurde ein neuer computerbasierter Test, der die Schulerinnen und Schuler mit simulierten Gruppenmitgliedern Probleme losen lasst. Daten von n = 124.994 Funfzehnjahrigen aus 51 Staaten zur kollaborativen Problemlosekompet...

#1Stefan Ufer (LMU: Ludwig Maximilian University of Munich)H-Index: 10

#2Kristina Reiss (LMU: Ludwig Maximilian University of Munich)H-Index: 16

Children's interpretations of covariation data: Explanations reveal understanding of relevant comparisons

#1Andrea Saffran (LMU: Ludwig Maximilian University of Munich)H-Index: 2

#2Petra Barchfeld (LMU: Ludwig Maximilian University of Munich)H-Index: 5

Last.Beate Sodian (LMU: Ludwig Maximilian University of Munich)H-Index: 31

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Abstract This research investigates children's understanding of the significance of comparisons between data categories for judgments of covariation. Past studies showed that children sometimes neglect some of the relevant data categories. This may occur because children fail to understand the relevance of the comparisons between data categories. To investigate this interpretation, 51 second graders and 43 fourth graders were tested in a between-subject design. In the standard condition, childre...

#1Kristina Reiss (TUM: Technische Universität München)H-Index: 16

#2Andreas Obersteiner (UEW: University of Education, Winneba)H-Index: 7

Last.Fou-Lai Lin (NTNU: National Taiwan Normal University)H-Index: 11

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Large-scale studies assess mathematical competence in large samples. They often compare mathematical competence between groups of individuals within or between countries. Although large-scale research is part of empirical educational research more generally, it is also linked to more genuine mathematics education research traditions, because sophisticated methods allow for empirical verifications of theoretical models of mathematical competence, and because results from large-scale assessments h...

#1Julia MangH-Index: 1

Last.Kristina ReissH-Index: 16

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Munster ; New York : Waxmann 2019, 363 S. Padagogische Teildisziplin: Empirische Bildungsforschung;

Competence Models as a Basis for Defining, Understanding, and Diagnosing Students’ Mathematical Competences

#1Kristina Reiss (TUM: Technische Universität München)H-Index: 16

#2Andreas Obersteiner (UEW: University of Education, Winneba)H-Index: 7

Enhancing students’ mathematical competences and supporting their development are the major goals in the mathematics classroom. However, evaluating to what extent these goals are reached is a complex task for teachers because it requires a profound definition of what mathematical competence actually means at various levels. It also requires diagnostic skills to adequately interpret students’ responses to certain problems and to identify their problems in learning, understanding, and applying mat...

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