The empirical education researchers, Olaf Köller, has evaluated together with a Team for over a year teaching mathematics in Hamburg. Now he presents his results: The Team calls for more teaching, more performance reviews, and better teachers. The recommendations, says Köller, not only for Hamburg.
TIME ONLINE: Mr. Köller, you math recommend-year Tests for four and a half. Why?
Olaf Köller: We recommend that even in children of preschool age mathematical precursor skills to be investigated, so that you can then promote in the case of delays in learning state-specific.
TIME ONLINE: What you must know a child in this age?
is Professor of education and Executive Scientific Director of the Leibniz Institute for science and mathematics education (IPN). The IPN is connected to the University of Kiel.
Köller: It must master the Relation between larger and smaller, and simple geometric figures such as a circle can recognize and name.
TIME ONLINE: Currently, there are day-care centers, a language-learning diary. It should also give a computational learning diary?
Köller: no, it’s more about a unique Diagnose. The children will be asked in the context of a testing of a Fantasy animal on a Tablet Computer to solve certain tasks. This makes the children a lot of fun.
TIME ONLINE: Is mathematics a?
Köller: mathematics, besides language, is the Central competence for life. And it is the competence that makes us in the course of the school time are the biggest Concerns. Already at the end of the primary school far too many children have lost the connection. In addition, we are currently observing in this subject great social inequalities. Incurred before the first academic year.
TIME ONLINE: they recommend that more exams and class work written.
Köller: Yes. The class work gives the best Information about the actual Competence of the students. The should not be used by units replaced, because in the much, the is technically. As an addition, such services are important, but not as an Alternative.
TIME ONLINE: not, it Would be especially important to take the students fear of mathematics?
Köller: Good teaching fear is always reducing.
TIME ONLINE: And how the look can?
Köller: It is important that the teachers deal constructively with errors. You do not need to correct the error immediately, but only a consciousness in the students, create that you made a mistake and errors are opportunities for further Learning. Sanctioning does not help here.
TIME ONLINE: Why we have in the mathematics so much pent-up demand?
Köller: We have looked long years, especially for the quality of teaching of structural characteristics. Take place group work? Takes place year-by-year cross-Learning? The actual quality of teaching was much to little in focus. So, what are the tasks with which quality teachers are the students? How do you support students?
TIME ONLINE: More class work, less group work, it sounds to me like a return to old models.
Köller: Because you understand me wrong. Students need to regularly write checks of learning success, in order to ensure that you have learned something. Group work we do not want to abolish. We just want to improve their quality. The Central questions for a good, modern teaching are: teaching students to Think? Is used the time for lessons? Support the students in the phases of the work?
TIME ONLINE: Why is math so important?
Köller: For many occupations, you need math skills. Also, in many degree programmes, mathematics is Central. The extremely high drop-out rates in the stem fields of study, we would not have if the students could better anticipate.
TIME ONLINE: we Have prioritized the learning of reading for too long?
Köller: Yes. Furthermore, we have failed in the past twenty years, the quality of teaching in the senior high school level look at it more closely. Here are the deficits, paving the way for the later study discontinuation. And finally, we have overlooked the importance of early intervention in mathematics.
TIME ONLINE: What to do now?
Köller: Simple, mathematics, didactic practices must already be in the training of the educators taught. Not, by transferring school-based formats or content. The children are too young. It comes to playful learning opportunities, with blocks, for example. There must be situations and materials from the everyday life of the children.