information will be added shortly
Preparatory course for the practical internship (summer 2017)
Master’s course taken by the master students prior to their practical semester teaching at school.
The aim of the course is to provide the students with methods and curricular information to prepare for teaching mathematics at school. The students have to prepare at home to build grounds for the interactive work in the lessons.
Master’s thesis course (winter 2016/’17, summer 2017)
This course is provided to master students in the program for prospective secondary mathematics teachers. In three sessions, the students are made familiar with ongoing research of potential supervisors, develop their research question, present their methodology as well as first results. The aim of this course is to provide co-supervision of the leaders of the seminar in addition to the official supervisor to let them benefit from the several perspectives these leaders can offer.
(co-leadership with Prof Andreas Büchter, Prof Benjamin Rott, Dr Sebastian Bauer)
Cognitive and psychological aspects of the learning of mathematics (winter 2016/’17)
3rd-year bachelor’s lecture in math education, covering fundamental ideas in mathematics education.
Communication processes in mathematical (learning) situations (2014/’15, 2015/’16, 2016/’17)
A facultative bachelor’s course accompanying the practical training of mathematical teaching situations (in school or other educative institutions). In this course, the students encounter different theoretical perspectives to observe and analyse social interaction in situations of learning math.
Assessing mathematical performance: Analyses of concrete cases (summer 2015, 2018, 2019)
3rd-year bachelor’s course for future teachers. The course was subdivided in a theoretical part in which the students learn the theoretical basics of assessment of mathematical performance, and a practical part in which they have to design and implement an assessment test to present the results from their analyses and their interpretation of these results.
Theories and methods in mathematics education research (summer 2015, winter 2015/’16)
A graduate research forum provided for the doctoral students in the mathematics education unit at the University of Duisburg-Essen. In this course, we discuss literature and methodological approaches in the field of mathematics education. Furthermore, the students have the chance to present their dissertation project and discuss it in the research forum.
Speech, gesture, inscription: A view on sign use in social processes of learning mathematics
3rd-year bachelor’s course for future teachers, emphasizing the role of signs in mathematical learning processes. This course is subdivided in a theoretical part and a practical part. In the theoretical part, the students become acquainted with notions and concepts linked to different kinds of signs used in the mathematics classroom, and how they are connected to teaching and learning. In each lesson, they are asked to apply some of these ideas by observing and analysing given data. In the second part, the students work together in groups to design a mathematics lesson for a school class that is invited to the university. The lesson, held by the future teachers, is filmed and subsequently analysed with respect to some aspect of sign use chosen by the participants of the course themselves.
Lectures on “Elements of geometry“ and supervision of the corresponding tutorial lessons
2nd-year bachelor’s course for prospective teachers for primary and lower secondary school. The focus was on basic Euclidean geometry. The students had to attend one of the five corresponding tutorial lessons for which I provided the additional tasks.
Observing and analyzing: Sign use in mathematical learning processes (summer 2014)
1st-year master’s course for future teachers, emphasizing the role of signs in mathematical learning processes. The students learn about theoretical semiotic concepts and their role in the teaching and learning of mathematics. In the course of the term, they have to modify a given task on folding geometry based on the theoretical knowledge they got to know before. They are asked to use these tasks in a mathematics lesson at a school and to observe the sign use of the students with respect to a research question of their choice and interest.
(team teaching with Prof Bikner-Ahsbahs)
Basic lectures on theories, concepts and approaches in math education (winter 2010/’11, 2011/’12, 2013/’14)
2nd-year bachelor’s course on fundamental ideas and theories on teaching and learning mathematics.
(teaching assistant)
Didactics of teaching functions (summer 2011, 2012)
2nd-year bachelor’s course in mathematics education, focusing on the teaching and learning of functions.
(teaching assistant)
Basic mathematics for engineers (September 2009)
Two weeks crash course on basic mathematics for future engineering students (material provided).
Algebra (summer 2007, 2008)
Tutorial for the 2nd-year algebra course, provided in the mathematics bachelor’s program.
Linear Algebra (winter 2006/’07, winter 2007/’08)
Tutorial for the 1st-year linear algebra course, provided in the mathematics bachelor’s program
Analytical geometry for future secondary teachers (winter 2004/’05)
Tutorial for the 2nd-year course for prospective secondary teachers. The focus of the course was set on analytical geometry in 2 to 3 dimensions.