Learning from errors: effects of teachers training on studentsâ attitudes towards and their individual use of errors

Constructive error handling is considered an important factor for individual learning processes. In a quasi-experimental study with Grades 6 to 9 students, we investigate effects on students’ attitudes towards errors as learning opportunities in two conditions: an error-tolerant classroom culture, and the first condition along with additional teaching of strategies for analyzing errors. Our findings show positive effects of the error-tolerant classroom culture on the affective level, whereas students are not influenced by the cognitive support. There is no evidence for differential effects for student groups with different attitudes towards errors

Validität eines Instruments zur Erfassung berufsfeldbezogener mathematischer Kompetenzen von Industriekaufleuten

Zur Untersuchung berufsfeldbezogener mathematischer Kompetenzen von Industriekaufleuten zu Beginn der dualen beruflichen Erstausbildung ist es notwendig, diese Kompetenzen auf theoretischer Ebene zu beschreiben. Dazu wird zunächst auf die Zielsetzung mathematischer Bildung in der Schule und in der beruflichen Bildung eingegangen, um vor diesem Hintergrund berufsfeldbezogene mathematische Kompetenzen zu modellieren. Die Validität des entwickelten Instruments wird dann anhand einer Anforderungsanalyse der Lernfelder überprüft

Gluon Propagators and Confinement

We present SU(3) gluon propagators calculated on 48*48*48*N_t lattices at beta=6.8 where N_t=64 (corresponding the confinement phase) and N_t=16 (deconfinement) with the bare gauge parameter,alpha, set to be 0.1. In order to avoid Gribov copies, we employ the stochastic gauge fixing algorithm. Gluon propagators show quite different behavior from those of massless gauge fields: (1) In the confinement phase, G(t) shows massless behavior at small and large t, while around 5<t<15 it behaves as massive particle, and (2) effective mass observed in G(z) becomes larger as z increases. (3) In the deconfinement phase, G(z) shows also massive behavior but effective mass is less than in the confinement case. In all cases, slope masses are increasing functions of t or z, which can not be understood as addtional physical poles.Comment: 6 pages in Postscrip