Kwak, Jee-Yi (2005) Pupils' competencies in proof and argumentation: differences between Korea and Germany at the lower secondary level. PhD, Universität Oldenburg.

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The purpose of this thesis aims at finding and investigating more reasons for the difference in pupil performance on mathematics in international study. In more detail, my thesis aims at examining and comparing Korean and German pupils' competencies in proof and argumentation about geometry, especially at the lower secondary level. In addition, pupils' belief about mathematics will be discussed. To help explain my data, I compared the Korean educational system and mathematics curriculum, in particular the geometry component, with those of Germany. The data of 659 German 7th grade pupils (8th grade: 528) and 189 Korean 7th grade pupils (8th grade: 182) were collected. In addition, 22 German teachers and 58 Korean teachers answered the same questionnaire on beliefs about mathematics. As a result, German pupils perform significantly better on items asking for basic competence than Korean pupils. On the other hand, Korean pupils perform significantly better on argumentation and proofs items. However, my results show that pupils in both countries have difficulties in proving and justifying. From a factoranalysis relevant to beliefs about mathematics, the three categories application, formalism, and process were taken to represent these beliefs. It shows that there is no meaningful relationship between beliefs factors and each mathematical competence. The results show that the Korean and the German pupils struggle with the deductive formal proof. Moreover, the pupils' answers in the achievement test showed that they had a limited range of strategies for proofs and a poor understanding of concepts. In addition, pupils' proof-writing skills do not seem to be sufficiently well-developed, and they do not always seem to be able to apply the correct properties appropriately.

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In dieser Untersuchung geht es vornehmlich darum, die Kompetenzen oder Leistungen von Schülerinnen und Schülern der Sekundarstufe I beim Verstehen und Konstruieren von geometrischen Beweisen in Deutschland und Korea zu vergleichen. Zur Erklärung meiner Daten vergleiche ich das koreanische Schulsystem und Lernkultur, Lehrpläne und Schulbücher mit denen von Deutschland. Das Untersuchungsdesign wird als quantitative Studie und Interviewstudie aufgebaut. Die Studie basiert auf einer Stichprobe mit 189 koreanischen und 659 deutschen Schülerinnen und Schülern der 7. Klassenstufe. Die Probanden bearbeiteten einerseits Tests und andererseits Fragebögen zu mathematischen Vorstellungen. Der Leistungstest wurde auch bei 182 Koreanischen und 528 deutschen Kindern der 8. Jahrgangstufe eingesetzt. Zusätzlich wurden auch noch 22 deutsche Lehrer und 58 koreanische Lehrer gebeten, einen Fragebogen zu mathematischen Vorstellungen auszufüllen. Ein wesentliches Ergebnis ist, dass deutsche

Item Type: Thesis (PhD)
Uncontrolled Keywords: [Keine Schlagwörter von Autor/in vergeben.]
Controlled Keywords: Mathematik, Geometrie
Subjects: Science and mathematics > Mathematics
Divisions: School of Educational and Social Sciences
Date Deposited: 17 Jan 2013 14:14
Last Modified: 09 Dec 2013 12:27
URN: urn:nbn:de:gbv:715-oops-1624

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