Publications | Frank Reinhold

Developing initial notions of variability when learning about box plots

We developed a digital learning environment assuming that enhanced variability-focused cognitive activities during learning indicate the acquisition of the necessary conceptual knowledge.

Martin Abt, Timo Leuders, Katharina Loibl, Frank Reinhold

PDF DOI

Transitions between conceptual and procedural knowledge profiles. Patterns in understanding fractions and indicators for individual differences

We investigated profiles of conceptual and procedural fraction knowledge, their longitudinal transitions, and the underlying factors.

Katja Lenz, Frank Reinhold, Gerald Wittmann

PDF DOI

How can eye-tracking data be used to understand cognitive processes when comparing data sets with box plots

We investigated whether eye-tracking data can help to better understand which information is processed in boxplot items in different schemas.

Martin Abt, Timo Leuders, Katharina Loibl, Anselm Strohmaier, Wim Van Dooren, Frank Reinhold

PDF DOI

Mathematics teachers’ multiple perspectives on adaptive tasks: task evaluation and selection as core practices for teaching quality

We analyzed systematic differences in the focus of 78 in-service high school and lower secondary school teachers during the evaluation of task features.

Thomas Bardy, Lars Holzäpfel, Frank Reinhold, Timo Leuders

PDF DOI

Teaching statistics with positiv orientations but little knowledge? Teachers' professional competence in statistics

We analyzed relationships between teachers’ orientations and content knowledge in statistics using mixed-effects logistic regression models.

Sarah Huber, Frank Reinhold, Andreas Obersteiner, Kristina Reiss

PDF Source Document DOI

Do quality criteria of instructional explanatory videos in algebra influence student choice? A feasibility study using conjoint analysis to assess implicit reasoning in educational contexts

We examined the focus on subject-matter didactical and multimedia features among 34 students aged 14–15 years in instructional explainer videos regarding Algebra.

Frank Reinhold, Rahel Flubacher, Vanessa Mindl

PDF DOI

Learning Mechanisms Explaining Learning With Digital Tools in Educational Settings: a Cognitive Process Framework

We introduce a cognitive process framework for the mechanisms of learning with digital tools (CoDiL) that combines core ideas from the psychology of instruction, cognitive psychology, and domain-specific research on learning and instruction.

Frank Reinhold, Timo Leuders, Katharina Loibl, Matthias Nückles, Maik Beege, Jan M. Boelmann

PDF Project Poster DOI

STEM teachers' beliefs about the relevance and use of evidence-based information in practice: a case study using thematic analysis

This case study explores how teachers at secondary schools think about the relevance and usage of evidence-based information in practice as well as the barriers associated with it.

Delia Hillmayr, Frank Reinhold, Doris Holzberger, Kristina Reis

PDF DOI

Working with digital textbooks or printed materials: A study with boys and girls on conditional probability

We examine the effectiveness of dynamic visualisations, feedback formats, and digital tools in digital mathematics textbooks compared to printed materials regarding conditional probability.

Maxim Brnic, Gilbert Greefrath, Frank Reinhold

PDF DOI

Self-perceptions as mechanisms of achievement inequality: evidence across 70 countries

We studied five self-perceptions (self-perceived competency, self-efficacy, growth mindset, sense of belonging, and fear of failure) and assessed academic achievement in terms of reading achievement.

Sarah I. Hofer, Jörg-Henrik Heine, Sahba Besharati, Jason C. Yip,, Frank Reinhold, Eddie Brummelman

PDF DOI

Disentangling magnitude processing, natural number biases, and benchmarking in fraction comparison tasks: A person-centered Bayesian classification approach

We identify distinct cognitive processes via students’ behavior in assessment tasks regarding the comparison of two fractions.

Frank Reinhold, Timo Leuders, Katharina Loibl

PDF Poster DOI

What Matters for Boys Does Not Necessarily Matter for Girls: Gender-Specific Relations between Perceived Self-Determination, Engagement, and Performance in School Mathematics

We assessed perceived competence and autonomy support, social relatedness, cognitive and behavioral engagement, math performance as well as sustained attention as a basic cognitive prerequisite in a sample of a students from southern Germany

Sarah Isabelle Hofer, Frank Reinhold, Dilan Hulaj, Marco Koch, Jörg-Henrik Heine

PDF DOI

Topic specificity of students' conceptual and procedural fraction knowledge and its impact on errors

We performed a latent profile analysis to show that the level of conceptual and procedural fraction knowledge can vary within students between topics.

Katja Lenz, Frank Reinhold, Gerald Wittmann

DOI

Developing a Simulation to Foster Prospective Mathematics Teachers’ Diagnostic Competencies: the Effects of Scaffolding

We developed a simulation that aims at measuring and fostering teachers’ competencies to assess students’ mathematical abilities and misconceptions.

Christian Schons, Andreas Obersteiner, Frank Reinhold, Frank Fischer, Kristina Reiss

PDF DOI

Supporting student motivation in class: the motivational potential of tasks

We analyzed current ninth grade mathematics and physics tasks to assess the potential of textbook tasks to promote student motivation.

Anna Heinle, Anja Schiepe-Tiska, Frank Reinhold, Jörg-Henrik Heine, Doris Holzberger

PDF DOI

Students home alone—profiles of internal and external conditions associated with mathematics learning from home

We identified student profiles defined by internal factors and external factors—all specifically related to home learning.

Sarah Hofer, Frank Reinhold, Marco Koch

PDF DOI

Considering teachers' beliefs, motivation, and emotions regarding teaching mathematics with digital tools: The effect of an in-service teacher training

We show that orientations can be successfully fostered—while individual differences exist in the effect and success of interventions.

Frank Reinhold, Anselm Strohmaier, Zoraida Finger-Collazos, Kristina Reiss

PDF DOI

Different complex word problems require different combinations of cognitive skills

In this study we emphasize how word problems may differ with regard to the cognitive skills required to solve them correctly.

Anselm Strohmaier, Frank Reinhold, Sarah Hofer, Michal Berkowitz, Birgit Vogel-Heuser, Kristina Reiss

PDF Poster DOI

Motivational and emotional orientation, engagement, and achievement in mathematics. A case study with one sixth-grade classroom working with an electronic textbook on fractions

This study revealed that emotional engagement while learning with digital tools predicted cognitive learning outcomes uniquely, while for behavioral engagement the interaction with prior knowledge was a relevant predictor.

Frank Reinhold, Stefan Hoch, Anja Schiepe-Tiska, Anselm Strohmaier, Kristina Reiss

Project DOI

Students' coping with the self-regulatory demand of crisis-driven digitalization in university mathematics instruction: do motivational and emotional orientations make a difference?

We investigated the role of students’ motivational and emotional orientations regarding mathematics in coping with the high self-regulatory demand due to the radical shift from face-to-face lectures to online learning in university mathematics instruction—induced by the COVID-19 pandemic.

Frank Reinhold, Christian Schons, Sarah Scheuerer, Peter Gritzmann, Jürgen Richter-Gebert, Kristina Reiss

Dataset DOI

Digital support principles for sustainable mathematics learning in disadvantaged students

Interactive and adaptive scaffolds in digital learning environments yield sustainable positive effects on mathematics learning in disadvantaged students.

Frank Reinhold, Sarah Hofer, Stefan Hoch, Bernhard Werner, Jürgen Richter Gebert, Kristina Reiss

PDF DOI

Process data from electronic textbooks indicate students' classroom engagement

This study demonstrates a viable way to unobtrusively measure students’ classroom engagement utilizing process data from electronic textbooks.

Frank Reinhold, Anselm Strohmaier, Stefan Hoch, Kristina Reiss, Ricardo Böheim, Tina Seidel

DOI

Engineering Students' Thinking About Technical Systems: An Ontological Categories Approach

This paper aims at identifying ontological categories as higher-order knowledge structures that underlie engineering students’ thinking about technical systems.

Sarah Hofer, Frank Reinhold, Frieder Loch, Birgit Vogel-Heuser

PDF DOI

The Role of Spatial, Verbal, Numerical, and General Reasoning in Complex Word Problem Solving for Young Female and Male Adults

This study analyzed the relative importance of different cognitive abilities—spatial, verbal, numerical, and general reasoning—for solving Complex mathematical Word Problems among N = 1282 first-year university engineering students.

Frank Reinhold, Sarah Hofer, Michal Berkowitz, Anselm Strohmaier, Sarah Scheuerer, Frieder Loch, Birgit Vogel-Heuser, Kristina Reiss

PDF DOI

The Interplay Between the Natural Number Bias and Fraction Magnitude Processing in Low-Achieving Students

The relationship between the natural number bias and the ability to process fraction magnitudes is not well understood. We investigate this relationship by analyzing individual students’ profiles. Our results suggest that the occurrence of the natural number bias and the ability to process fraction magnitude are closely related.

Frank Reinhold, Andreas Obersteiner, Stefan Hoch, Sarah Hofer, Kristina Reiss

PDF DOI

The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis

The comprehensive meta-analysis investigated how the use of technology can enhance learning in mathematics and science. 92 studies compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes, g = 0.65.

Delia Hillmayr, Lisa Ziernwald, Frank Reinhold, Sarah Hofer, Kristina Reiss

PDF Source Document DOI

Learning Fractions with and without Educational Technology: What Matters for High-Achieving and Low-Achieving Students?

We developed interactive material for learning fractions providing scaffolds in an e-textbook. High-achieving students did benefit from the curriculum, regardless of whether it was presented with or without interactive scaffolds, while for low-achieving students using scaffolds was decisive.

Frank Reinhold, Stefan Hoch, Bernhard Werner, Jürgen Richter Gebert, Kristina Reiss

PDF DOI

Design and research potential of interactive textbooks: the case of fractions

Computer-based learning environments introduce aspects that allow further information on learning processes to be gleaned. In this study, linear mixed models revealed a negative effect of time on task on task success, which was moderated by exercise difficulty and by student competence.

Stefan Hoch, Frank Reinhold, Bernhard Werner, Jürgen Richter Gebert, Kristina Reiss

PDF DOI