Christian Büscher

Wissenschaftlicher Mitarbeiter am IEEM, TU Dortmund

Dr. Christian Büscher

TU Dortmund
Fakultät für Mathematik
IEEM - Institut für Entwicklung und Erforschung des Mathematikunterrichts

Raum M435
Vogelpothsweg 87
44227 Dortmund

christian.buescher@math.tu-dortmund.de
0231-755-2938

Publikationen

2018
  • Büscher, C. (2018). Clumps or Chunks? - Contextual Relevance of Students' Features of the Data. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (pp. 195–202). Umea, Sweden: PME. (Download Preprint)

    For reasoning on data, learners make use of features of the data in an intuitive and informal way. More insights however are needed into learners’ processes of reasoning on data to identify conditions and reasons for learners to focus on particular features of the data. This study reports on results of a design research project on German 7th grade students’ reasoning on data. The analysis shows how students’ focus on features of the data follows their perceived contextual relevance induced by the context of a teaching-learning arrangement.

  • Büscher, C. (2018). Mathematical Literacy on Statistical Measures: A Design Research Study. Wiesbaden: Springer. (Read on SpringerLink)

    In most countries, only very limited time resources are available for statistics education within mathematics education. Thus, statistics education research needs to develop teaching-learning arrangements that are compact and applicable to classrooms. Christian Büscher designs and investigates a compact teaching-learning arrangement which aims at mathematical and reflective knowledge about statistics. Central results include the specification of the learning content of statistical measures, an empirical reconstruction of students’ learning processes towards statistical measures, and the identification of students’ situated reflections about mathematics within their learning processes.

  • Büscher, C. (2018). Reflexion im Lernprozess anregen und aufdecken. In U. Kortenkamp & A. Kuzle (Eds.), Beiträge zum Mathematikunterricht 2017 (pp. 159–162). Münster: WTM. (Download Preprint) (Link)

    Die Reflexion von Mathematik und ihrer Auswirkung auf Kommunikation und Gesellschaft ist eine oft formulierte Forderung an einen allgemeinbildenden Mathematikunterricht. Schwierigkeiten ergeben sich dabei, solche Reflexion auch mitten im Lernprozess zu verankern. Anhand des Lerngegenstands der statistischen Maße wird ein Entwicklungsforschungsprojekt vorgestellt, in dem Reflexion im Lernprozess angeregt wird. Eine Konzeptualisierung von Reflexion ermöglicht die Rekonstruktion im Lernprozess.

  • Büscher, C. (2018, in press). Students' Development of Measures. In G. Burrill & D. Ben-Zvi (Eds.), Topics and trends in current statistics education research: International perspectives. Springer.

    Knowledge is situated, and so are learning processes. Although contextual knowledge has always played an important role in statistics education research, there exists a need for a theoretical framework for describing students’ development of statistical concepts. A conceptualization of measure is introduced that links concept development to the development of measures, which consists of the three mathematizing activities of structuring phenomena, formalizing communication, and creating evidence. In a qualitative study in the framework of topic-specific design research, learners’ development of measures is reconstructed on a micro level. The analysis reveals impact of the context of a teaching-learning arrangement for students’ situated concept development.

    2017
  • Büscher, C. (2017). Common Patterns of Thought and Statistics: Accessing Variability Through the Typical. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (pp. 716–723). Dublin: DCU Institute of Education and ERME. (Download Preprint) (Link)

    Allowing students to construct meanings of statistical concepts like variability requires building on their individual experiences. The notion of patterns of thought is utilized to conceptualize the difference between formal statistics and learners’ initial thinking and to describe a pathway to bridge this gap between individual and mathematical thinking. Students’ patterns of thought and the processes of their conventionalization are reconstructed in a qualitative study with n = 10 students of grade 7. An outlook is given on the possibility of connecting students’ patterns of thought with formal statistics.

  • Büscher, C., & Schnell, S. (2017). Students' Emergent Modelling of Statistical Measures - A Case Study. Statistics Education Research Journal, 16(2), 144–162. (Link)

    The present study investigates the processes of how German middle school students (age 14) interpret, contrast and evaluate different (informal) statistical measures in order to summarise and compare frequency distributions. To trace the developing insights into the properties of these measures, this paper uses the ‘emergent modelling’ perspective: measures are understood as models, which can either be used to make sense of a given situation or to reason about the statistical measures themselves, e.g. in terms of when they can be applied adequately. The emergent modelling approach is used (1) as a theoretical framework for describing students’ conceptual development, and (2) as a design heuristic for developing a teaching-learning arrangement aiming at developing insights about (frequency) distributions and statistical measures. In the qualitative analysis of a design experiment, two students’ emerging contextual and statistical knowledge is identified, revealing the intertwined nature of both types of knowledge. Overall, this paper illustrates the important role the emergent modelling perspective can play for designing as well as describing students’ learning pathways in statistics education.

    2016
  • Büscher, C. (2016). Entwicklung von informellen statistischen Maßen zwischen Werkzeugen und Objekten. In Beiträge zum Mathematikunterricht 2016. Münster: WTM-Verlag. (Download Preprint) (Link)
  • Büscher, C. (2016, July). Students' Informal Measures between Objects and Tools. Paper presented at the 13th International Congress on Mathematical Education, Hamburg. (Download Preprint)
    2015
  • Büscher, C. (2015). Was ist normal? – Individuelle Konzepte von Normalität als Fundament für den Vorstellungsaufbau in der Statistik. In F. Caluori, h. Linneweber-Lammerskitten, & C. Streit (Eds.), Beiträge zum Mathematikunterricht 2015 (pp. 224–227). Münster: WTM-Verlag. (Download Preprint) (Link)
  • Schnell, S., & Büscher, C. (2015). Individual Concepts of Students Comparing Distribution. In K. Krainer & N.'a. Vondrová (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 754–760). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME. (Download Preprint) (Link)

Vorträge & Workshops

Vorträge auf Tagungen
  • Clumps or Chunks? Contextual Relevance of Students' Features of the Data (2018). 42nd Annual Meeting of the International Group for the Psychology of Mathematics Education (PME42), Umeå, SE
  • Mathematisieren und Reflektieren auf individuellen Wegen (2018). Gemeinsame Jahrestagung GDMV 2018, Paderborn, DE
  • Die epistemologische Funktion von Kontexten (2017). Symposium "Sinnstiftende Lehr-/Lernprozesse initiieren. Die Rolle von Kontexten in der Fachdidaktik", Soest, DE
  • Reflexion im Lernprozess anregen und aufdecken (2017). 51. Jahrestagung der Gesellschaft für Didaktik der Mathematik (GDM 51), Potsdam, DE
  • Common patterns of thought and statistics: accessing variability through the typical (2017). Tenth Congress of the European Society for Research in Mathematics Education (CERME10), Dublin, IR
  • Students’ informal measures between objects and tools - A design research study (2016). 13th International Congress on Mathematical Education (ICME-13), Hamburg, DE
  • Entwicklung von informellen statistischen Maßen zwischen Werkzeugen und Objekten - Eine Entwicklungsforschungsstudie (2016). 50. Jahrestagung der Gesellschaft für Didaktik der Mathematik (GDM 50), Heidelberg, DE
  • Students‘ emergent modelling when reasoning with distributions (2016). Ninth International Research Forum on Statistical Reasoning, Thinking and Literacy (SRTL-9), Paderborn, DE
  • Was ist normal? - Individuelle Vorstellungen von Normalität als Fundament für den Vorstellungsaufbau in der Statistik (2015). 49. Jahrestagung der Gesellschaft für Didaktik der Mathematik (GDM 49), Basel, CH
  • Individual Conceptions of Students Comparing Distributions (2015). Ninth Congress of the European Society for Research in Mathematics Education (CERME9), Prag, CZ
Workshops
  • Lernprozesse erforschen mit fachdidaktischer Entwicklungsforschung (2018). Frühjahrsschule der Fachsektion Didaktik der Biologie, Köln, DE
  • Herausforderungen der Umsetzung iterativer Zyklen. Grundlegende Planung und praktische Durchführung - ein Erfahrungsaustausch (2015). Design-Based Research (DBR) in der empirischen Bildungsforschung und in den Fachdidaktiken, Bremen, DE