Daniela Nussbaumer
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Daniela Nussbaumer has a total of 4 co-authors. Here are the top co-authors by number of shared publications:
- Chantal Deuss
Interkantonale Hochschule für Heilpädagogik (HfH)
1 shared publication - Christian Maximilian Thurn
Department of Humanities, Social and Political Sciences, ETH Zürich 1 , Zürich, Switzerland
1 shared publication - Elsbeth Stern
ETH Zurich
1 shared publication - Ralph Schumacher
MINT Learning Center, ETH Zürich, Clausiusstrasse 59, 8092 Zürich, Switzerland
1 shared publication
Latest Publications
- 1 June 2024
- Published by Springer Nature
- p. 144-158
ICT Usage at the Family-School Interface: A Systematic Review on the Situation of Children with Special Educational Needs
- 1 June 2024
- Published by Springer Nature
- p. 144-158
ICT Usage at the Family-School Interface: A Systematic Review on the Situation of Children with Special Educational Needs
- Open Access
- 25 May 2022
- Published by MDPI AG in Journal of Intelligence
- Vol. 10 (2) , 31
The Role of Prior Knowledge and Intelligence in Gaining from a Training on Proportional Reasoning
We explored the mediating role of prior knowledge on the relation between intelligence and learning proportional reasoning. What students gain from formal instruction may depend on their intelligence, as well as on prior encounters with proportional concepts. We investigated whether a basic curriculum unit on the concept of density promoted students’ learning in a training on proportional reasoning. A 2 × 2 design with the factors basic curriculum unit (with, without) and intervention context to introduce proportional reasoning (speed, density) was applied in two consecutive, randomized classroom studies (N1 = 251, N2 = 566 fourth- and fifth-graders; 49%/56% female). We controlled for intelligence and mathematical achievement. We expected the combination of having received the basic curriculum unit on floating and sinking and proportional reasoning introduced via density (a familiar problem-solving context for this group) to be especially favorable. Whereas this hypothesis was not supported, we showed that mathematical achievement mediated the relation between intelligence and proportional reasoning and enabled learners to better exploit the learning opportunities.
- 25 May 2022
- Published by MDPI AG in Journal of Intelligence
- Vol. 10 (2) , 31
Open AccessThe Role of Prior Knowledge and Intelligence in Gaining from a Training on Proportional Reasoning
We explored the mediating role of prior knowledge on the relation between intelligence and learning proportional reasoning. What students gain from formal instruction may depend on their intelligence, as well as on prior encounters with proportional concepts. We investigated whether a basic curriculum unit on the concept of density promoted students’ learning in a training on proportional reasoning. A 2 × 2 design with the factors basic curriculum unit (with, without) and intervention context to introduce proportional reasoning (speed, density) was applied in two consecutive, randomized classroom studies (N1 = 251, N2 = 566 fourth- and fifth-graders; 49%/56% female). We controlled for intelligence and mathematical achievement. We expected the combination of having received the basic curriculum unit on floating and sinking and proportional reasoning introduced via density (a familiar problem-solving context for this group) to be especially favorable. Whereas this hypothesis was not supported, we showed that mathematical achievement mediated the relation between intelligence and proportional reasoning and enabled learners to better exploit the learning opportunities.