Julia GerickBirgit Eickelmann

Einsatz digitaler Medien im Mathematikunterricht und Schülerleistungen. Ein internationaler Vergleich von Bedingungsfaktoren auf Schulebene auf der Grundlage von PISA 2012

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The present article examines determinants on the school level of using new technologies in teaching as well as relations between the use of these technologies and student performance in the mathematical domain in a context of international comparison. For a secondary data analysis of the PISA 2012 data set, the PISA data of Australia, the Netherlands, Norway and Singapore will be consulted in addition to the German sample as these four educational systems take on a pioneering role with respect to the use of digital media in teaching. With the aid of the theoretical framework ‘Relating school development and school efficiency to digital media’ (Eickelmann, 2012) and supported by an analytical model for the school level which is focalized in the course of this article, (1) factors of school leadership, (2) school visions or educational strategies, (3) teaching staff’s attitudes and (4) schools’ IT equipment as well as students’ mathematical performance – all of which have been identified as relevant throughout the manifold research on the use of digital media – will be analyzed by means of multi-level path models. For one thing, the analyses in this article examine school characteristics with respect to their effect on the use of digital media in mathematics classes. For another thing, a possible relation between these factors and the students’ mathematical performance will be assessed. The results demonstrate that determinants on the school level do play a role in the integration of digital media into teaching, while factors classified as relevant differ across educational systems what presumably can be explained by cultural and educational differences in the respective educational system. However, the analysis shows that the effect of ICT use at school, for instance, does not have a negative impact on the students’ mathematical competence – as is the case in Germany and the Netherlands – in all educational systems. In addition to specific findings for the countries considered, the international comparison therefore equally reveals strengths as well as potentialities for the different educational systems.