Prof. Dr. Jessica Hoth

Professor for Mathematics Education (Primary school)

Contact

Room: 320
Parkstraße 6

Phone: +49 381 / 498-2060
jessica.hothuni-rostockde

Consultation hours:

  • after prior registration by e-mail
  • Since October 2024, Professor of Mathematics Education with a focus on Primary Level at the University of Rostock
  • January 2020–September 2024, Professor of Mathematics Education with a focus on Primary Level at Goethe University Frankfurt am Main
  • October 2021–December 2021, Substitute Professor of Mathematics Education with a focus on Primary Level at Goethe University Frankfurt am Main
  • November 2020–September 2021, Substitute Professor of Primary Level Mathematics Education at the University of Rostock
  • Winter Semester 2020/21, Teaching Assignment at Leuphana University Lüneburg
  • March 2020–September 2020, Acting Deputy Head of the Department of Mathematics Education, IPN – Leibniz Institute for Science and Mathematics Education, Kiel
  • October 2017 – September 2021, Research Associate, IPN – Leibniz Institute for Science and Mathematics Education, Kiel
  • 2016–2017, Substitute Professor of Mathematics Education (Primary Level focus) at the University of Vechta
  • January 2012–December 2012, Research Associate in the Didactics of Social Sciences and Mathematics/Natural Sciences at the University of Hamburg
  • 2011–2016, Research Associate at the University of Vechta
  • 2011–2015 – Doctoral studies in Mathematics Education at the University of Vechta
  • 2004–2010 – Studies in Mathematics and English for Teaching at Primary and Lower Secondary schools at the University of Hamburg
  • Estimating Lengths in Primary School
  • Structure and Development of Measurement Understanding
  • Development of Professional Competence in (Prospective) Mathematics Teachers
  • Mathematics Teacher Noticing
  • Diagnostic Competence of Mathematics Teachers
  • Assessment and Support of Basic Mathematical Competencies

  • a² - Diagnosis and promotion of basic mathematical skills
    As part of the a² research project, diagnostic tests and support measures for basic school mathematical skills are developed.
    Head and contact person (primary level): Prof. Dr. Jessica Hoth & Ricarda Holland
    Project duration: 08/24-12/26
    Funded by: Hans and Ria Messer Foundation
    Link to the project homepage:  https://www.uni-frankfurt.de/157463657/Forschungsprojekt_a 

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  • COMET

    As part of the COMET project, the aim is to investigate the extent to which measurement understanding develop in students in the areas of length and time.
    Head and contact persons: Prof. Dr. Jessica Hoth & Lukas Knorr

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  • ELF

    The project aims to gather empirical evidence on how children's choice of strategy is related to their estimation success. In addition, attitudes and elements of teachers' lesson design with regard to the topic of estimation are to be identified. 
    Head and contact person: Prof. Dr. Jessica Hoth & Ricarda Holland

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  • Scale - Speed, Strategy Choice and Accuracy in Length estimation

    The aim of the project is to find connections between estimation accuracy, estimation speed and the choice of strategy of children in elementary school when estimating lengths.

    Head and contact persons: Melanie Schuy & Prof. Dr. Jessica Hoth

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    MaNa-Exe

    The aim of the project is to develop experimentation box with an interdisciplinary focus on mathematical and scientific learning.
    The project is in cooperation with the didactics of natural sciences at Goethe University Frankfurt.

     

 

 

 

Holland, R. & Hoth, J. (2024). "Da habe ich dann einfach den Trick mit dem Daumen genommen, […] damit kann man Dinge ausmessen" - Konstruktion eines Kategoriensystems von Stützpunkten beim Schätzen von Längen. In P. Ebers, B. Barzel, A. Büchter, F. Schacht & P. Scherer (Hrsg.), Beiträge zum Mathematikunterricht 2024. (S. 277-280). 

WTM. http://dx.doi.org/10.17877/DE290R-25047 
Schadl, C. & Hoth, J. (2024). Größenvorstellungen zu Längen - Analyse eines Kompetenzstufenmodells. In P. Ebers, B. Barzel, A. Büchter, F. Schacht & P. Scherer (Hrsg.), Beiträge zum Mathematikunterricht 2024. (S. 285-288). 

WTM. http://dx.doi.org/10.17877/DE290R-25045 
Holland, R. & Hoth, J. (2024). Exploring students' errors on estimating lengths. In T. Evans, O. Marmur, J. Hunter, G. Leach & J. Jhagroo (Hrsg.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education. (Vol. 1, S. 150). PME.

Hoth, J. & Schadl, C. (2024). Relevant measurement skills to solve word problems with lengths. In T. Evans, O. Marmur, J. Hunter, G. Leach & J. Jhagroo (Hrsg.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education. (Vol. 3, S. 66-73). PME.

Knorr, L., Hoth, J. & Schadl, C. (2024). Primary school students' understanding of time measurement - components of a concept of time estimation of length. In T. Evans, O. Marmur, J. Hunter, G. Leach & J. Jhagroo (Hrsg.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education. (Vol. 1, S. 275). PME.

Löffert, J. & Hoth, J. (2024). Linking virtual and physical manipulatives by designing learning environments. In T. Evans, O. Marmur, J. Hunter, G. Leach & J. Jhagroo (Hrsg.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education. (Vol. 1, S. 280). PME.

Dreher, A., Hoth, J., Lindmeier, A. & Heinze, A. (2023). Der Bezug zwischen Schulmathematik und akademischer Mathematik: schulbezogenes Fachwissen als berufsspezifische Wissenskomponente von Lehrkräften. 10.1007/978-3-662-64381-5_5 .

Kaiser, G., Scheiner, T., Ayalon, M., Kosko, K., Kersting, N., Fernandez, C., Superfine, A., Walkoe, J., Bastian, A., Hoth, J. & Jory, M., Yang, X. & Choy, B. H. (2023). Innovative research approaches to mathematics teacher noticing. in M. Ayalon, B. Koichu, R. Leikin, L. Rubel & M. Tabach (Hrsgs.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 103-133). PME 46.

Hoth, J., Jory, M. & Kaiser, G. (2022). Identifying and dealing with student errors in the mathematics classroom: Cognitive and motivational requirements. Frontiers in Psychology, 13. 10.3389/fpsyg.2022.1057730 .

Hoth, J., Heinze, A., Huang, H.-M., Weiher, D., Niedermeyer, I. & Ruwisch, S. (2022). Elementary School Students' Length Estimation Skills - Analyzing a Multidimensional Construct in a Cross-Country Study. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-022-10323-0 

Weiher, D. F., Ruwisch, S., Huang, H.-M. E., Hoth, J., & Heinze, A. (2022). Modelling the Complexity of Measurement Estimation Situations: A Theoretical Framework for the Estimation of Lengths. Mathematica Didactica, 45. https://doi.org/10.18716/ojs/md/2022.1593 

Hoth, J., & Heinze, A. (2022). Das Schätzen von Längen in der Grundschule: Welche Schätzsituationen sollten im Mathematikunterricht thematisiert werden? in K. Eilerts, R. Möller, & T. Huhmann (Hrsg.), Auf dem Weg zum neuen Mathematiklehren und -lernen 2.0: Festschrift für Prof. Dr. Bernd Wollring (S. 145-159). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-33450-5_10

Hoth, J., Jeschke, C., Dreher, A., Lindmeier, A., & Heinze, A. (2020). Ist akademisches Fachwissen hinreichend für den Erwerb eines berufsspezifischen Fachwissens im Lehramtsstudium? Eine Untersuchung der Trickle-down-Annahme. Journal für Mathematik-Didaktik, 41(2), 329-356. https://doi.org/10.1007/s13138-019-00152-0

Hoth, J., Heinze, A., Weiher, D. F., Ruwisch, S., & Huang, H-M. (2019). Primary school students length estimation competence: A cross-country comparison between Taiwan and Germany. In J. Novotná, & H. Moraová (Eds.), Opportunities in Learning and Teaching Elementary Mathematics (pp. 201-211). Charles University, Faculty of Education.

Hoth, J.; Kaiser, G.; Busse, A.; Döhrmann, M.; König, J. & Blömeke, S. (2017). Professional competences of teachers for fostering creativity and supporting high-achieving students. ZDM - the International Journal on Mathematics Education. ISSN 1863-9690. 49(1), 107- 120. https://doi.org/10.1007/s11858-016-0817-5

Hoth, J., Döhrmann, M., Kaiser, G., Busse, A., König, J. & Blömeke, S. (2016). Diagnostic competence of primary school mathematics teachers during classroom situations. ZDM Mathematics Education, 48(1-2), 41-54. https://doi.org/10.1007/s11858-016-0759-y

Blömeke, S., Hoth, J., Döhrmann, M., Busse, A., Kaiser, G., & König, J. (2015). Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance. International Journal of Science and Mathematics Education, 13(2), 287–308. https://doi.org/10.1007/s10763-015-9619-4

Kaiser, G., Busse, A., Hoth, J., König, J., & Blömeke, S. (2015). About the complexities of videobased assessments: Theoretical and methodological approaches to overcoming shortcomings of research on teachers' competence. International Journal of Science and Mathematics Education. 13(2), 369–387. https://doi.org/10.1007/s10763-015-9616-7