23. - 27.11.2026
Emine Shaka
Interaction design in “helping situations”
The project focuses on “helping situations” which take place in maths lessons in primary school and can be observed in teacher-student interaction. Those situations are initiated either by the learner who requests assistance or by the teacher who gives unsolicited help. Furthermore, “helping situations” contain a mathematical subject matter and are characterized by professional support which is provided by the teacher. In order to effectively promote the students’ learning process, it seems apparent that the aid needs to be individualized. Therefore, adaptivity and cognitive activation as well as their potential significance for professional quality in “helping situations” constitute the object of research. So far, these situations have been insufficiently explored. Pursuing the research question in how far professional quality is embedded in “helping situations”, those specific teacher-student interactions are going to be analysed so that their typical patterns can be delineated. For this, videotaped maths lessons in primary school are used. As a first step, “helping situations” are going to be identified. Afterwards, the extracted sequences will be evaluated in regard to cognitive activation, adaptivity and mathematical depth so that indicators for professional quality can be derived.
Studies and degrees
since 04/2022: Doctoral Researcher in the DFG Graduate School “Subject-Specific Learning and Interaction in Elementary School” (INTERFACH)
2017 – 2021: Studies in Elementary School Teaching at the University of Kassel
Degree: First State Examination for Primary School Teaching (subjects: German, Mathematics, English)
Professional Experience
since 09/2020: Substitute Teacher within the “Reliable School” programme (VSS)
2019 – 2022: Tutor in the Mathematics component of the Primary School Teacher Education programme at the University of Kassel
2019 – 2022: Private Tutor for Students in grades 1–10 in the subjects German, Mathematics and English
Awards
2025: Auszeichnung mit dem ERME Poster Award 2025 auf der internationalen CERME14-Tagung für den Posterbeitrag mit dem Titel Help-seeking interactions in primary school mathematics classrooms. http://erme.site/awards/
2021: Awarded the Ernst Ulrich von Weizsäcker Prize 2021 for the Scientific Thesis (WHA) on “Solution tools of first graders in addition and subtraction tasks” (Lösungswerkzeuge von Erstklässler*innen bei Additions- und Subtraktionsaufgaben)
Shaka, E., Fischer, N., & Rathgeb-Schnierer, E. (2025). Help-seeking interactions in primary school mathematics classrooms. In P. M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, & M. Gaidoschik (Eds.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14). Alfréd Rényi Institute of Mathematics and ERME. https://hal.science/hal-05293300v1
Shaka, E., Fischer, N., & Rathgeb-Schnierer, E. (2024). Patterns of interaction in support situations in mathematics classrooms. In P. Drijvers, H. Palmér, C. Csapodi, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Alfréd Rényi Institute of Mathematics and ERME. https://hal.science/hal-04406822
Shaka, E. (2022). Lösungswerkzeuge von Erstklässler*innen bei Additions- und Subtraktionsaufgaben. Kassel: kassel university press. doi:10.17170/kobra-202204065985
Shaka, E., Fischer, N., & Rathgeb-Schnierer, E. (2024). Analyse von Hilfssituationen im Mathematikunterricht der Grundschule. In P. Ebers, F. Rösken, B. Barzel, A. Büchter, F. Schacht, & P. Scherer (Hrsg.), Beiträge zum Mathematikunterricht 2024 (S. 1345–1348). WTM-Verlag Münster. http://dx.doi.org/10.17877/DE290R-24924