Inclusive Mathematics Instruction. A Conceptual Framework and Selected Research Results of a Video Study

This paper discusses the aims and challenges of inclusive mathematics instruction and presents data from a video study of 34 inclusive classrooms. Criteria for inclusive mathematics instruction are identified, and a conceptual framework is presented with a particular focus on very heterogeneous groups of learners that include students with intellectual disabilities. Key issues with the inclusive approach are the need to adapt learning goals (differentiation) and to manage joint learning settings. Data from the study show a rather limited use of differentiated learning goals in general and for students with intellectual disabilities in particular during inclusive mathematics instruction. Correlation analyses reveal that, in the classrooms studied, there was either a focus on differentiated learning goals or a focus on joint learning situations. The simultaneous implementation of both differentiated learning goals and joint learning settings seems to be very challenging in inclusive teaching settings. Therefore, teachers must be given specific support aimed at enabling them to meet this challenge.

Schlagwörter

Fachgebiet (DDC)

370 - Erziehung, Schul- und Bildungswesen

Projekt

Veranstaltung

Startdatum der Ausstellung

Enddatum der Ausstellung

Startdatum der Konferenz

Enddatum der Konferenz

Datum der letzten Prüfung

ISBN

978-3-030-11517-3
978-3-030-11518-0

ISSN

Sprache

Englisch

Während FHNW Zugehörigkeit erstellt

Nein

Zukunftsfelder FHNW

Publikationsstatus

Veröffentlicht

Begutachtung

Peer-Review der ganzen Publikation

Open Access-Status

Closed

Lizenz

Zitation

Krähenmann, H., Moser Opitz, E., Schnepel, S., & Stöckli, M. (2019). Inclusive Mathematics Instruction. A Conceptual Framework and Selected Research Results of a Video Study. In D. Kollosche, R. Marcone, M. Knigge, M. Godoy Penteado, & O. Skovsmose (Eds.), Inclusive mathematics education. Research results from Brazil and Germany (pp. 179–196). Springer. https://doi.org/10.1007/978-3-030-11518-0

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