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

Krähenmann, Helena; Opitz, Elisabeth Moser; Schnepel, Susanne; Stöckli, Meret

doi:10.1007/978-3-030-11518-0_13

Cited by 10 publications

(24 citation statements)

References 28 publications

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“…A framework and materials for inclusive mathematics instruction which includes differentiation and ideas on how to adapt learning goals for students with ID could offer support for teachers. Such frameworks are being developed (e.g., Krähenmann et al 2019;Schnepel 2019), however, their positive impact on the achievement of the students has yet to be proven.…”

Section: Resultsmentioning

confidence: 99%

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The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study

et al. 2019

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Little is known about the mathematical development of students with intellectual disabilities (ID) in inclusive classrooms. It is important to have a researchbased understanding of the subject since inclusive education is becoming the norm in many countries, and an increasing number of students with an ID now attend mainstream schools. We investigated the learning gains of 38 students with ID from 31 grades 2 and 3 inclusive classrooms. Data on mathematics achievement were collected at the beginning and at the end of one school year. A cluster analysis revealed four homogeneous groups that differed significantly in their mathematical progress. Students in the same cluster improved in the same subskills. Prior knowledge is a significant predictor for progress and explains more variance than IQ. In addition, the acquisition of the quantitynumber concept, especially the linkage of quantities and numbers, seems to be an important factor for mathematical development. These results show that mathematics instruction needs to be tailored to the specific knowledge profiles of students.

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Section: Resultsmentioning

confidence: 99%

“…The videos showed that teachers either provided joint learning situations or offered differentiated learning goals. This means that different models of inclusive education were realized, from learning in communities to separate learning situations for children with ID (Krähenmann et al 2019).…”

Section: Participantsmentioning

confidence: 99%

The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study

et al. 2019

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“…zentraler Elemente des mathematischen Vorwissens maßgeblich, denn Wissenszuwachs in der Mathematik ist hochkumulativ. Das Setzen differenzierter Schwerpunkte umfasst daher insbesondere das Festlegen differenzierter Lernziele auf einer gut durchdachten Lernstufung (Prediger und von Aufschnaiter 2017;Krähenmann et al 2019). Zusammenfassend kann also das Setzen individueller Schwerpunkte in kurzfristiger Perspektive als Unterstützen durch Umgehen möglicher Schwierigkeiten erfolgen und in langfristiger Perspektive als Fördern, um Lernzuwächse zu erzielen (s. unten).…”

Section: Anforderungssituationen An Lehrkräfte Im Inklusiven Mathematunclassified

“…Oft wurde dokumentiert, dass inklusiver Mathematikunterricht anspruchsvolle Anforderungssituationen an Lehrkräfte stellt, die auf vielfältige und nicht immer produktive Weise bewältigt werden (Korff 2015;Pool Maag und Moser Opitz 2014;Krähenmann et al 2019). Die vorliegende Interviewstudie leistet einen Beitrag zum Verstehen dieser Beobachtungen, indem sie die selbstberichteten Praktiken der Lehrkräfte bzgl.…”

Section: üBerblick Zu Individuellen Relevanzsetzungen Der Lehrkräfteunclassified

“…Rückschauend von dem komplexesten Job gemeinsames Lernen orchestrieren zeigt sich die Bedeutung des Setzens differenzierter Schwerpunkte in der Leitkategorie ||stufengerechte Lernzuwächse||: Nur, wer für seine Lernenden differenzierte Lernstufungen als Lernziele einplant (dies zeigen in einer schweizerischen Unterrichtsbeobachtungsstudie nur 42 % der Lehrkräfte, Krähenmann et al 2019), denkt K daran, diese fokussiert zu fördern und sie gleichzeitig im gemeinsamen Lernen zu orchestrieren.…”

Section: üBerblick Zu Individuellen Relevanzsetzungen Der Lehrkräfteunclassified

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Teachers’ Self-reported Teaching Practices in Inclusive Mathematics Classrooms—An Interview Study

Prediger

Buró²

2020

J Math Didakt

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Zusammenfassung Wie Lehrkräfte ihren inklusiven Mathematikunterricht ausgestalten, wird im Modell der gegenstandsbezogenen Expertise dadurch charakterisiert, welche Praktiken sie zur Bewältigung typischer didaktischer Anforderungssituationen nutzen: Lernvoraussetzungen identifizieren und diagnostizieren, differenzieren, fördern und gemeinsames Lernen anregen. Die qualitative Interviewstudie untersucht die selbstberichteten Praktiken der Lehrkräfte bzgl. der zugrundeliegenden inklusionsbezogenen Orientierungen und Wahrnehmungs-und Denkkategorien. Interviewt werden 17 Lehrkräfte, die ihre Praktiken beschreiben und reflektieren, und zwar alle zur gleichen Unterrichtseinheit "Prozente verstehen" (Klasse 7). Die qualitative Analyse rekonstruiert fünf typische Leitkategorien: soziale Teilhabe, Beschäftigung, Aufgabenbewältigung, inhaltliche Teilhabe und stufengerechte Lernzuwächse, zwischen denen die Lehrkräfte wechseln. Die Analyse zeigt, wie sich diese Leitkategorien in den Praktiken genauer ausprägen.

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Teachers’ practices of integrating challenging demands of inclusive mathematics education in a professional development program

Büscher

Prediger

2022

J Math Teacher Educ

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When implementing educational innovations, teachers’ approaches to integrating new teaching demands are a crucial factor in their professional development. This becomes especially important in inclusive mathematics education, where teachers are demanded to integrate two jobs: (a) create joint learning experiences for all students and (b) provide focused learning opportunities for individuals. These jobs and the orientations in which they are pursued are perceived as conflicting demands by some teachers, while others do not. Within the model of content-related teacher expertise, this qualitative study investigates teachers’ practices for integrating these demands by disentangling the interplay between teachers’ self-reported practices and their underlying orientations about inclusive education. The analysis reveals that only some teachers explicate conflicts between inclusive teaching demands. It also shows that teachers command a variety of different practices for dealing with the new teaching demands and that some complex practices can indeed integrate different demands simultaneously. Implications include the insight that professional development programs on inclusive education should pay careful attention to teachers’ articulated jobs and orientations in order to promote the integration of teaching demands. Beyond this specific professional development content, the search for practices for integrating demands arising from an interplay of jobs and orientations might be a promising professional development research approach for increasing the scope of professional development.

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

Cited by 10 publications

References 28 publications

The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study

The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study

Teachers’ Self-reported Teaching Practices in Inclusive Mathematics Classrooms—An Interview Study

Teachers’ practices of integrating challenging demands of inclusive mathematics education in a professional development program

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