Inclusive Education and the Development of the Self-Concept Concerning Mathematical Competences
The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers worldwide. Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively (Irmler, 2015; Ka...
Ausführliche Beschreibung
Autor*in: |
Sarah Wieckert [verfasserIn] |
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Englisch |
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2021 |
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In: Journal of Systemics, Cybernetics and Informatics - International Institute of Informatics and Cybernetics, 2011, 19(2021), 1, Seite 116-125 |
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Übergeordnetes Werk: |
volume:19 ; year:2021 ; number:1 ; pages:116-125 |
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DOAJ030548403 |
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(DE-627)DOAJ030548403 (DE-599)DOAJ42b533eb44be44b4b11a72f44fe557d5 DE-627 ger DE-627 rakwb eng T58.5-58.64 P87-96 Sarah Wieckert verfasserin aut Inclusive Education and the Development of the Self-Concept Concerning Mathematical Competences 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers worldwide. Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively (Irmler, 2015; Kammermeyer & Martschinke, 2003) As Germany signed the UN Convention on the Rights of Persons with Disabilities (Beauftragter der Bundesregierung für die Belange von Menschen mit Behinderungen, 2018; Vereinte Nationen, 2006) the school system which is characterized by external streaming has to change in order to make inclusive settings of learning possible and create an environment in which heterogeneity is seen as a chance rather than as a problem for learning and teaching (Klemm, 2015; Aichele, 2008). The development of mathematical competences can be seen as one part of the basic skills that should be acquired in primary school (Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, 2008). To gain an understanding of quantities is important in this context and may be a challenge for students – especially for children with visual impairment (Walthes & Degenhardt, 2016; Csocsán, 2003). This contribution presents a study which focuses on the special time of first-grade when primary school students get to know their new learning environment. In that context a survey takes place in the German county of North-Rhine Westphalia and accompanies children with and without special needs in the field of vision which learn together in inclusive classroom environments. At three times during the school year the students become interviewed about their self-concept concerning mathematical competences as well as are participating in learning assessments in this subject. Furthermore interviews with the math teachers of the students take place in order to get an insight into the way they design math lessons in an inclusive classroom setting. Classroom observations of math lessons complete the triangulative research design in which different groups of people are part of the sample and different research methods are being used (Wieckert, 2013) In this means the study depicts a variety of central topics concerning educational research which implies an interdisciplinary approach to school life and therefore addresses different disciplines which are connected with education (e.g. Mathematics, Pedagogy, Psychology, Rehabilitation Sciences). first-grade students and teachers triangulation visual impairment mathematical competences self-concept inclusive education Information technology Communication. Mass media In Journal of Systemics, Cybernetics and Informatics International Institute of Informatics and Cybernetics, 2011 19(2021), 1, Seite 116-125 (DE-627)505952289 (DE-600)2216824-2 16904524 nnns volume:19 year:2021 number:1 pages:116-125 https://doaj.org/article/42b533eb44be44b4b11a72f44fe557d5 kostenfrei http://www.iiisci.org/Journal/PDV/sci/pdfs/IP122LL21.pdf kostenfrei https://doaj.org/toc/1690-4524 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 19 2021 1 116-125 |
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(DE-627)DOAJ030548403 (DE-599)DOAJ42b533eb44be44b4b11a72f44fe557d5 DE-627 ger DE-627 rakwb eng T58.5-58.64 P87-96 Sarah Wieckert verfasserin aut Inclusive Education and the Development of the Self-Concept Concerning Mathematical Competences 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers worldwide. Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively (Irmler, 2015; Kammermeyer & Martschinke, 2003) As Germany signed the UN Convention on the Rights of Persons with Disabilities (Beauftragter der Bundesregierung für die Belange von Menschen mit Behinderungen, 2018; Vereinte Nationen, 2006) the school system which is characterized by external streaming has to change in order to make inclusive settings of learning possible and create an environment in which heterogeneity is seen as a chance rather than as a problem for learning and teaching (Klemm, 2015; Aichele, 2008). The development of mathematical competences can be seen as one part of the basic skills that should be acquired in primary school (Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, 2008). To gain an understanding of quantities is important in this context and may be a challenge for students – especially for children with visual impairment (Walthes & Degenhardt, 2016; Csocsán, 2003). This contribution presents a study which focuses on the special time of first-grade when primary school students get to know their new learning environment. In that context a survey takes place in the German county of North-Rhine Westphalia and accompanies children with and without special needs in the field of vision which learn together in inclusive classroom environments. At three times during the school year the students become interviewed about their self-concept concerning mathematical competences as well as are participating in learning assessments in this subject. Furthermore interviews with the math teachers of the students take place in order to get an insight into the way they design math lessons in an inclusive classroom setting. Classroom observations of math lessons complete the triangulative research design in which different groups of people are part of the sample and different research methods are being used (Wieckert, 2013) In this means the study depicts a variety of central topics concerning educational research which implies an interdisciplinary approach to school life and therefore addresses different disciplines which are connected with education (e.g. Mathematics, Pedagogy, Psychology, Rehabilitation Sciences). first-grade students and teachers triangulation visual impairment mathematical competences self-concept inclusive education Information technology Communication. Mass media In Journal of Systemics, Cybernetics and Informatics International Institute of Informatics and Cybernetics, 2011 19(2021), 1, Seite 116-125 (DE-627)505952289 (DE-600)2216824-2 16904524 nnns volume:19 year:2021 number:1 pages:116-125 https://doaj.org/article/42b533eb44be44b4b11a72f44fe557d5 kostenfrei http://www.iiisci.org/Journal/PDV/sci/pdfs/IP122LL21.pdf kostenfrei https://doaj.org/toc/1690-4524 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 19 2021 1 116-125 |
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(DE-627)DOAJ030548403 (DE-599)DOAJ42b533eb44be44b4b11a72f44fe557d5 DE-627 ger DE-627 rakwb eng T58.5-58.64 P87-96 Sarah Wieckert verfasserin aut Inclusive Education and the Development of the Self-Concept Concerning Mathematical Competences 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers worldwide. Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively (Irmler, 2015; Kammermeyer & Martschinke, 2003) As Germany signed the UN Convention on the Rights of Persons with Disabilities (Beauftragter der Bundesregierung für die Belange von Menschen mit Behinderungen, 2018; Vereinte Nationen, 2006) the school system which is characterized by external streaming has to change in order to make inclusive settings of learning possible and create an environment in which heterogeneity is seen as a chance rather than as a problem for learning and teaching (Klemm, 2015; Aichele, 2008). The development of mathematical competences can be seen as one part of the basic skills that should be acquired in primary school (Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, 2008). To gain an understanding of quantities is important in this context and may be a challenge for students – especially for children with visual impairment (Walthes & Degenhardt, 2016; Csocsán, 2003). This contribution presents a study which focuses on the special time of first-grade when primary school students get to know their new learning environment. In that context a survey takes place in the German county of North-Rhine Westphalia and accompanies children with and without special needs in the field of vision which learn together in inclusive classroom environments. At three times during the school year the students become interviewed about their self-concept concerning mathematical competences as well as are participating in learning assessments in this subject. Furthermore interviews with the math teachers of the students take place in order to get an insight into the way they design math lessons in an inclusive classroom setting. Classroom observations of math lessons complete the triangulative research design in which different groups of people are part of the sample and different research methods are being used (Wieckert, 2013) In this means the study depicts a variety of central topics concerning educational research which implies an interdisciplinary approach to school life and therefore addresses different disciplines which are connected with education (e.g. Mathematics, Pedagogy, Psychology, Rehabilitation Sciences). first-grade students and teachers triangulation visual impairment mathematical competences self-concept inclusive education Information technology Communication. Mass media In Journal of Systemics, Cybernetics and Informatics International Institute of Informatics and Cybernetics, 2011 19(2021), 1, Seite 116-125 (DE-627)505952289 (DE-600)2216824-2 16904524 nnns volume:19 year:2021 number:1 pages:116-125 https://doaj.org/article/42b533eb44be44b4b11a72f44fe557d5 kostenfrei http://www.iiisci.org/Journal/PDV/sci/pdfs/IP122LL21.pdf kostenfrei https://doaj.org/toc/1690-4524 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 19 2021 1 116-125 |
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(DE-627)DOAJ030548403 (DE-599)DOAJ42b533eb44be44b4b11a72f44fe557d5 DE-627 ger DE-627 rakwb eng T58.5-58.64 P87-96 Sarah Wieckert verfasserin aut Inclusive Education and the Development of the Self-Concept Concerning Mathematical Competences 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers worldwide. Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively (Irmler, 2015; Kammermeyer & Martschinke, 2003) As Germany signed the UN Convention on the Rights of Persons with Disabilities (Beauftragter der Bundesregierung für die Belange von Menschen mit Behinderungen, 2018; Vereinte Nationen, 2006) the school system which is characterized by external streaming has to change in order to make inclusive settings of learning possible and create an environment in which heterogeneity is seen as a chance rather than as a problem for learning and teaching (Klemm, 2015; Aichele, 2008). The development of mathematical competences can be seen as one part of the basic skills that should be acquired in primary school (Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, 2008). To gain an understanding of quantities is important in this context and may be a challenge for students – especially for children with visual impairment (Walthes & Degenhardt, 2016; Csocsán, 2003). This contribution presents a study which focuses on the special time of first-grade when primary school students get to know their new learning environment. In that context a survey takes place in the German county of North-Rhine Westphalia and accompanies children with and without special needs in the field of vision which learn together in inclusive classroom environments. At three times during the school year the students become interviewed about their self-concept concerning mathematical competences as well as are participating in learning assessments in this subject. Furthermore interviews with the math teachers of the students take place in order to get an insight into the way they design math lessons in an inclusive classroom setting. Classroom observations of math lessons complete the triangulative research design in which different groups of people are part of the sample and different research methods are being used (Wieckert, 2013) In this means the study depicts a variety of central topics concerning educational research which implies an interdisciplinary approach to school life and therefore addresses different disciplines which are connected with education (e.g. Mathematics, Pedagogy, Psychology, Rehabilitation Sciences). first-grade students and teachers triangulation visual impairment mathematical competences self-concept inclusive education Information technology Communication. Mass media In Journal of Systemics, Cybernetics and Informatics International Institute of Informatics and Cybernetics, 2011 19(2021), 1, Seite 116-125 (DE-627)505952289 (DE-600)2216824-2 16904524 nnns volume:19 year:2021 number:1 pages:116-125 https://doaj.org/article/42b533eb44be44b4b11a72f44fe557d5 kostenfrei http://www.iiisci.org/Journal/PDV/sci/pdfs/IP122LL21.pdf kostenfrei https://doaj.org/toc/1690-4524 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 19 2021 1 116-125 |
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(DE-627)DOAJ030548403 (DE-599)DOAJ42b533eb44be44b4b11a72f44fe557d5 DE-627 ger DE-627 rakwb eng T58.5-58.64 P87-96 Sarah Wieckert verfasserin aut Inclusive Education and the Development of the Self-Concept Concerning Mathematical Competences 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers worldwide. Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively (Irmler, 2015; Kammermeyer & Martschinke, 2003) As Germany signed the UN Convention on the Rights of Persons with Disabilities (Beauftragter der Bundesregierung für die Belange von Menschen mit Behinderungen, 2018; Vereinte Nationen, 2006) the school system which is characterized by external streaming has to change in order to make inclusive settings of learning possible and create an environment in which heterogeneity is seen as a chance rather than as a problem for learning and teaching (Klemm, 2015; Aichele, 2008). The development of mathematical competences can be seen as one part of the basic skills that should be acquired in primary school (Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, 2008). To gain an understanding of quantities is important in this context and may be a challenge for students – especially for children with visual impairment (Walthes & Degenhardt, 2016; Csocsán, 2003). This contribution presents a study which focuses on the special time of first-grade when primary school students get to know their new learning environment. In that context a survey takes place in the German county of North-Rhine Westphalia and accompanies children with and without special needs in the field of vision which learn together in inclusive classroom environments. At three times during the school year the students become interviewed about their self-concept concerning mathematical competences as well as are participating in learning assessments in this subject. Furthermore interviews with the math teachers of the students take place in order to get an insight into the way they design math lessons in an inclusive classroom setting. Classroom observations of math lessons complete the triangulative research design in which different groups of people are part of the sample and different research methods are being used (Wieckert, 2013) In this means the study depicts a variety of central topics concerning educational research which implies an interdisciplinary approach to school life and therefore addresses different disciplines which are connected with education (e.g. Mathematics, Pedagogy, Psychology, Rehabilitation Sciences). first-grade students and teachers triangulation visual impairment mathematical competences self-concept inclusive education Information technology Communication. Mass media In Journal of Systemics, Cybernetics and Informatics International Institute of Informatics and Cybernetics, 2011 19(2021), 1, Seite 116-125 (DE-627)505952289 (DE-600)2216824-2 16904524 nnns volume:19 year:2021 number:1 pages:116-125 https://doaj.org/article/42b533eb44be44b4b11a72f44fe557d5 kostenfrei http://www.iiisci.org/Journal/PDV/sci/pdfs/IP122LL21.pdf kostenfrei https://doaj.org/toc/1690-4524 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 19 2021 1 116-125 |
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The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers worldwide. Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively (Irmler, 2015; Kammermeyer & Martschinke, 2003) As Germany signed the UN Convention on the Rights of Persons with Disabilities (Beauftragter der Bundesregierung für die Belange von Menschen mit Behinderungen, 2018; Vereinte Nationen, 2006) the school system which is characterized by external streaming has to change in order to make inclusive settings of learning possible and create an environment in which heterogeneity is seen as a chance rather than as a problem for learning and teaching (Klemm, 2015; Aichele, 2008). The development of mathematical competences can be seen as one part of the basic skills that should be acquired in primary school (Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, 2008). To gain an understanding of quantities is important in this context and may be a challenge for students – especially for children with visual impairment (Walthes & Degenhardt, 2016; Csocsán, 2003). This contribution presents a study which focuses on the special time of first-grade when primary school students get to know their new learning environment. In that context a survey takes place in the German county of North-Rhine Westphalia and accompanies children with and without special needs in the field of vision which learn together in inclusive classroom environments. At three times during the school year the students become interviewed about their self-concept concerning mathematical competences as well as are participating in learning assessments in this subject. Furthermore interviews with the math teachers of the students take place in order to get an insight into the way they design math lessons in an inclusive classroom setting. Classroom observations of math lessons complete the triangulative research design in which different groups of people are part of the sample and different research methods are being used (Wieckert, 2013) In this means the study depicts a variety of central topics concerning educational research which implies an interdisciplinary approach to school life and therefore addresses different disciplines which are connected with education (e.g. Mathematics, Pedagogy, Psychology, Rehabilitation Sciences). |
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The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers worldwide. Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively (Irmler, 2015; Kammermeyer & Martschinke, 2003) As Germany signed the UN Convention on the Rights of Persons with Disabilities (Beauftragter der Bundesregierung für die Belange von Menschen mit Behinderungen, 2018; Vereinte Nationen, 2006) the school system which is characterized by external streaming has to change in order to make inclusive settings of learning possible and create an environment in which heterogeneity is seen as a chance rather than as a problem for learning and teaching (Klemm, 2015; Aichele, 2008). The development of mathematical competences can be seen as one part of the basic skills that should be acquired in primary school (Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, 2008). To gain an understanding of quantities is important in this context and may be a challenge for students – especially for children with visual impairment (Walthes & Degenhardt, 2016; Csocsán, 2003). This contribution presents a study which focuses on the special time of first-grade when primary school students get to know their new learning environment. In that context a survey takes place in the German county of North-Rhine Westphalia and accompanies children with and without special needs in the field of vision which learn together in inclusive classroom environments. At three times during the school year the students become interviewed about their self-concept concerning mathematical competences as well as are participating in learning assessments in this subject. Furthermore interviews with the math teachers of the students take place in order to get an insight into the way they design math lessons in an inclusive classroom setting. Classroom observations of math lessons complete the triangulative research design in which different groups of people are part of the sample and different research methods are being used (Wieckert, 2013) In this means the study depicts a variety of central topics concerning educational research which implies an interdisciplinary approach to school life and therefore addresses different disciplines which are connected with education (e.g. Mathematics, Pedagogy, Psychology, Rehabilitation Sciences). |
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The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers worldwide. Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively (Irmler, 2015; Kammermeyer & Martschinke, 2003) As Germany signed the UN Convention on the Rights of Persons with Disabilities (Beauftragter der Bundesregierung für die Belange von Menschen mit Behinderungen, 2018; Vereinte Nationen, 2006) the school system which is characterized by external streaming has to change in order to make inclusive settings of learning possible and create an environment in which heterogeneity is seen as a chance rather than as a problem for learning and teaching (Klemm, 2015; Aichele, 2008). The development of mathematical competences can be seen as one part of the basic skills that should be acquired in primary school (Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, 2008). To gain an understanding of quantities is important in this context and may be a challenge for students – especially for children with visual impairment (Walthes & Degenhardt, 2016; Csocsán, 2003). This contribution presents a study which focuses on the special time of first-grade when primary school students get to know their new learning environment. In that context a survey takes place in the German county of North-Rhine Westphalia and accompanies children with and without special needs in the field of vision which learn together in inclusive classroom environments. At three times during the school year the students become interviewed about their self-concept concerning mathematical competences as well as are participating in learning assessments in this subject. Furthermore interviews with the math teachers of the students take place in order to get an insight into the way they design math lessons in an inclusive classroom setting. Classroom observations of math lessons complete the triangulative research design in which different groups of people are part of the sample and different research methods are being used (Wieckert, 2013) In this means the study depicts a variety of central topics concerning educational research which implies an interdisciplinary approach to school life and therefore addresses different disciplines which are connected with education (e.g. Mathematics, Pedagogy, Psychology, Rehabilitation Sciences). |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ030548403</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230307151249.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230226s2021 xx |||||o 00| ||eng c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ030548403</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ42b533eb44be44b4b11a72f44fe557d5</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">T58.5-58.64</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">P87-96</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Sarah Wieckert</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Inclusive Education and the Development of the Self-Concept Concerning Mathematical Competences</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers worldwide. Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively (Irmler, 2015; Kammermeyer & Martschinke, 2003) As Germany signed the UN Convention on the Rights of Persons with Disabilities (Beauftragter der Bundesregierung für die Belange von Menschen mit Behinderungen, 2018; Vereinte Nationen, 2006) the school system which is characterized by external streaming has to change in order to make inclusive settings of learning possible and create an environment in which heterogeneity is seen as a chance rather than as a problem for learning and teaching (Klemm, 2015; Aichele, 2008). The development of mathematical competences can be seen as one part of the basic skills that should be acquired in primary school (Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, 2008). To gain an understanding of quantities is important in this context and may be a challenge for students – especially for children with visual impairment (Walthes & Degenhardt, 2016; Csocsán, 2003). This contribution presents a study which focuses on the special time of first-grade when primary school students get to know their new learning environment. In that context a survey takes place in the German county of North-Rhine Westphalia and accompanies children with and without special needs in the field of vision which learn together in inclusive classroom environments. At three times during the school year the students become interviewed about their self-concept concerning mathematical competences as well as are participating in learning assessments in this subject. Furthermore interviews with the math teachers of the students take place in order to get an insight into the way they design math lessons in an inclusive classroom setting. Classroom observations of math lessons complete the triangulative research design in which different groups of people are part of the sample and different research methods are being used (Wieckert, 2013) In this means the study depicts a variety of central topics concerning educational research which implies an interdisciplinary approach to school life and therefore addresses different disciplines which are connected with education (e.g. Mathematics, Pedagogy, Psychology, Rehabilitation Sciences).</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">first-grade students and teachers</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">triangulation</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">visual impairment</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">mathematical competences</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">self-concept</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">inclusive education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Information technology</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Communication. Mass media</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Journal of Systemics, Cybernetics and Informatics</subfield><subfield code="d">International Institute of Informatics and Cybernetics, 2011</subfield><subfield code="g">19(2021), 1, Seite 116-125</subfield><subfield code="w">(DE-627)505952289</subfield><subfield code="w">(DE-600)2216824-2</subfield><subfield code="x">16904524</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:19</subfield><subfield code="g">year:2021</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:116-125</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/42b533eb44be44b4b11a72f44fe557d5</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield 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