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<p>Regular mathematics lessons are the central place for fostering children with difficulties in learning mathematics. In order to organise mathematics lesson in a&#xa0;supportive way, it is necessary to diagnose the individual potential of children with regard to basic mathematical skills. On this insights, the teacher makes didactically justified decisions about differentiated fostering with productive tasks and adaptive support measures. In lesson-integrated fostering subject-related and social practices establish between teacher and children. The focus of this article is on reconstructing and reflecting on these practices through videotaped classroom scenes using interpretive classroom.</p>

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Unterrichtsintegrierte Förderung von mathematischen Basiskompetenzen. Empirische Rekonstruktion interferierender Praktiken der Förderung im Mathematikunterricht der Grundschule

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月28日

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  • Uta Häsel-Weide,
  • Marcus Nührenbörger

摘要

Regular mathematics lessons are the central place for fostering children with difficulties in learning mathematics. In order to organise mathematics lesson in a supportive way, it is necessary to diagnose the individual potential of children with regard to basic mathematical skills. On this insights, the teacher makes didactically justified decisions about differentiated fostering with productive tasks and adaptive support measures. In lesson-integrated fostering subject-related and social practices establish between teacher and children. The focus of this article is on reconstructing and reflecting on these practices through videotaped classroom scenes using interpretive classroom.