Session Information
Contribution
The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers (Beutel & Hinz, 2008; Kammermeyer & Martschinke, 2003; Krause, Wiesmann & Hannich, 2004; Prücher, 2002). Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively.
The study accompanied first-grade students and their teachers looking at the development of the children’s self-concepts concerning their mathematical competences. Looking at inclusive classes with children who have visual impairments, the aim has been to find out whether there are differences in the self-concept development of the children with and without visual impairment and how teachers cope with the special needs of their students.
The multidimensional self-concept model of Shavelson, Hubner und Stanton (1976) is used as theoretical framework as well as the discourse on inclusive education (Schnell & Sander, 2004) and the “mathe 2000”-project which focuses on effective teaching techniques in math lessons (Wittmann, 2003).
Some of the research questions are the following:
Does the academic self-concept concerning mathematical competences of children with visual impairment correspond with their actual mathematical knowledge and is there a difference to the self-concept of children without visual impairment?
Which methodology of instruction does the teacher use and which subjective theories stand behind it?
The presentation will focus on the subjective theories of the teachers and their didactical approaches concerning mathematics in inclusive learning environments.
Method
Expected Outcomes
References
Beutel, S.-I. & Hinz, R. (2008). Schulanfang im Wandel. Selbstkonzepte der Kinder als pädagogische Aufgabe. Berlin: LIT. Kammermeyer, G. & Martschinke, S. (2003). Schulleistung und Fähigkeitsselbstbild im Anfangsunterricht - Ergebnisse aus dem KILIA-Projekt. Empirische Pädagogik, 17, 486-503. Krause, C., Wiesmann, U. & Hannich, H.-J. (2004). Subjektive Befindlichkeit und Selbstwertgefühl von Grundschulkindern. Lengerich: Pabst Science Publishers. Prücher, F. (2002). Selbstkonzepte von Grundschulkindern. Eine empirische Untersuchung über das Selbstkonzept sozialer Integration und das Selbstkonzept allgemeiner Fähigkeiten von Kindern der ersten Grundschulklasse. Osnabrück: Der Andere Verlag. Schnell, I. & Sander, A. (Eds.) (2004). Inklusive Pädagogik. Bad Heilbrunn: Klinkhardt. Shavelson, R. J., Hubner, J. J. & Stanton, G. C. (1976). Self-concept: Validation of Construct Interpretations. Review of Educational Research, 46, 407-441. Sundermann, B. & Selter, C. (2006). Beurteilen und Fördern im Mathematikunterricht. Gute Aufgaben - Differenzierte Arbeiten - Ermutigende Rückmeldungen. Berlin: Cornelsen Scriptor. Walthes, R. (2005). Einführung in die Blinden- und Sehbehindertenpädagogik. München: Reinhardt. Wittmann, E. Ch. (2003). Was ist Mathematik und welche Bedeutung hat das wohlverstandene Fach für den Mathematikunterricht auch der Grundschule?. In: M. Baum & H. Wielpütz, Mathematik in der Grundschule. Bad Heilbrunn: Klinkhardt, pp. 18-46.
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