“In school you notice the performance gap and how different it is between the students” – Student teachers’ collective orientations about the learners’ heterogeneity in mathematics

International audienceCollective orientations about the heterogeneity of the learners emerge on the basis of experiences that are unique to the individual, but in many ways structurally similar. Guided by the assumption that collective orientations significantly influence the practice of (student) teachers, our goal is to reconstruct (student) teachers’ ways of thinking in the context of heterogeneous learning groups in mathematics education using the documentary method. In the data of the project HeLeA , it became apparent that one main focus of the group discussions was the variety of student performance. The differences in the achievement of the students, especially in mathematics, seem to be a great challenge for student teachers. Furthermore, there are discontinuities between the everyday discourse of student teachers and the academic discourse on the topic of heterogeneity

Das erweiterte Produktionsdesign zur Rekonstruktion multimodaler Partizipationsmöglichkeiten

Aus einer interaktionistischen Perspektive konstituieren sich Prozesse des Mathematiklernens in mathematischen Aushandlungsprozessen, in denen die Interaktionsteilnehmenden ihre mathematischen Interpretationen in der jeweiligen Situation kontinuierlich aufeinander abstimmen. Mathematiklernen wird demnach als ein sozialer Interpretationsakt verstanden, in dem Bedeutungen durch interaktive Aushandlungsprozesse konstruiert werden (Krummheuer & Brandt, 2001). Dieser Aushandlungsprozess kann in Form einer kollektiven Argumentation (Jung, 2019), zu einer wechselseitig zwischenzeitlich als geteilten Deutung – dem Deutungsinterim – konvergieren (Schütte et al., 2021, Tewes & Schütte, im Druck). Die Partizipation an diesen mathematischen Aushandlungsprozessen wird in der interaktionistischen Lerntheorie als konstitutive Bedingung für das Mathematiklernen gesehen (Krummheuer & Brandt, 2001; Jung, 2019; Schütte et al., 2021) und kann für jedes Individuum wiederum unterschiedlich sein

The Mathematical Support Format Reproduction

International audienceThe study presented in this paper focusses on the mutual learning of mathematics in interaction for all children in inclusive mathematics classroom. Therefore, the concept of Support Systems will be adopted in order to reconstruct different Mathematical Support Systems in the mathematics classroom and to describe the possibilities for students to participate in mathematical negotiation processes. To describe mathematical learning processes, the interaction theory of mathematical learning and the cultural-historical theory, which both place social interaction at the center of (mathematical) learning, are used. This article in particular presents the Mathematical Support Format Reproduction, which develops between a teacher and a student (with special needs)

“In school you notice the performance gap and how different it is between the students” – Student teachers’ collective orientations about the learners’ heterogeneity in mathematics

International audienceCollective orientations about the heterogeneity of the learners emerge on the basis of experiences that are unique to the individual, but in many ways structurally similar. Guided by the assumption that collective orientations significantly influence the practice of (student) teachers, our goal is to reconstruct (student) teachers’ ways of thinking in the context of heterogeneous learning groups in mathematics education using the documentary method. In the data of the project HeLeA , it became apparent that one main focus of the group discussions was the variety of student performance. The differences in the achievement of the students, especially in mathematics, seem to be a great challenge for student teachers. Furthermore, there are discontinuities between the everyday discourse of student teachers and the academic discourse on the topic of heterogeneity