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Based on the development of a computer-based training programme for pupils at the end of primary school or at the beginning of lower secondary school, which is dedicated to the part-part-whole concept as a part of the basic arithmetic competencies of primary school mathematics, is empirically evaluated and can be implemented in regular mathematics lessons, this programme prototype is to be revised. The aim is to implement further requirements for the support programme. The support programme is to be used during individual (approx. 30-minute) work phases. The pupils receive support during regular lessons. In addition, the internet-based implementation on tablets can also create a spatial separation and thus avoid possible stigmatisation.
The aim of the project is to evaluate schools with a special educational need on "mental development". Data-based findings are to be obtained as a basis for deriving possibilities for optimising the education of pupils with the special educational needs "mental development" in the state of Brandenburg at special schools as well as in joint teaching (GU). There are three central sub-objectives for this:
(1) To record the organisation of the special schools with the special educational need "mental development" as well as the schools with pupils with the special educational need "mental development" in the common lessons with regard to the organisation of lessons and all-day lessons, the staff planning as well as the heterogeneity of the pupils.
(2) Furthermore, the composition of the student body at special schools with the special educational need "mental development" as well as at schools with students with the special educational need "mental development" in the common education is to be recorded.
(3) ultimately, to identify challenges and derive possibilities for optimising the organisation of special schools with the special educational need "mental development" as well as schools with pupils with the special educational need "mental development" in joint teaching.
Based on theoretical concepts and research findings on leadership styles of school headmasters and professional competence facets of teachers, the present study aims to investigate to what extent profession-related experiences, attitudes and stresses of school headmasters and pedagogical staff have changed against the background of the Covid-19 pandemic. It is assumed that an increased cooperation orientation of school headmasters in particular leads to increased cooperative activities on the part of the teaching staff and thus causes fewer negative changes in the profession-related experiences of the teaching staff (e.g. stress) and learning-relevant characteristics of pupils (e.g. motivation).
Questionnaires will collect information on professional activities as well as the teaching and learning processes in distance learning settings from a retrospective and current perspective. Through the detailed assessment of cooperative activities and their effects on different groups of actors within the school, the study demonstrates under which conditions inclusive teaching and learning in distance learning settings can succeed. The knowledge gained will be applied in the area of teacher training and in-service training.
Based on the first funding phase, both the test procedures and the support will be further developed and evaluated so that students of the teaching profession and teachers working in schools will have the opportunity to (further) develop their diagnostic competence in mathematics teaching by means of microtraining.
In the school years 2018/2019 and 2019/20, the evaluation of common learning schools and school centres in the federal state of Brandenburg will examine how common teaching in primary and secondary education affects the competence development of pupils and how this is related to teachers' professional characteristics, teaching characteristics and contextual characteristics. For this purpose, three different, interacting levels are taken into account: (1) the level of the pupils (analysis of individual developmental trajectories), (2) the class level (analysis of the contextual conditions of teaching, including the professional characteristics of the teachers) and (3) the school level (analysis of characteristics of the teaching staff and school organisational characteristics). The final report on the project is publicly available on the website of the Brandenburg Ministry of Education, Youth and Sport.
This test can be used to assess pupils from the end of grade 4 with regard to basic arithmetic competencies in primary school, which, according to scientific findings, are an absolute prerequisite for the acquisition of the mathematics of secondary school (from grade 5). It is a critical test with a representative sample (age group: 4th to 7th grade) which, after evaluation, creates a performance profile and reveals relevant support needs which, if they exist, should be addressed promptly. The test will consist of a screening and an in-depth test. Both the screening and the in-depth test are necessary to determine the achievement profile.
By means of microtraining and target group-oriented content, an approach is to be developed to promote diagnostic competence in mathematics teaching among working teachers.
Development of a test and microtraining to promote diagnostic competence in students of learning and teachers.
Longitudinal study of the acquisition of early mathematical competencies as a function of linguistic abilities (fast mapping, eye tracking study) in children aged 2;06 to 3;0
This mathematical test procedure is based on the developmental model of mathematical competencies according to Fritz and Ricken. MARKO-DO is currently being standardised in four national languages (isiZulu, Sesotho, Afrikaans, English) together with partners from the University of Johannesburg in South Africa.
This test procedure can be used to record the basic skills of primary school pupils at the end of grade 4 and in grade 5.
This mathematical screening is based on the developmental model of mathematical competencies according to Fritz and Ricken.
The research project "ELA - Development of Easy Tasks" is dedicated to the construction and empirical testing of easy, diagnostically meaningful test tasks in the subjects German and mathematics for primary school children with special educational needs. Our aim is to better take into account the special needs of these children in the development of appropriate tasks and to adapt the graphic and linguistic design of the tasks accordingly. At the same time, we aim at the equivalent measurement of central constructs (e.g. reading competence) in large school performance studies in order to be able to make reliable statements about the quality of our educational system for these pupils as well.
This mathematical test procedure is based on the developmental model of mathematical competencies according to Fritz and Ricken.
Longitudinal study of the acquisition of early mathematical competencies in relation to linguistic abilities in children aged 3;0 to 3;6
The aim was to prepare pre-school children for school. In this sub-project, the children received mathematical support with the support box 'Mina und der Maulwurf' (Fritz & Gerlach) for 6 months directly before the start of school in Kitas small groups. The project was scientifically accompanied by Antje Ehlert and Annemarie Fritz-Stratmann.
The aim is to record the acquisition of conceptual mathematical knowledge of children with different mathematical competencies (delayed - age-related - accelerated) over a period of 2 years. By means of different diagnostic procedures, the development of conceptual mathematical knowledge and the influence of relevant cognitive functions on the acquisition of mathematical competence will be investigated, with a particular focus on working memory.
As part of the initiative of the Ministry of Education and the North Rhine-Westphalian teachers' associations "Komm mit! - Fördern statt Sitzenbleiben", further training courses for teachers are to be designed with a focus on the development and promotion of basic mathematical competencies of secondary school pupils.
The study focuses on the mathematical competence development of pupils with a learning disability. Within the framework of this study, the question is to be answered as to whether there are only quantitative or also qualitative differences between the developmental trajectories of mentally retarded and non-disabled children with regard to the acquisition of mathematical competence.
The quasi-experimental intervention study "Self-Reflective Learning in the School Context", designed longitudinally over one school year, aims to strengthen the promotion of self-regulated learning in the classroom by initiating lesson-centred cooperation between mathematics teachers and subsequently to develop the self-regulation of the pupils. In this context, written surveys of pupils and teachers as well as impulse events for mathematics teachers will be carried out.
Within the framework of a study of preschool children aged 4 to 6 years, a working memory test based on the model of Baddeley and Hitch (1974) was designed and an existing arithmetic test was further developed. The aim of the individual studies is to examine the influence of working memory, differentiated according to the individual components: phonological loop, visuo-spatial notepad and central executive, on the pre-school acquisition of mathematical competences.