Akademische Selbstkonzepte im Bereich Mathematik unter besonderer Berücksichtigung von Kindern mit dem Förderschwerpunkt Sehen
Since the development of mathematical skills is of great importance in the first school year and mathematical learning content is often closely linked to visual perception, it is of interest whether the academic self-concepts in mathematics of children in the first school year correspond to their actual mathematical achievements and if there are differences in this regard between children with special needs in the field of vision and children without special needs in the field of vision.
In addition, insights into joint learning with regard to special needs in the field of vision about how teachers design mathematics lessons, how they justify their decisions and how they compare the development of academic self-concepts in the field of mathematics assess the actual mathematical achievement of the students, can provide information on conducive, inclusive learning settings. Because teachers can contribute to the development of realistic academic self-concepts, which in turn are able to promote the further development of competencies.
Based on a theoretical examination of the formulated research object, the aim of the research is therefore to answer the research-guiding questions mentioned. The perspectives of two groups of people are included in the research design, in which different methodological approaches to three survey times (at the beginning, at the end of the half-year and at the end of the first school year) are combined. The academic self-concept in the field of mathematics of first graders as well as their actual mathematical achievement is recorded. Furthermore, lesson observations and interviews with the students’ mathematics teachers enrich the data base and enable a related evaluation.
