Department of Mathematical Sciences, Norwegian University of Science and Technology, Trondheim
Verlag/Körperschaft:
ERME / HAL Archive
Erscheinungsjahr:
2020
Medientyp:
Text
Schlagworte:
inclusion
support systems (MLSS)
collective argumentation
participation
Beschreibung:
This paper deals with participation in collective argumentation in inclusive mathematics education with a special focus on support systems. Since the ratification of the UN Convention on the Rights of Persons with Disabilities, the diversity of students in German schools is increasing. Different students need different support to participate autonomously in class or in collective argumentations, which can be considered as a prerequisite for mathematical learning. On the basis of an interactionist perspective on learning, the aim is to reconstruct different support systems between students, primary school teachers and special needs education teachers in order to work out the potential effects of these support systems on participation in collective argumentation in everyday inclusive mathematic lessons.