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Wie Kinder Rechnen Lernen - Oder Auch Nicht

Wie Kinder Rechnen Lernen - Oder Auch Nicht


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About the Book

Kinder sollten möglichst bereits im Laufe des ersten Schuljahres vom zählenden Rechnen zu nicht-zählenden Strategien übergehen: Über dieses Ziel besteht innerhalb der deutschsprachigen Fachdidaktik Einigkeit. Umgekehrt gilt das «verfestigte zählende Rechnen» als Hauptmerkmal sogenannter «Rechenschwächen». Die tatsächliche Strategieentwicklung im ersten Schuljahr wurde im deutschen Sprachraum aber bislang selten, in Österreich gar nicht untersucht. Diese Arbeit, die Methoden der qualitativen und quantitativen empirischen Forschung kombiniert, schließt diese Lücke. Mit brisanten Ergebnissen: Sie zeigt gravierende fachdidaktische Mängel in approbierten Schulbüchern und in dem auf diese Bücher vertrauenden Erstunterricht auf. Und sie zeigt, dass nur etwa ein Drittel der österreichischen Erstklässler/innen das von der Fachdidaktik postulierte, oben genannte Ziel auch tatsächlich erreicht.
About the Author: Der Autor: Michael Gaidoschik, geboren 1965, Studium der Pädagogik; seit Anfang der 1990er Jahre Beschäftigung mit mathematischen Lernschwierigkeiten; seit 1995 Leiter des Rechenschwäche-Instituts Wien-Graz; Dozent in der Aus- und Fortbildung von Grundschullehrer/inne/n, zahlreiche Veröffentlichungen zum Themenkreis «Rechenschwäche».


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Product Details
  • ISBN-13: 9783631595190
  • Publisher: Peter Lang Gmbh, Internationaler Verlag Der W
  • Binding: Hardback
  • Height: 210 mm
  • No of Pages: 544
  • Series Title: German
  • Sub Title: Eine Empirische Studie Zur Entwicklung Von Rechenstrategien Im Ersten Schuljahr
  • Width: 148 mm
  • ISBN-10: 3631595190
  • Publisher Date: 18 Jun 2010
  • Edition: New edition
  • Language: German
  • Returnable: N
  • Spine Width: 0 mm
  • Weight: 750 gr


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