Abstract
The main goal of the case study presented in this paper was to evaluate an example of how inclusive mathematics education can be organised within a whole school approach. We selected a comprehensive school which was identified as successful in managing the heterogeneity of students within the classroom. This school uses an approach called learning office, which we describe in the theoretical section of the paper. We used video-based observations, stimulated recalls and group interviews to evaluate how the learning office is implemented in practice. From these data sources, several opportunities and challenges could be derived. Keeping some methodical limitations in mind, we can conclude that the learning office seems to be an adequate approach for designing inclusive mathematics education.
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Notes
- 1.
In the following sections, we will only use the acronym GeSchwind Sek I when referring to our project.
- 2.
Translated in a literal way, this term would mean ‘focus school’. As this does not seem to be an appropriate term in this context, we will instead use the term ‘mainstream schools’.
- 3.
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Laubenstein, D., Guthöhrlein, K., Lindmeier, C., Scheer, D., Sponholz, D. (2019). The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges. In: Kollosche, D., Marcone, R., Knigge, M., Penteado, M.G., Skovsmose, O. (eds) Inclusive Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-11518-0_9
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