Details
Study title
Learning disorders in math at junior and senior high school. Theoretical clarifications and empirical studies on pupils
Ref study 7704
Study language German
Contributing institutions
Authors
Keywords
  • Curriculum
  • Mathematik
  • Lernen
  • Lernschwierigkeit
  • Rechenschwäche
  • Lernprozess
  • Sekundarstufe I
  • Primarbildung
  • Misserfolg
  • Leistungsschwäche
Disciplines
Period
Geographical space
Deutschschweiz
Country
  • Switzerland
Abstract
Many children and young people become school dropouts in mathematics during their school years - often with relatively good intelligence and relatively low difficulties in the other subjects. The research situation on this topic is poor. The few available studies show that the pupils affected by such difficulties at the end of their school years at best master the school material of the first six school years and often also show massive gaps there.
In an empirical study of pupils with arithmetic impairment in the fifth and eighth school years, the following questions are investigated: What mathematical skills can be demonstrated in these students? To what extent do they meet the expectations set out in the curricula of the elementary school? Is the level of learning of the fifth graders different from that of the eighth graders, or has the weakness in arithmetic led to an early standstill in the acquisition of mathematical skills? Can typical hurdles empirically be proven which the pupils concerned have not overcome in their mathematical learning biography or are there similar difficulties to be observed with regard to missing or wrong ideas of mathematical operations?
A survey of as representative a sample as possible from school classes in German-speaking Switzerland will answer research questions and provide information on preventive and didactic measures.
Results
Siehe Publikationen.
Methods (description)
Empirische Studie
Methods (instruments)
Publications
  • Moser Opitz, Elisabeth. 2007. Rechenschwäche/Dyskalkulie. Theoretische Klärungen und empirische Studien an betroffenen Schülerinnen und Schülern. Bern/Stuttgart/Wien, 2007.
  • Moser Opitz, Elisabeth. 2006. Rechenschwäche: Grundsätzliche Überlegungen und aktuelle Forschungsergebnisse unter besonderer Berücksichtigung der Sprache. In: SAL Bulletin Nr. 120, Juni 2006, p. 1-17.
  • Moser Opitz, Elisabeth. 2006. Diagnostik von Mathematikleistungen und Schwächen. In: von Stechow, E.; Hofmann, Ch. (Hrsg.), "Sonderpädagogik und Pisa. Kritisch-konstruktive Beiträge". Bad Heilbrunn: Klinkhardt, 2006, p. 278-290.
  • Moser Opitz, Elisabeth. 2005. Lernschwierigkeiten Mathematik in Klasse 5 und 8. Eine empirische Untersuchung zu fehlenden mathematischen Basiskompetenzen. In: Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete 74, 2005, p. 113-128.
  • Moser Opitz, Elisabeth. 2004. Dyskalkulie: Krankheit, Erfindung, Mythos, Etikett ...? Auseinandersetzung mit einem geläufigen, aber ungeklärten Begriff. In: Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete 73, 2004, p. 179-190.
Financed by
Study type
Data availability
Source (Updates) Web
Date created 03.05.2018
Date modified 03.05.2018
Start - End date 01.01.2002 - 28.12.2004