Learning Environments in Inclusive Mathematics Classrooms: Design Principles, Learning Processes and Conditions of Success

Abstract

Due to the increased heterogeneity range, teaching mathematics in inclusive classrooms faces several new challenges: Among other things, the question arises how all children can learn and progress at their individual level and at the same time learn with and from each other. Therefore, research-based teaching concepts are needed to show how both individual and joint learning can be realized in inclusive mathematics classrooms. In order to help fill this research gap, the research project ‘Learning environments in inclusive mathematics classrooms’ was initiated. This project takes into account the heterogeneous dimensions of learning and language. It focuses on the development of and the research on inclusive learning environments for grades 3-6. A design-based research approach was chosen to reach this objective. Following this approach, four learning environments were first developed in theory-based thought experiments and then carried out in design experiments and qualitatively evaluated with a total of 24 pairs of children in the first two of four cycles. Data from the first design cycle, which focused on the heterogeneity of dimension learning, are the basis for the results presented in this article. These were obtained in a three-step analysis by central elements of the Grounded Theory under consideration of topic-specific research results. In terms of learning processes, results show that both low achievers and learners with high mathematical skills make progress, and the inclusion of design principles has a particular impact on these learning processes. In this article, selected learning processes and overarching design principles and conditions of success for inclusive mathematical learning environments are presented.