Doing mathematics — Substantial learning environments in elementary school lessons

This project focuses on the “structured packets” learning environment. The substantial learning environment – as a means of natural differentiation – provides opportunities for all children to learn together at their individual levels within the same subject. The mathematical didactic principles of learning through discovery and productive practice are made possible by bringing the inherent patterns and structures of mathematical content to light. (cf. Hirt, Wälti 2010)

In this project, we work with elementary school teachers to implement and evaluate the learning environment in math classes. Using this format, we can shed light on how teachers and learners approach substantial learning environments.

Both the introductory phases conducted by the teacher and (group) work phases conducted by the pupils are videotaped. Quantitative analysis of the work phases (learning time used, number and type of questions asked by the learners) combined with qualitative analysis of the learners’ communication with each other and with the teachers will be used to identify the following aspects:

• How do teachers introduce substantial learning environments?
• What is the quality of substantial learning environments in the pupils' work phases?
• What influence does the introduction of this learning environment have on the pupils' work phases?
• To what extent do the learners discuss inherent patterns and structures?

More information on the project is available in German at https://tu-dresden.de/zlsb/die-einrichtung/graduiertenforum/slu

Literature used: Hirt, U., & Wälti, B. (2010). Lernumgebungen im Mathematikunterricht. Kallmeyer & Klett Verlag: Seelze-Velber.