Doing Mathematics: Substantial Learning Enviroments in Classrooms

The project focuses on the learning environment of the "Structured Packs". The concept of the Substantial Learning Environment as a possibility of natural differentiation offers the opportunity for joint learning of all children according to their individual learning level within the same subject framework. In doing so, the mathematics didactic principles of discovery learning and productive practice are made possible by making the inherent patterns and structures of mathematical content tangible. (cf. Hirt, Wälti 2010).

Together with primary school teachers, the learning environment is implemented and evaluated in mathematics lessons. Using this task format, the ways in which teachers and learners deal with substantial learning environments are to be made visible.

Both phases of introduction by the teacher and (group) work phases of the students will be videotaped. Through quantitative analysis of the work phases (learning time used, number and type of questions by the learners) as well as qualitative analysis of the learners' communication with each other and with the teachers, the following aspects are to be worked out:

In which way do teachers introduce substantial learning environments?
With what quality are substantial learning environments processed in the students' work phases?
What influence does the introduction of the learning environment have on the students' work phases?
To what extent does a discourse about the inherent patterns and structures take place among the learners?
Further information on the project can be found at: https://tu-dresden.de/zlsb/die-einrichtung/graduiertenforum/slu.

Literature used: Hirt, U., & Wälti, B. (2010). Learning environments in mathematics education. Kallmeyer & Klett Verlag: Seelze-Velber.