Innovative teaching of mathematics in German secondary schools
Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet
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Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. Hrsg. / Timo Ehmke; John Chi-Kin Lee. 1. Aufl. London: Routledge Taylor & Francis Group, 2025. S. 43-53.
Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet
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TY - CHAP
T1 - Innovative teaching of mathematics in German secondary schools
AU - Lemmrich, Svenja
AU - Ehmke, Timo
AU - Leiss, Dominik
N1 - Publisher Copyright: © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.
PY - 2025/5/29
Y1 - 2025/5/29
N2 - This chapter examines innovations in competency-oriented mathematics teaching in Germany, emphasizing the need for individualized approaches to address diverse student populations. German educators face the challenge of meeting educational standards set by the Standing Conference of Ministers of Education, which require all students to achieve specific competencies. The tension between these standards and student diversity creates difficulties, particularly in supporting mathematical problem-solving, a key competency. Effective support involves strategic, subject-specific interventions tailored to individual learning needs. However, research shows that teachers often struggle to diagnose diverse student solutions and provide appropriate adaptive support. The chapter presents a theoretical framework for adaptive learning, exemplified by a project using multi-perspective videos in teacher education. This project offers practical teaching scenarios to enhance problem-solving skills, serving as a valuable resource for teacher training. The chapter highlights ongoing efforts in Germany to address the needs of diverse classrooms through innovative, competency-based approaches.
AB - This chapter examines innovations in competency-oriented mathematics teaching in Germany, emphasizing the need for individualized approaches to address diverse student populations. German educators face the challenge of meeting educational standards set by the Standing Conference of Ministers of Education, which require all students to achieve specific competencies. The tension between these standards and student diversity creates difficulties, particularly in supporting mathematical problem-solving, a key competency. Effective support involves strategic, subject-specific interventions tailored to individual learning needs. However, research shows that teachers often struggle to diagnose diverse student solutions and provide appropriate adaptive support. The chapter presents a theoretical framework for adaptive learning, exemplified by a project using multi-perspective videos in teacher education. This project offers practical teaching scenarios to enhance problem-solving skills, serving as a valuable resource for teacher training. The chapter highlights ongoing efforts in Germany to address the needs of diverse classrooms through innovative, competency-based approaches.
KW - Educational science
KW - Empirical education research
UR - http://www.scopus.com/inward/record.url?scp=105005034130&partnerID=8YFLogxK
U2 - 10.4324/9781003436065-6
DO - 10.4324/9781003436065-6
M3 - Chapter
SN - 9781032565521
SP - 43
EP - 53
BT - Innovative Teaching and Classroom Processes
A2 - Ehmke, Timo
A2 - Chi-Kin Lee, John
PB - Routledge Taylor & Francis Group
CY - London
ER -