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Zahlbegriffsentwicklung und Anforderungen an den Zehnerübergang im Teilschrittverfahren: Lerngegenstand des mathematischen Anfangsunterrichts

Zahlbegriffsentwicklung und Anforderungen an den Zehnerübergang im Teilschrittverfahren: Lerngegenstand des mathematischen Anfangsunterrichts

          
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About the Book

Examensarbeit aus dem Jahr 2010 im Fachbereich Pädagogik - Pädagogische Psychologie, Note: 1,0, Bayerische Julius-Maximilians-Universität Würzburg (Sonderpädagogik I), Sprache: Deutsch, Abstract: "Nach der Vorstellung der OECD werden mit PISA Basiskompetenzen erfasst, die in modernen Gesellschaften für eine befriedigende Lebensführung in persönlicher und wirtschaftlicher Hinsicht sowie für eine aktive Teilnahme am gesellschaftlichen Leben notwendig sind" (BAUMERT et al. 2001, 16). Eine dieser Basiskompetenzen, die in den PISA-Studien erhoben wurden, stellt nach dieser Sicht die mathematische Grundbildung dar. Egal ist dabei, wie man zu diesem kompetenzorientierten Bildungsverständnis steht. Festzuhalten bleibt, dass Rechnen können einen zentralen Bildungsgegenstand darstellt. Rechnen stellt aber eine hochkomplexe Leistung dar und viele können sich an Schwierigkeiten im Mathematikunterricht in der eigenen Schulzeit noch gut erinnern. Probleme in Mathematik scheinen trotz der dargestellten negativen Auswirkungen ein Stück weit gesellschaftsfähig zu sein. Darin scheint auch ein möglicher Grund für den bisher unbefriedigenden Forschungsstand im Bereich des denkenden Umgangs mit Zahlen zu liegen. Rechnen muss also erlernt werden und ein Großteil dieser Aufgabe fällt der Schule zu. Auch wenn festzustehen scheint, dass das Kind nicht als mathematisch unbeschriebenes Blatt eingeschult wird, so werden doch vor allem in den Eingangsklassen die Grundsteine gelegt, von denen der Erfolg in der weiteren Schullaufbahn abhängt. Kenntnislücken und missverstandene Begriffe in den ersten beiden Schuljahren haben demnach meist massive Schwierigkeiten in Mathematik zur Folge. Der Erwerb dieser Grundsteine ist dabei mit vielfältigen Anforderungen an das Kind verbunden. Gerade für Schüler mit sonderpädagogischem Förderbedarf im Förderschwerpunkt Lernen können diese Anforderungen immense Hindernisse darstellen. Ziel dieser Arbeit soll es nun sein, diese Anforderungen am Beispiel des


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Product Details
  • ISBN-13: 9783640616558
  • Publisher: Grin Publishing
  • Binding: Paperback
  • Language: German
  • Returnable: N
  • Spine Width: 7 mm
  • Weight: 163 gr
  • ISBN-10: 3640616553
  • Publisher Date: 08 May 2010
  • Height: 210 mm
  • No of Pages: 118
  • Series Title: German
  • Sub Title: Lerngegenstand des mathematischen Anfangsunterrichts
  • Width: 148 mm


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Zahlbegriffsentwicklung und Anforderungen an den Zehnerübergang im Teilschrittverfahren: Lerngegenstand des mathematischen Anfangsunterrichts
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Zahlbegriffsentwicklung und Anforderungen an den Zehnerübergang im Teilschrittverfahren: Lerngegenstand des mathematischen Anfangsunterrichts
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