Leinfelder Year

Learning outcomes/skills

The graduates ...

• are familiar with diagnostic processes in the area of mathematics and mathematics didactic fundamentals
• are familiar with diagnostic methods and instruments for the learning field of mathematics
• can compare and critically assess diagnostic methods and instruments and use them as a basis for further individual support measures with a special focus on potentials
• are able to apply their extended subject mathematical knowledge with regard to diagnostic processes
• are familiar with different prerequisites for the successful acquisition of skills in mathematics and possible hurdles, including the symptomatology of dyscalculia
• can use their in-depth knowledge of mathematics didactics for error analysis in the promotion of individual mathematical learning processes
• are familiar with different methods to promote individual mathematical skills and to accompany individual potentials in the best possible way
• are able to design language-sensitive lessons in mathematics
• can apply their extended repertoire of actions to design and communicate resource- and support-oriented mathematics instruction
• can provide learners with appreciative, constructively informative, and differentiated feedback on their level of development and skills in mathematics on the basis of an appropriate, professional attitude
• are able to plan content-integrative mathematics lessons with a view to the potentials of the pupils by means of suitable CLIL strategies.

Supra-subject and transversal skills

• Language education
• Reflexive gender pedagogy and gender equality
• Diversity/inclusion
• English

Teaching and learning methods

Seminar work

Languages

German, English

Semester hours per week

3

ECTS-AP

5

Category

Focus

Type of course

Seminar (pi)

Type of assessment

digit grade

Performance records

• Oral partial performance
• Written partial performance/seminar paper