Developing student teachers' professional knowledge of low attainments' support by "learning-teaching-laboratories"
Résumé
This paper presents a study that is part of a project named MaKosi ("Mathematische Kompetenzen sichern"). It aims at the conception and evaluation of a program in which primary student teachers and children who are low attaining in arithmetic work together. The organization refers to a specific form of project seminars called "learning-teaching-laboratories". The study investigates how knowledge of identifying and supporting low attaining children develops by participating in such a program. Qualitative data were generated by learning maps in a pre-post-design and analyzed by a reconstructive pedagogic-iconological image interpretation. The results indicate a sustainable positive development of student teachers' knowledge.
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