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    <description xml:lang="de" descriptionType="Abstract">Ziel des Projektes war die Entwicklung, Durchführung und Evaluation einer Intervention zur Förderung des mathematischen Basisstoffs für schwache Rechner*innen in der Sekundarstufe I (Haupt- und Gesamtschulen in Klasse 5, Förderschule Lernen in Klasse 7). Vor dem Hintergrund von Forschungsergebnissen wurde angenommen, dass eine Förderung im mathematischen Basisstoff auch eine Verbesserung der Mathematikleistung bewirkt. Zudem wurde der Frage nachgegangen, ob die Form der Förderung die Leistungsfortschritte beeinflusst. Die Untersuchungsstichprobe der schwachen Rechner*innen wurde in zwei Interventionsgruppen und eine Kontrollgruppe aufgeteilt. Die Interventionsgruppen erhielten über 14 Wochen eine Förderung im mathematischen Basisstoff. Hierbei wurden zum einen ein Konzept für den Förderunterricht in einer kleinen Lerngruppe mit enger Begleitung durch die Lehrkraft und zum anderen ein teilintegrierter Klassenunterricht umgesetzt (zwei Schulstunden pro Woche selbständiges Arbeiten mit einem diagnosegeleiteten Material, in einer zusätzlichen Stunde Begleitung). Die Kontrollgruppe erhielt keine spezifische Förderung. Nach Ende der Förderung sowie drei Monate später wurde erneut ein Mathematiktest durchgeführt. Die Ergebnisse zeigen, dass die Schüler*innen der drei Experimentalgruppen im Verlauf des Untersuchungszeitraums einen signifikanten Leistungszuwachs in der Mathematikleistung erzielt haben. (Projekt/IQB)</description>
    <description xml:lang="en" descriptionType="Abstract">The project aimed at developing, implementing and evaluating an intervention program targeted at supporting the basic mathematical knowledge of students with low calculation skills in secondary school (Grade 5 in Low Track and Comprehensive Schools, Grade 7 in Special Education Schools). Considering previous research results it was assumed that supporting basic mathematical knowledge should also lead to higher mathematics achievement. In addition the effects of different types of support were evaluated. Therefore, the sample of students with weak calculation abilities was divided into two intervention groups and one control group. For a period of 14 weeks the intervention groups received support in basic mathematical knowledge („Sicher im mathematischen Basisstoff“, SimBa). The first experimental group was taught in small learning groups and was closely supported by the teacher. The second experimental group received the training in partly integrated into the regular classroom teaching (autonomous work with diagnose directed material for two lessons per week, one additional lesson with support). The control group didn’t receive any special support. At the end of the support period and after three month the mathematics was tested. The results show that students of the intervention groups as well as the control group showed a significant increase in their mathematical achievement. (IQB)</description>
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