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Mathematikunterricht im Kontext von Inklusion
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Die Inklusion behinderter Kinder ist ein gesellschaftliches und bildungspolitisches Ideal, allerdings fhlen sich viele Lehrkrfte angesichts neuer Herausforderungen allein gelassen. Vor diesem Hintergrund untersucht Ulrike Oechsle die Praxis eines inklusiven Mathematikunterrichts und die dahinter stehenden berzeugungen von Lehrkrften. Dabei geht sie ber bislang vorliegende Interviewstudien hinaus und tangiert neben der Mathematikdidaktik auch die Schul- und Sonderpdagogik. Die Autorin differenziert in der Literatur publizierte Befunde weiter aus und liefert zustzliche und mitunter sogar gegenteilige Befunde. Die Arbeit bereichert die mathematikdidaktische Diskussion und gibt wichtige Impulse zur Weiterentwicklung inklusiven Unterrichts.
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