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240378 Mathematikunterricht inklusiv gestalten-insbesondere unter Berücksichtigung des Förderschwerpunktes Lernen (S) (WiSe 2019/2020)
Contents, comment
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Wie kann der Mathematikunterricht in der Grundschule gestaltet werden, sodass alle SchülerInnen ihren individuellen Fähigkeiten gefördert und gefordert werden? Was muss ich als GrundschullehrerIn beachten, um auch Kindern mit dem sonderpädagogischem Förderschwerpunkt Lernen die Mitarbeit zu ermöglichen? Reichen differenzierte Arbeitsblätter aus? Um ein paar Antworten auf diese Fragen zu finden, wollen wir uns im Seminar unter Einbezug der theoretischen Grundlagen zum Förderschwerpunkt Lernen und der unterschiedlichen Differenzierungsmöglichkeiten Unterrichtsbeispiele ansehen und selber auch welche entwickeln.
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Dates ( Calendar view )
| Frequency | Weekday | Time | Format / Place | Period |
|---|
Subject assignments
| Module | Course | Requirements | |
|---|---|---|---|
| 24-DGS3_ver1 Profilierung Mathematikdidaktik | Seminar Profilierung Mathematikdidaktik (2 SWS) | Study requirement
|
Student information |
| - | Graded examination | Student information | |
| 24-DGS4-VRPS Vorbereitung und Reflexion des Praxissemesters (G) | Didaktisches Seminar zur Vertiefung | Study requirement
|
Student information |
| 24-FDGS2 Aufbaumodul Mathematikdidaktik | Seminar zur Vertiefung | Study requirement
Graded examination |
Student information |
The binding module descriptions contain further information, including specifications on the "types of assignments" students need to complete. In cases where a module description mentions more than one kind of assignment, the respective member of the teaching staff will decide which task(s) they assign the students.
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- Last update basic details/teaching staff:
- Sunday, June 16, 2019
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- Monday, October 14, 2019
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- Monday, October 14, 2019
- Type(s) / SWS (hours per week per semester)
- seminar (S) / 2
- Department
- Faculty of Mathematics
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