Mathematics in age-mixed classes in Swiss and in German primary schools: a comparative study

Authors

  • Esther Brunner
  • Hedwig Gasteiger
  • Jonas Lampart
  • Kathrin Schreieder

DOI:

https://doi.org/10.24452/sjer.41.1.11

Keywords:

Multi-grade classroom, mathematics education, teaching patterns, social forms, beliefs

Abstract

In a survey teachers from age-mixed classes in a Swiss canton and a region of Bavaria were asked about specific design features of their mathematics lessons as well as their beliefs about age-mixed learning. For the two countries there are more differences than similarities in the design of mathematics teaching in age-mixed classes of primary school and in the teachers’ beliefs about learning in age-mixed classes. The age-mixed classes of the two countries differ in their structural preconditions, but not fundamentally in their orientation on subject-specific standards.

Downloads

Download data is not yet available.

Downloads

Published

2019-04-03

Issue

Section

Varia

How to Cite

Brunner, E. (2019) “Mathematics in age-mixed classes in Swiss and in German primary schools: a comparative study”, Swiss Journal of Educational Research, 41(1), pp. 160–176. doi:10.24452/sjer.41.1.11.