„Die Welt trifft sich im Klassenzimmer“ – Empirische Befunde und konzeptionelle Überlegungen für einen sprach- und kultursensiblen (Mathematik-)Fachunterricht

Abstract

Viewed from an intercultural or transcultural perspective respectively, individual and socio-cultural parameters have to be taken into account when looking at the acquisition of mathematical competences. This article outlines the sociological base and the principles of mathematics methodology, and presents first findings from a research project that follows teenage asylum seekers attending vocational schools. Based on concrete mathematics classroom situations, thoughts on aspects of educational theory and mathematics pedagogy are developed that illustrate how classroom participation of linguistically diverse teenage learners can be facilitated.