Mathematics

Module 1:
• Interpretation and determination of substantial basic mathematical skills
• Reflection on one's own classroom instruction and teaching in relation to
the basic mathematical skills
• Joint planning of (in-service) teacher training (concerning both contents
and structure)
Module 2:
• Basic mathematical skills as an integral part of one's own classroom
instruction (impact on one's own teaching; task development and
questions; competence-oriented test examples)
• Evaluation of the conducted training seminars (collection of open
questions; analysing concerns; consolidation of the results of training
seminars)
Module 3:
• Reflecting one's own classroom instruction and teaching in relation to all
the individual basic competences
• Developing additional tasks and assignments
• Developing processes for the conducted training seminars
• Collecting ideas and proposals concerning topics to be provided in the
course of the 4 th module
In between the individual modules the participants work on individual and selfselected
assignments in the domain of their own maths teaching and offer
training courses held at their own schools or at partner schools. They form
regional peer groups, which meet in the periods between modules, in order to
work on and plan individual topics and to exchange views on certain issues.
2.3 Characteristics of the Concept
• Discussing the theoretical background knowledge of teachers and
discussing different perspectives on teaching practice
• Providing support and advice from external academic experts and
practitioners
• Offering training cycles, in which teachers can engage with their own
learning and work context specific
• Collaborating with peers within the large group as well as collaborating
in peer groups, perusing joint objectives
• Collecting different learning needs
• Duration (2 years), learning how to distinguish between subjective
assumptions/theories & existing practice and desired practice in order to
change practice
• Commitment to participate in all modules
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