Messung der mathematischen Kenntnisse bei SchülerInnen der 5. und 8. Klasse mit Lernstörungen in der deutschen Schweiz - 2003

Many children and young people become school dropouts in mathematics during their school years - often with relatively good intelligence and relatively low difficulties in the other subjects. The research situation on this topic is poor. The few available studies show that the pupils affected by such difficulties at the end of their school years at best master the school material of the first six school years and often also show massive gaps there.
In an empirical study of pupils with arithmetic impairment in the fifth and eighth school years, the following questions are investigated: What mathematical skills can be demonstrated in these students? To what extent do they meet the expectations set out in the curricula of the elementary school? Is the level of learning of the fifth graders different from that of the eighth graders, or has the weakness in arithmetic led to an early standstill in the acquisition of mathematical skills? Can typical hurdles empirically be proven which the pupils concerned have not overcome in their mathematical learning biography or are there similar difficulties to be observed with regard to missing or wrong ideas of mathematical operations?
A survey of as representative a sample as possible from school classes in German-speaking Switzerland will answer research questions and provide information on preventive and didactic measures.