Abstract
In a comparative study in mixed-methods design, this research project examines the commonalities and differences in the intercultural comparison of mathematical competence. To enable this comparison, the study was carried out in a three-group design with a group of Arabic-speaking test persons and two different groups of German-speaking test perons. The study has not yet been completed. The focus of this article is therefore on the description of the design of the study and its theoretical framing.
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