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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have