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In mathematics and science classes, teachers are confronted with marked differences in previous knowledge and experience.

Individual support - differentiation of the requirement levels

The SINUS Transfer programme aims to promote students as individually as possible. This can lead to divergent development of the performance levels. Experience shows that both overstrain and under-utilisation lead to a strong reduction of motivation and therewith the learning success. This challenge is to be met with tasks that allow processing at different planes of understanding.

Gaining basic knowledge

Cognitive learning must be achieved through different complexity. All pupils require basic knowledge and basic understanding in mathematics and science that makes them capable for further learning.

Networking knowledge

It is not sufficient to merely preserve or build up on basic knowledge as a collection of isolated elements of knowledge. It is rather important that the pupils recognise the inter-relationships between various elements of knowledge and link their knowledge in science and mathematics. Only then can basic knowledge serve as a solid basis for initiating and supporting creative processes and problem-solving thinking.

Some suggestions for teaching practice