Support-oriented Diagnostics in Inclusive Mathematics Instruction - Development, Testing, Evaluation and Dissemination of a Qualification Program for Teachers and Teacher Trainers (FOEDIMA)

In this design-oriented research project, training modules for support-oriented, diagnostically based inclusive early mathematics education were developed on an evidence-based basis, systematically evaluated, developed into a qualification program, tested, and disseminated in a targeted manner in practice. In this process, pedagogical-psychological and special educational approaches were interlinked with mathematics didactic approaches, further developed, and empirically evaluated in order to actively promote the conditions for success for a systematically supported transfer of everyday-integrated, support-oriented diagnostics in inclusive classes in collaboration with partners in the field. (IQB)

  • Research Design: Quasi-Experimental Design
  • Sample: t1: Students in grade 2 (N=923); Teachers (N=118); t2: Teachers (N=180); Multipliers (N=77)
  • DOI: 10.5159/IQB_FOEDIMA_SUF_Off-site_v1
  • Restrictions: No

  • Self-Related Attitudes
    • Perceived competence
    • Self-efficacy in the trainer role
    • Readiness for innovation
  • Learning and Performance-related Attitudes
    • Attitudes and self-efficacy regarding heterogeneity (MESS-H)
    • Attitudes toward assessment
    • Attitudes toward individual support
  • Measures of Quality Development
    • Collective self-efficacy
    • Transfer climate
    • Readiness for implementation
  • Pedagogical Content Knowledge
    • Pedagogical content knowledge
    • Understanding
    • Self-reported subject-specific pedagogical knowledge
  • Other
    • Attitude toward the training program
    • Acceptance
    • Feasibility
    • Identification
    • Implementation fidelity
    • Assessment of feasibility
    • Teachability of the materials
    • Teachability of the content
    • Preparation for knowledge dissemination
  • Collegiality
    • Cooperation
  • Evaluation and Achievement Measurement
    • Perceived learning success
    • Sustainability
  • School-related Attitudes and Behaviors
    • Professional self-concept: role as teacher or trainer
  • Teaching-Learning Arrangements

  • Mathematics Achievement
  • Test Instrument Mathematics
  • BASIS-MATH-G - Gruppentest zur Basisdiagnostik Mathematik
    • Basis-Math-G 1+ und 2+
  • Linguistic Competence
  • Test Instrument Language
  • GraWo - Grazer Wortschatztest
  • Metacognitive and Self-Regulatory Skills
  • Test Instrument Metacognition and Self-Regulation
  • NFC-KIDS - Need for Cognition - Kinderskala
  • Action Competence
  • Interpersonal Competence
  • Test Instrument Interpersonal Competence
  • FEESS - Fragebogen zur Erfassung emotionaler und sozialer Schulerfahrungen
  • Cross-Domain Cognitive Skills
  • Test Instrument Intelligence
  • CFT 1-R - Culture Fair Intelligence
Apply for Scientific Use Files
Data Set Published on
June 5, 2026
Current Version Available Since
June 5, 2026
Survey Period
2021-2022, 2024-2025
Sample
t1: Students in grade 2 (N=923); Teachers (N=118); t2: Teachers (N=180); Multipliers (N=77)
Survey Unit
  • Teachers
  • Students
Measured Competencies
Cognitive Ability, Mathematics Achievement, Vocabulary
Region
North Rhine-Westphalia
Principal Investigators
  • Nührenbörger, Prof. Dr. Marcus
  • Selter, Prof. Dr. Christoph
  • Souvignier, Prof. Dr. Elmar
Data Producers
  • Souvignier, Prof. Dr. Elmar
Funded by
Federal Ministry of Education and Research
Suggested Citation
Souvignier, E., Nührenbörger, M., Selter, C., Eichholz, L., Lenhart, J., Linker, J.-C., Schiffer, J., & Aust, L. (2026). Förderorientierte Diagnostik im inklusiven mathematischen Anfangsunterricht – Entwicklung, Erprobung, Evaluation und Dissemination eines Qualifizierungsprogramms für Lehrkräfte und Fortbildende (FOEDIMA) [Support-oriented Diagnostics in Inclusive Mathematics Instruction - Development, Testing, Evaluation and Dissemination of a Qualification Program for Teachers and Teacher Trainers (FOEDMIA)] (Version 1) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_FOEDIMA_SUF_Off-site_v1
Restriction Notice
There are no specific data restrictions.

Blank data sets

For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.

FOEDMIA Blank data sets

Documentation

Here you can find further documentation:

FOEDIMA Scaling Manual

Further information

Literature

Selected literature is listed here.

FOEDIMA Literaturliste (.bib)

Schiffer, J., Lenhart, J., Nührenbörger, M., Aust, L., Baldus, A., Eichholz, L., Linker, J.-C., & Weiß, B. (2025). Förderorientierte Diagnostik und diagnosebasierte Förderung im mathematischen Anfangsunterricht. In J. Streit-Lehmann & J. Hoth (Eds.), Diagnostik und Förderung mathematischer Basiskompetenzen in der Grundschule und an ihren Übergängen (pp. 173–183). BIELEFELD UNIVERSITY PRESS. https://doi.org/10.64136/igbb3218