Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


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(A Community of about 40.000.000 Academics)


Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Smart Cities: Challenges and Opportunities
Mohammad Ilyas
(pages: 1-6)

Bridging the Gap: Communicating to Increase the Visibility and Impact of Your Academic Work
Erin Ryan
(pages: 7-12)

Cross-Cultural Online Networking Based on Biomedical Engineering to Motivate Transdisciplinary Communication Skills
Shigehiro Hashimoto
(pages: 13-17)

Interdisciplinary Approaches to Learning Informatics
Masaaki Kunigami
(pages: 18-22)

The Impact of Artificial Intelligence and the Importance of Transdisciplinary Research
R. Cherinka, J. Prezzama, P. O'Leary
(pages: 23-28)

Emotional Communication as Complex Phenomenon in Musical Interpretation – Proposal for a Systemic Model That Promotes a Transdisciplinary Process of Self-Formation and Reflection Around Expressiveness as a Lived Experience
Fuensanta Fernández de Velazco, Eduardo Carpinteyro-Lara, Saúl Rodríguez-Luna
(pages: 29-33)

A Multi-Disciplinary Cybernetic Approach to Pedagogic Excellence
Russell Jay Hendel
(pages: 34-41)

The Ethics of Artificial Intelligence in the Era of Generative AI
Vassilka D. Kirova, Cyril S. Ku, Joseph R. Laracy, Thomas J. Marlowe
(pages: 42-50)

Trans-Disciplinary Communication: Context and Semantics
Maurício Vieira Kritz
(pages: 51-57)

A Brave New World: AI as a Nascent Regime?
Jasmin Cowin, Birgit Oberer, Cristo Leon
(pages: 58-66)

The Role of Art and Science – Relational Dynamics in Human Ecology
Giorgio Pizziolo, Rita Micarelli
(pages: 67-75)

Advancing Entrepreneurship Education: An Integrated Approach to Empowering Future Innovators
Birgit Oberer, Alptekin Erkollar
(pages: 76-81)

Harmonizing Horizons: The Symphony of Human-Machine Collaboration in the Age of AI
Birgit Oberer, Alptekin Erkollar
(pages: 82-86)

How Do Students Learn Artificial Intelligence in Interdisciplinary Field of Biomedical Engineering?
Shigehiro Hashimoto
(pages: 87-91)

What is ChatGPT and its Present and Future for Artificial Intelligence in Trans-Disciplinary Communications?
Richard Segall
(pages: 92-98)


 

Abstracts

 


ABSTRACT


Inclusive Education and the Development of the Self-Concept Concerning Mathematical Competences

Sarah Wieckert


The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers worldwide. Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively (Irmler, 2015; Kammermeyer & Martschinke, 2003)

As Germany signed the UN Convention on the Rights of Persons with Disabilities (Beauftragter der Bundesregierung für die Belange von Menschen mit Behinderungen, 2018; Vereinte Nationen, 2006) the school system which is characterized by external streaming has to change in order to make inclusive settings of learning possible and create an environment in which heterogeneity is seen as a chance rather than as a problem for learning and teaching (Klemm, 2015; Aichele, 2008).

The development of mathematical competences can be seen as one part of the basic skills that should be acquired in primary school (Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, 2008). To gain an understanding of quantities is important in this context and may be a challenge for students – especially for children with visual impairment (Walthes & Degenhardt, 2016; Csocsán, 2003).

This contribution presents a study which focuses on the special time of first-grade when primary school students get to know their new learning environment. In that context a survey takes place in the German county of North-Rhine Westphalia and accompanies children with and without special needs in the field of vision which learn together in inclusive classroom environments. At three times during the school year the students become interviewed about their self-concept concerning mathematical competences as well as are participating in learning assessments in this subject. Furthermore interviews with the math teachers of the students take place in order to get an insight into the way they design math lessons in an inclusive classroom setting. Classroom observations of math lessons complete the triangulative research design in which different groups of people are part of the sample and different research methods are being used (Wieckert, 2013)

In this means the study depicts a variety of central topics concerning educational research which implies an interdisciplinary approach to school life and therefore addresses different disciplines which are connected with education (e.g. Mathematics, Pedagogy, Psychology, Rehabilitation Sciences).

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