Diagnostic thinking of in-service teachers in inclusive mathematics education: A video vignette-based study

Martina Geisen

doi:10.29333/ejmste/18509

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Martina Geisen ¹ ^*

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¹ Institute of Mathematics, University of Potsdam, Potsdam, GERMANY^* Corresponding Author

Abstract

Diagnostic thinking is understood as a central component of teachers’ diagnostic competence, encompassing processes of perception and interpretation that shape instructional decision-making. This study investigates primary and special education teachers’ diagnostic thinking when perceiving and interpreting students’ solution processes in real-world problems in inclusive classroom settings. Data were collected through semi-structured interviews using video vignettes of students working on such problems. The findings reveal both shared and distinct patterns in diagnostic thinking. While both groups attend to number range and operational understanding, primary education teachers show a more differentiated diagnostic repertoire. Special education teachers focus more strongly on foundational competences, reflecting their professional emphasis on basic learning prerequisites. These findings may indicate the importance of mathematics-specific pedagogical content knowledge in shaping diagnostic thinking and suggest that professional background influences how teachers perceive and interpret students’ mathematical thinking.

Keywords

diagnostic competence
diagnostic thinking
inclusive education
video vignettes

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 22, Issue 5, May 2026, Article No: em2832

https://doi.org/10.29333/ejmste/18509

Publication date: 04 May 2026

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Article Downloads: 5

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How to cite this article

APA

Geisen, M. (2026). Diagnostic thinking of in-service teachers in inclusive mathematics education: A video vignette-based study. Eurasia Journal of Mathematics, Science and Technology Education, 22(5), em2832. https://doi.org/10.29333/ejmste/18509

Vancouver

Geisen M. Diagnostic thinking of in-service teachers in inclusive mathematics education: A video vignette-based study. EURASIA J Math Sci Tech Ed. 2026;22(5):em2832. https://doi.org/10.29333/ejmste/18509

AMA

Geisen M. Diagnostic thinking of in-service teachers in inclusive mathematics education: A video vignette-based study. EURASIA J Math Sci Tech Ed. 2026;22(5), em2832. https://doi.org/10.29333/ejmste/18509

Chicago

Geisen, Martina. "Diagnostic thinking of in-service teachers in inclusive mathematics education: A video vignette-based study". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 5 (2026): em2832. https://doi.org/10.29333/ejmste/18509

Harvard

Geisen, M. (2026). Diagnostic thinking of in-service teachers in inclusive mathematics education: A video vignette-based study. Eurasia Journal of Mathematics, Science and Technology Education, 22(5), em2832. https://doi.org/10.29333/ejmste/18509

MLA

Geisen, Martina "Diagnostic thinking of in-service teachers in inclusive mathematics education: A video vignette-based study". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 5, 2026, em2832. https://doi.org/10.29333/ejmste/18509