This paper presents the results of a quantitative study investigating the development of teachers' attitudes and self-efficacy expectations for inclusive mathematics instruction in the context of an in-service training that was designed in a blended learning format and compared to an unsupported online offer. In the blended learning format, 101 teachers participated in an in-service training, designed as a combination of six workshops with concrete activities based on materials for inclusive mathematics teaching and intermittent practical phases with collaborative learning environments for children aged 6–12 years. The teachers' attitudes toward inclusive mathematics instruction and self-efficacy expectations are collected by using published scales (KIESEL) and scales under development. The effects of the blended learning program are analyzed by the t test for dependent samples or the nonparametric Wilcoxon signed-rank test and compared to the effects of an online offer without further guidance and support. On the one hand, the results indicate the importance of the blended learning program in comparison with the unsupported online offer. On the other hand, they show insights into the relevance of the participants' interaction with the materials during the concrete activities as well as of their try outs in and their reflection on teaching practice during the intermittent practical phases.

本文介绍了一项定量研究的结果，该研究调查了在以混合学习形式设计的在职培训背景下，教师对全纳数学教学的态度和自我效能期望的发展，并与不受支持的在线课程进行了比较。在混合式学习形式中，101 名教师参加了在职培训，该培训设计为六次研讨会与基于全纳数学教学材料的具体活动和间歇性实践阶段以及为 6-12 岁儿童提供协作学习环境的结合。教师对全纳数学教学的态度和自我效能期望是通过使用已发布的量表（KIESEL）和正在开发的量表收集的。通过相关样本的 t 检验或非参数 Wilcoxon 符号秩检验来分析混合学习计划的效果，并与没有进一步指导和支持的在线课程的效果进行比较。一方面，结果表明与不受支持的在线课程相比，混合学习计划的重要性。另一方面，他们洞察了参与者在具体活动中与材料的互动以及在间歇性实践阶段对教学实践的尝试和反思的相关性。