Literaturnachweis - Detailanzeige
Autor/in | Steinbring, Heinz |
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Titel | Changed views on mathematical knowledge in the course of didactical theory development-independent corpus of scientific knowledge or result of social constructions? |
Quelle | In: ZDM : mathematics education, 40 (2008) 2, S. 303-316
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 1863-9690; 1863-9704 |
DOI | 10.1007/s11858-008-0077-0 |
Schlagwörter | Mathematikunterricht; Theorie; Deutschland |
Abstract | The study tries to show one line of how the German didactical tradition has evolved in response to new theoretical ideas and new-empirical-research approaches in mathematics education. First, the classical mathematical didactics, notably `stoffdidaktik' as one (besides other) specific German tradition are described. The critiques raised against `stoffdidaktik' concepts [for example, forms of `progressive mathematisation', `actively discovering learning processes' and `guided reinvention' (cf. Freudenthal, Wittmann)] changed the basic views on the roles that `mathematical knowledge', `teacher' and `student' have to play in teaching-learning processes; this conceptual change was supported by empirical studies on the professional knowledge and activities of mathematics teachers [for example, empirical studies of teacher thinking (cf. Bromme)] and of students' conceptions and misconceptions (for example, psychological research on students' mathematical thinking). With the interpretative empirical research on everyday mathematical teaching-learning situations (for example, the work of the research group around Bauersfeld) a new research paradigm for mathematics education was constituted: the cultural system of mathematical interaction (for instance, in the classroom) between teacher and students. |
Erfasst von | FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur |
Update | 2010/2 |