Specifying and structuring mathematical topics. A four-level approach for combining formal, semantic, concrete, and empirical levels exemplified for exponential growth.

Autor/inn/en	Hußmann, Stephan; Prediger, Susanne
Titel	Specifying and structuring mathematical topics. A four-level approach for combining formal, semantic, concrete, and empirical levels exemplified for exponential growth.
Quelle	In: Journal für Mathematik-Didaktik, 37 (2016) Suppl. 1, S.33-67 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch; deutsche Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0173-5322; 1869-2699
DOI	10.1007/s13138-016-0102-8
Schlagwörter	Empirische Untersuchung; Forschungsdesign; Schüler; Didaktik; Inhalt; Kombination; Exponentialfunktion; Schüler; Lernprozess; Didaktik; Strukturieren; Exponentialfunktion; Inhalt; Kombination
Abstract	This article presents our four-level approach for specifying and structuring mathematical learning content developed within the research program of topic-specific design research. We understand this approach as an extension of classic "didactical analysis of subject matters," following the tradition of Stoffdidaktik and extending it by combination with an empirical component. For the exemplarily chosen topic of exponential growth, we illustrate why specifying and structuring along the four-level approach is a constructive and creative work rather than a pure analysis. We discuss the mostly theoretical work of classic didactical analysis of subject matters on the formal, semantic, and concrete levels and analyze the connections between these levels and the empirical level. With the four-level approach, we emphasize the need for including empirical investigations since they can enrich the process of specifying and structuring mathematical topics.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2017/1