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UID:

Umfang: 1 Online-Ressource (V, 212 Seiten) : , 28 Illustrationen, 10 Illustrationen (farbig).

ISBN: 978-3-030-05514-1

Serie: ICME-13 monographs

Weitere Ausg.: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-05513-4

Sprache: Englisch

Fachgebiete: Mathematik

Schlagwort(e): Mathematikunterricht ; Mathematikunterricht ; Fachdidaktik ; Aufsatzsammlung ; Aufsatzsammlung

DOI: 10.1007/978-3-030-05514-1

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

Mehr zum Autor: Sträßer, Rudolf, 1946-

Mehr zum Autor: Blum, Werner, 1945-

UID:

Umfang: 1 online resource (V, 212 p. 28 illus., 10 illus. in color.)

Ausgabe: 1st ed. 2019.

ISBN: 3-030-05514-0

Serie: ICME-13 Monographs,

Inhalt: This open access book discusses several didactic traditions in mathematics education in countries across Europe, including France, the Netherlands, Italy, Germany, the Czech and Slovakian Republics, and the Scandinavian states. It shows that while they all share common features both in the practice of learning and teaching at school and in research and development, they each have special features due to specific historical and cultural developments. The book also presents interesting historical facts about these didactic traditions, the theories and examples developed in these countries.

Anmerkung: Chapter 1. European Didactic Traditions in Mathematics: Introduction and Overview -- Chapter 2. The French Didactic Tradition in Mathematics -- Chapter 3. Didactics of mathematics in the Netherlands -- Chapter 4. The Italian Didactic Tradition.-Chapter 5. The German Speaking Didactic Tradition -- Chapter 6. Didactics of Mathematics as a Research Field in Scandinavia -- Chapter 7. Czech and Slovak Research in Didactics of Mathematics Tradition and a Glance at Present State. , English

Weitere Ausg.: ISBN 3-030-05513-2

Sprache: Englisch

DOI: 10.1007/978-3-030-05514-1

UID:

Umfang: 1 online resource (215 pages)

Ausgabe: 1st ed.

ISBN: 9783030055141

Serie: ICME-13 Monographs

Anmerkung: Intro -- Contents -- 1 European Didactic Traditions in Mathematics: Introduction and Overview -- 1.1 Introduction -- 1.2 The Role of Mathematics and Mathematicians -- 1.3 The Role of Theory -- 1.4 The Role of Design Activities for Teaching and Learning Environments -- 1.5 The Role of Empirical Research -- 1.6 The Presented Cases -- References -- 2 The French Didactic Tradition in Mathematics -- 2.1 The Emergence and Development of the French Didactic Tradition -- 2.1.1 A Tradition with Close Relationship to Mathematics -- 2.1.2 A Tradition Based on Three Main Theoretical Pillars -- 2.1.3 Theoretical Evolutions -- 2.1.4 Relationship to Design -- 2.1.5 The Role of Empirical Research -- 2.2 Research on Line Symmetry and Reflection in the French Didactic Tradition -- 2.2.1 Students' Conceptions, Including Proof and Proving, and Classroom Design -- 2.2.2 The Study of Teachers' Practices and Their Effects on Students' Learning -- 2.2.3 Current Research -- 2.3 Research on School Algebra in the French Didactic Tradition. From Didactic Transposition to Instrumental Genesis -- 2.3.1 What Algebra Is to Be Taught: Didactic Transposition Constraints -- 2.3.2 Teaching Algebra at Secondary School Level -- 2.3.3 Algebra and ICT -- 2.4 View of the French Tradition Through the Lens of Validation and Proof -- 2.4.1 Cohesion -- 2.4.2 Interchange -- 2.4.3 Dissemination -- 2.5 Didactic Interactions Between France and Italy. A Personal Journey -- 2.5.1 Opportunities for Collaboration: SFIDA, Summer Schools and European Projects -- 2.5.2 A Personal Scientific Journey -- 2.6 Didactic Interactions Between France and Latin-America: The Case of Mexico -- 2.6.1 The DME at CINVESTAV and Its Relation to "the" French School -- 2.6.2 The DIE-CINVESTAV: A Strong Influence on Basic Education Supported by TDS. , 2.6.3 The PROME at CICATA-IPN: A Professionalization Program for Teachers that Generates Relations Between France and Latin America -- 2.6.4 Theoretical Currents, Methodologies and Tools -- 2.6.5 Areas of Opportunity and Perspectives -- 2.7 Didactic Interactions Between France and African Countries. The Case of Tunisia -- 2.7.1 The Emergence of Didactic Interactions Between France and Tunisia -- 2.7.2 Development and Institutionalization -- 2.7.3 Some Outcomes of the French-Tunisian Didactic Collaboration -- 2.8 Epilogue -- References -- 3 Didactics of Mathematics in the Netherlands -- 3.1 Mathematics Education in the Netherlands Viewed from Four Perspectives -- 3.1.1 The Role of Mathematics and Mathematicians in Mathematics Education in the Netherlands -- 3.1.2 The Role of Theory in Mathematics Education in the Netherlands -- 3.1.3 The Role of Design in Mathematics Education in the Netherlands -- 3.1.4 The Role of Empirical Research in Mathematics Education in the Netherlands -- 3.2 Students' Own Productions and Own Constructions-Adri Treffers' Contributions to Realistic Mathematics Education -- 3.2.1 Introduction -- 3.2.2 Treffers' Theoretical Framework for Realistic Mathematics Education -- 3.2.3 Students' Own Productions -- 3.2.4 Students' Own Constructions -- 3.2.5 Challenging Students with Classical Puzzles -- 3.2.6 Students' Input Is the Basis of Everything -- 3.3 Contexts to Make Mathematics Accessible and Relevant for Students-Jan de Lange's Contributions to Realistic Mathematics Education -- 3.3.1 Introduction -- 3.3.2 Using a Central Context for Designing Education -- 3.3.3 Contexts for Introducing and Developing Concepts -- 3.3.4 Relevant Mathematics Education -- 3.3.5 Conclusion -- 3.4 Travelling to Hamburg -- 3.4.1 Introduction -- 3.4.2 Task Design -- 3.4.3 Field Tests -- 3.4.4 Possible Task Extensions -- 3.4.5 Conclusion. , 3.5 Voices from Abroad -- 3.5.1 Realistic Mathematics Education in the United States -- 3.5.2 Two Decades of Realistic Mathematics Education in Indonesia -- 3.5.3 Implementing Realistic Mathematics Education in England and the Cayman Islands -- 3.5.4 Reflections on Realistic Mathematics Education in South Africa -- 3.5.5 Influences of Realistic Mathematics Education on Mathematics Education in Belgium -- References -- 4 The Italian Didactic Tradition -- 4.1 Introduction -- 4.2 Mathematicians and Educational Issues: A Historical Overview -- 4.3 The Development of an Italian Research Paradigm -- 4.3.1 The Early International Presentations of the Italian Didactics of Mathematics -- 4.3.2 A Retrospective Analysis 30 Years Later: Some Examples from Classroom Innovation to Theoretical Elaborations -- 4.3.3 The Impact of Italian Research at the International Level -- 4.3.4 Mathematics Teacher Education and Professional Development in Italy -- 4.4 Collective and Personal Experiences of Collaboration Between French and Italian Researchers -- 4.4.1 The Séminaire Franco Italien de Didactique de l'Algèbre -- 4.4.2 Encounter with Various Intellectual Traditions and Methods in French-Italian Ph.D. Projects -- 4.5 The Italian Tradition From a Chinese Cultural Perspective -- 4.5.1 On the Historical Aspects of the Italian Tradition -- 4.5.2 On the Characteristic Aspects of the Italian Tradition -- 4.5.3 On the Institutional Aspects of the Italian Tradition -- References -- 5 The German Speaking Didactic Tradition -- 5.1 Introductory Remark -- 5.2 Historical Sketch on German Speaking Didactics of Mathematics -- 5.2.1 Starting Point in the 1960s -- 5.2.2 Institutionalisation -- 5.2.3 The 1970s/1980s: The "Realistic Turn" -- 5.2.4 Didactics in the German Democratic Republic (GDR) -- 5.2.5 1990s: The PISA Shock -- 5.3 The 21st Century-At Present. , 5.3.1 Stoffdidaktik Enlarged-The Design of Learning Environments -- 5.3.2 Ongoing Diversification of Classroom Studies -- 5.3.3 Large Scale Comparative Studies -- 5.4 About the Future of German-Speaking Didactics of Mathematics -- 5.5 Comments from Critical Friends -- 5.5.1 Doing Empirical Research Differently: The Nordic and German Cases. A View from the Nordic Countries -- 5.5.2 Perspectives on Collaborative Empirical Research in Germany and in Poland -- 5.5.3 Didaktik der Mathematik and Didaktika Matematiky -- Appendix -- References -- 6 Didactics of Mathematics as a Research Field in Scandinavia -- 6.1 Introduction -- 6.2 Historical Background -- 6.3 Didactics of Mathematics Emerging as a Research Discipline in Scandinavia -- 6.4 The Development in Denmark -- 6.4.1 Mathematical Modelling -- 6.4.2 Mathematical Competencies -- 6.4.3 Political Aspects of Mathematics -- 6.4.4 The French Tradition in Denmark -- 6.5 The Development in Norway -- 6.5.1 The Constructivist Tradition -- 6.5.2 The Socio-cultural Tradition -- 6.5.3 Further Work Within the Socio-cultural Paradigm -- 6.5.4 Research on University Didactics -- 6.5.5 Classroom Research and Research on Aspects of Teacher Education -- 6.5.6 Large-Scale Studies -- 6.6 The Development in Sweden -- 6.6.1 Low Achievement -- 6.6.2 Phenomenography and Variation Theory -- 6.6.3 Learning by Imitative and Creative Reasoning -- 6.6.4 Assessment -- 6.6.5 Mathematics and Language -- 6.6.6 Early Learning of Mathematics -- 6.6.7 Inclusive Mathematics Education -- 6.6.8 Research on Particular Mathematical Topics -- 6.6.9 Research on Teacher Education -- 6.7 Important Initiatives Across the Countries -- 6.7.1 Nordic Studies in Mathematics Education (NOMAD) -- 6.7.2 The NORMA Conferences -- 6.7.3 The Nordic Graduate School for Mathematics Education (NoGSME) -- References. , 7 Czech and Slovak Research in Didactics of Mathematics -- 7.1 Introduction -- 7.1.1 Aim of the Chapter -- 7.1.2 Brief History of Schooling and Teacher Education in the Region -- 7.2 Emergence of Didactics of Mathematics as a Science -- 7.2.1 International Perspective -- 7.2.2 National Perspective -- 7.2.3 Czechoslovak Research in Mathematics Education Before 1989 -- 7.3 Mathematics Education Research in the Czech Republic and in Slovakia After 1989 -- 7.3.1 Methodology -- 7.3.2 Development of Theories -- 7.3.3 Knowledge and Education of Future Elementary and Mathematics Teachers -- 7.3.4 Classroom Research -- 7.3.5 Pupils' Reasoning in Mathematics -- 7.4 Current Situation, Perspectives and Challenges -- References.

Weitere Ausg.: Print version: Blum, Werner European Traditions in Didactics of Mathematics Cham : Springer International Publishing AG,c2019 ISBN 9783030055134

Sprache: Englisch

Schlagwort(e): Electronic books.

URL: Click to View

UID:

Umfang: VII, 358 S.

Ausgabe: 1. und 2. Aufl.

Serie: Ecclesia orans 8

In: Teil 3

Sprache: Deutsch

Mehr zum Autor: Kramp, Joseph 1886-1940

UID:

Umfang: 1 online resource (v, 212 pages) : , illustrations (some color)

ISBN: 9783030055141 , 3030055140

Serie: ICME-13 monographs,

Inhalt: This open access book discusses several didactic traditions in mathematics education in countries across Europe, including France, the Netherlands, Italy, Germany, the Czech and Slovakian Republics, and the Scandinavian states. It shows that while they all share common features both in the practice of learning and teaching at school and in research and development, they each have special features due to specific historical and cultural developments. The book also presents interesting historical facts about these didactic traditions, the theories and examples developed in these countries.

Anmerkung: Chapter 1. European Didactic Traditions in Mathematics: Introduction and Overview -- Chapter 2. The French Didactic Tradition in Mathematics -- Chapter 3. Didactics of mathematics in the Netherlands -- Chapter 4. The Italian Didactic Tradition.-Chapter 5. The German Speaking Didactic Tradition -- Chapter 6. Didactics of Mathematics as a Research Field in Scandinavia -- Chapter 7. Czech and Slovak Research in Didactics of Mathematics Tradition and a Glance at Present State.

Weitere Ausg.: Print version: European traditions in didactics of mathematics. Cham, Swizterland : Springer Open, 2019 ISBN 3030055132

Weitere Ausg.: ISBN 9783030055134

Sprache: Englisch

DOI: 10.1007/978-3-030-05514-1

URL: ProQuest Ebook Central

URL: SpringerLink

UID:

Umfang: 1 online resource (V, 212 p. 28 illus., 10 illus. in color.)

Ausgabe: 1st ed. 2019.

ISBN: 3-030-05514-0

Serie: ICME-13 Monographs,

Inhalt: This open access book discusses several didactic traditions in mathematics education in countries across Europe, including France, the Netherlands, Italy, Germany, the Czech and Slovakian Republics, and the Scandinavian states. It shows that while they all share common features both in the practice of learning and teaching at school and in research and development, they each have special features due to specific historical and cultural developments. The book also presents interesting historical facts about these didactic traditions, the theories and examples developed in these countries.

Anmerkung: Chapter 1. European Didactic Traditions in Mathematics: Introduction and Overview -- Chapter 2. The French Didactic Tradition in Mathematics -- Chapter 3. Didactics of mathematics in the Netherlands -- Chapter 4. The Italian Didactic Tradition.-Chapter 5. The German Speaking Didactic Tradition -- Chapter 6. Didactics of Mathematics as a Research Field in Scandinavia -- Chapter 7. Czech and Slovak Research in Didactics of Mathematics Tradition and a Glance at Present State. , English

Weitere Ausg.: ISBN 3-030-05513-2

Sprache: Englisch

DOI: 10.1007/978-3-030-05514-1

UID:

Umfang: 1 online resource (V, 212 p. 28 illus., 10 illus. in color.)

Ausgabe: 1st ed. 2019.

ISBN: 3-030-05514-0

Serie: ICME-13 Monographs,

Inhalt: This open access book discusses several didactic traditions in mathematics education in countries across Europe, including France, the Netherlands, Italy, Germany, the Czech and Slovakian Republics, and the Scandinavian states. It shows that while they all share common features both in the practice of learning and teaching at school and in research and development, they each have special features due to specific historical and cultural developments. The book also presents interesting historical facts about these didactic traditions, the theories and examples developed in these countries.

Anmerkung: Chapter 1. European Didactic Traditions in Mathematics: Introduction and Overview -- Chapter 2. The French Didactic Tradition in Mathematics -- Chapter 3. Didactics of mathematics in the Netherlands -- Chapter 4. The Italian Didactic Tradition.-Chapter 5. The German Speaking Didactic Tradition -- Chapter 6. Didactics of Mathematics as a Research Field in Scandinavia -- Chapter 7. Czech and Slovak Research in Didactics of Mathematics Tradition and a Glance at Present State. , English

Weitere Ausg.: ISBN 3-030-05513-2

Sprache: Englisch

DOI: 10.1007/978-3-030-05514-1

UID:

Umfang: V, 212 p. 28 illus., 10 illus. in color. , online resource.

Ausgabe: 1st ed. 2019.

ISBN: 9783030055141

Serie: ICME-13 Monographs,

Inhalt: This open access book discusses several didactic traditions in mathematics education in countries across Europe, including France, the Netherlands, Italy, Germany, the Czech and Slovakian Republics, and the Scandinavian states. It shows that while they all share common features both in the practice of learning and teaching at school and in research and development, they each have special features due to specific historical and cultural developments. The book also presents interesting historical facts about these didactic traditions, the theories and examples developed in these countries.

Anmerkung: Chapter 1. European Didactic Traditions in Mathematics: Introduction and Overview -- Chapter 2. The French Didactic Tradition in Mathematics -- Chapter 3. Didactics of mathematics in the Netherlands -- Chapter 4. The Italian Didactic Tradition.-Chapter 5. The German Speaking Didactic Tradition -- Chapter 6. Didactics of Mathematics as a Research Field in Scandinavia -- Chapter 7. Czech and Slovak Research in Didactics of Mathematics Tradition and a Glance at Present State.

In: Springer eBooks

Weitere Ausg.: Printed edition: ISBN 9783030055134

Weitere Ausg.: Printed edition: ISBN 9783030055158

Sprache: Englisch

DOI: 10.1007/978-3-030-05514-1

URL: https://doi.org/10.1007/978-3-030-05514-1