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In the development of didactics of mathematics as a professional field in Germany, subject-related approaches play an important role. Their goal was to develop approaches to represent mathematical concepts and knowledge in a way that corresponded to the cognitive abilities of the students without disturbing the mathematical substance. In the 1980s, views upon the nature of learning as well as objects and methods of research in mathematics education changed and the perspective was widened and opened towards new directions. This shift of view issued new challenges to subject-related considerations that are enhanced by the recent discussions about professional mathematical knowledge for teaching.

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