Design Science and Its Importance in the German Mathematics Educational Discussion

Abstract

1 from design research but also pursue particular accentuations: The first contribution (Sect. 2.2) reports on a project that positions design science between normative and descriptive theories. That is, mathematical learning opportunities have been designed from a normative viewpoint while learning processes have been explained on the basis of descriptive theories. Examples are provided that illustrate such a proceeding. The second contribution (Sect. 2.3) also reports on a developmental research project. Here, studying carefully designed teaching units is in the focus while paying explicit attention to problems that teachers face in the classroom. One main goal of the research is to help teachers to develop their mathematical knowledge and to ultimately enhance their teaching. Subsequently, in Sect. 2.4 Wittmann elaborates on the conception of empirical studies within design research that start from the mathematics involved in terms of structure-genetic didactical analyses. Particularly, bridging didactical theories and practice is pursued by collective teaching experiments. Finally, Sect. 2.5 takes up the strands presented so far and sheds light on developments of design science from a national and international perspective. Thereby, particular emphasis is assigned to design research from a learning perspective as extending characteristics from design research. The chapter ends with a summary and an outlook on further developments.