Didactics of Mathematics as a Scientific Discipline

Biehler, Rolf; Scholz, Roland W.; Sträßer, Rudolf; Winkelmann, Bernard

doi:10.1007/0-306-47204-x

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Conceptual Fields Theory and Conceptual Change1

Introduction1

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2013

2024

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Cited by 39 publications

(2 citation statements)

References 110 publications

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“…As it is a constructivist point of view, this aim cannot be reached without the use of a student-centred teaching approach, namely an Active Learning approach. That is why in order to design the expected classroom sequence we decided to use the Didactical Engineering (Artigue 1994) methodology. …”

Section: Conceptual Fields Theory and Conceptual Changementioning

confidence: 99%

Active Learning session based on Didactical Engineering framework for conceptual change in students’ equilibrium and stability understanding

Canu

Duque

Hosson

2016

European Journal of Engineering Education

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Section: Conceptual Fields Theory and Conceptual Changementioning

confidence: 99%

Active Learning session based on Didactical Engineering framework for conceptual change in students’ equilibrium and stability understanding

Canu

Duque

Hosson

2016

European Journal of Engineering Education

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“…This term is used as translation for 'Mathematikdidaktik'. Biehler et al (2002) "call the scientific discipline related to this research [of international organizations such as ICMI] and the research-based development work didactics of mathematics" (p.1). Further explanations of this concept can be found in the following.…”

Section: Introductionmentioning

confidence: 99%

Pre-Service mathematics teachers’ beliefs regarding topics of mathematics education

Manderfeld

Siller

2019

LUMAT

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Beliefs are known to influence learning processes and thus become relevant in the instruction of pre-service mathematics teachers with regard to the pedagogical content knowledge taught in courses of mathematics didactics at university. In exploring beliefs about mathematics didactics of pre-service teachers training for secondary school, 50 bachelor students (ca. 5th semester) responded to two open-ended tasks in which they were asked to express their understanding of mathematics didactics. With the help of qualitative content analysis, topics related to mathematics didactics as identified by the participants are categorized. The category system shows that beliefs of participants differ in some respects from what selected research associates with mathematics didactics. Also, technical aspects of lessons like designing lessons are frequently mentioned within the answers, whereas topics with regard to learners or curriculum are rarely addressed.

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Transformation - A Fundamental Idea of Mathematics Education

Rezat¹,

Hattermann²,

Peter-Koop³

2014

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Didactics of Mathematics as a Scientific Discipline

Cited by 39 publications

References 110 publications

Active Learning session based on Didactical Engineering framework for conceptual change in students’ equilibrium and stability understanding

Active Learning session based on Didactical Engineering framework for conceptual change in students’ equilibrium and stability understanding

Pre-Service mathematics teachers’ beliefs regarding topics of mathematics education

Transformation - A Fundamental Idea of Mathematics Education

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