Übersicht			Auf mobile öffnen

Lieferstatus:	Auf Bestellung (Lieferzeit unbekannt)
Veröffentlichung:	August 2016
Genre:	Psychologie / Pädagogik
	B / Cognition & cognitive psychology / Education / Instruction / Instructional Psychology / Learning / Learning & Instruction / Mathematics / Mathematics Education / Mathematics—Study and teaching / Semiotics / Semiotics / semiology / Teaching skills & techniques
ISBN:	9783319425887
EAN-Code:	9783319425887
Verlag:	Springer Nature EN
Einband:	Kartoniert
Sprache:	English
Serie:	ICME-13 Topical Surveys
Dimensionen:	H 235 mm / B 155 mm / D
Gewicht:	1066 gr
Seiten:	51
Illustration:	VI, 51 p. 10 illus., schwarz-weiss Illustrationen
Bewertung:	Titel bewerten / Meinung schreiben

Inhalt:

This survey provides an overview of German meta-discourse on theories and mathematics education as a scientific discipline, from the 1970s to the 1990s. Two theory strands are offered: a semiotic view related to Peirce and Wittgenstein (presented by Willibald Dörfler), and the theory of learning activity by Joachim Lompscher (presented by Regina Bruder and Oliver Schmitt). By networking the two theoretical approaches in a case study of learning fractions, it clarifies the nature of the two theories, how they can be related to inform practice and renew TME-issues for mathematics education as a scientific discipline. Hans-Georg Steiner initiated the first of five international conferences on Theories of Mathematics Education (TME) to advance the founding of mathematics education as a scientific discipline, and subsequently German researchers have continued to focus on TME topics but within various theory strands.