ENGLISH

Theories in and of Mathematics Education: Theory Strands in German Speaking Countries

By Oliver Schmitt , Andreas Vohns , Regina Bruder , Willi Dörfler (auth.) , Angelika Bikner-Ahsbahs

Book information

Publisher
Springer International Publishing
Year
2016
ISBN
978-3-319-42588-7, 978-3-319-42589-4
DOI
10.1007/978-3-319-42589-4
Language
english
Format
PDF
Filesize
1 MB (1301197 bytes)
Series
ICME-13 Topical Surveys
Edition
1
Pages
VI, 51\56
Time added
2016-11-20 09:00:00
Mathematics Education;Learning & Instruction;Semio

Description

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.

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