Design Science and Its Importance in the German Mathematics by Marcus Nührenbörger, Bettina Rösken-Winter, Chun Ip Fung,

By Marcus Nührenbörger, Bettina Rösken-Winter, Chun Ip Fung, Ralph Schwarzkopf, Erich Christian Wittmann, Kathrin Akinwunmi, Felix Lensing, Florian Schacht

This ICME-13 Topical Survey experiences the cutting-edge through first exploring the roots and scope of layout technology. moment, it provides examples of present layout technological know-how initiatives that concentrate on monstrous studying environments together with a scholar and a instructor viewpoint. for that reason, the booklet elaborates on how empirical learn could be conceptualised inside layout technological know-how. finally, it explores advancements in layout technological know-how from a countrywide and overseas standpoint, whereas additionally discussing present traits in layout examine. in the German-language culture, contemplating ‘mathematics schooling as a layout technology’ essentially attracts at the works of Wittmann. The center of this strategy constitutes designing and investigating studying environments that contain big mathematics.

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Davis, Z. (2006). Opening another black box: Researching mathematics for teaching in mathematics teacher education. Journal for Research in Mathematics Education, 37(4), 270–296. Artigue, M. (1994). Didactical engineering as a framework for the conception of teaching products. In R. Biehler, R. W. Scholz, R. Sträser, & B. ), Didactics of mathematics as a scientific discipline (pp. 27–39). Dordrecht: Kluwer. Ball, D. , & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics.

Later he extended his analyses also to education (Schön 1991). , for example Wieringa 2011). Schön describes the traditional relationship between “professionals” and “clients” as follows (Schön 1983, p. 292): In the traditional professional-client contract, the professional acts as though he agreed to deliver his services to the client to the limits if his special competence. … The client acts as though he agreed, in turn, to accept the professional’s authority in his special field [and] to submit to the professional’s ministrations.

Piaget 1972), and Hans Freudenthal’s work, in particular Freudenthal (1983). This principle can be communicated to teachers best by linking it to series of learning environments in which this principle is a leading one. 2 Survey on the State of the Art 31 In terms of repertoire-building research: Elaborated substantial learning environments form a repertoire for teaching par excellence. They contain the essential information for teaching. The reflective teacher, however, will not stick to this repertoire but use it as a springboard for exploring other learning environments.

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