German-Speaking Traditions in Mathematics Education Research

Jahnke, Hans Niels; Biehler, Rolf; Bikner-Ahsbahs, Angelika; Gellert, Uwe; Greefrath, Gilbert; Hefendehl-Hebeker, Lisa; Krummheuer, Götz; Leuders, Timo; Nührenbörger, Marcus; Obersteiner, Andreas; Reiss, Kristina; Rösken-Winter, Bettina; Schulz, Andreas; Vohns, Andreas; Hofe, Rudolf vom; Vorhölter, Katrin

doi:10.1007/978-3-319-62597-3_20

Cited by 3 publications

(2 citation statements)

References 27 publications

(15 reference statements)

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“…However, it would be difficult to identify a specific German way of approaching theoretical issues in the didactics of mathematics even though, seen from the outside, the interactionist approach initiated by Heinrich Bauersfeld, for example, seems to have been influential at an international level. Research in Germany currently uses a large variety of 'local' theories and corresponding research methods (for more information, see Jahnke et al, 2017).…”

Section: The Role Of Theorymentioning

confidence: 99%

European Didactic Traditions in Mathematics: Introduction and Overview

et al. 2019

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European traditions in the didactics of mathematics share some common features such as a strong connection with mathematics and mathematicians, the key role of theory, the key role of design activities for learning and teaching environments, and a firm basis in empirical research. In this first chapter, these features are elaborated by referring to four cases: France, the Netherlands, Italy and Germany. In addition, this chapter gives an overview on the other chapters of the book. Keywords European didactic traditions • Overview 1.1 Introduction Across Europe, there have been a variety of traditions in mathematics education, both in the practice of learning and teaching at school and in research and development, which have resulted from different cultural, historical and political backgrounds. Despite these varying backgrounds, most of these traditions share some common

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Section: The Role Of Theorymentioning

confidence: 99%

European Didactic Traditions in Mathematics: Introduction and Overview

et al. 2019

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“…The United States began to hold the High School Mathematical Contest in Modeling (HiMCM) [1] in 1999, and then added mathematical modeling to the mathematics curriculum of primary and secondary schools [2]. Germany also began to identify mathematical modeling as one of the six mathematical abilities in the mathematics curriculum standard in 2003 [3]. At the same time, the International Association for the Evaluation of Educational Achievement (TIMSS) and the Programmer for International Student Assessment (PISA) take mathematical modeling ability as an important evaluation content, which also promotes the promotion and development of mathematical modeling in primary and secondary schools to a certain extent [4].…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study of Mathematical Modeling of Senior Middle School in China, German and the United States

Peng¹

2022

Proceedings of the 2nd International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2022)

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This study compares the contents of mathematical modeling in senior high school mathematics curriculum standards of China, Germany and the United States from five aspects. It is found that all countries attach more importance to mathematical modeling, but they have their own characteristics. The content of modeling in China is relatively rich, but the specific teaching implementation requirements are relatively low; the teaching requirements of the American curriculum standards for mathematical modeling are more detailed, the evaluation is more specific, and the operability is strong; the German curriculum standards emphasize the cultivation of mathematical modeling ability, and the evaluation emphasizes the compatibility of teaching content and test content. In addition, it is suggested to develop the teaching cases of mathematical modeling, supplement the curriculum standard, increase the number of mathematical modeling activities, infiltrate it into all parts of high school mathematics, promote the construction by evaluation, and fully reflect the mathematical modeling in the evaluation.

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Traditions and Changes in the Teaching and Learning of Mathematics in Germany

Bruder

2020

International Studies in the History of Mathematics and Its Teaching

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German-Speaking Traditions in Mathematics Education Research

Cited by 3 publications

References 27 publications

European Didactic Traditions in Mathematics: Introduction and Overview

European Didactic Traditions in Mathematics: Introduction and Overview

A Comparative Study of Mathematical Modeling of Senior Middle School in China, German and the United States

Traditions and Changes in the Teaching and Learning of Mathematics in Germany

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