Mathematics education as a ?design science?

Wittmann, Erich Ch.

doi:10.1007/bf01273911

Cited by 155 publications

(46 citation statements)

References 7 publications

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“…As well as such forms of partnership, notions such as 'mathematics education as a design science' (Wittmann 1995), 'teaching as design' (Brown and Edelson 2003), and the 'teacher as designer' (Maher 1987) have gained attention-sometimes as a form of professional development such as 'teacher design research ' (Bannan-Ritland 2008). Applying the design metaphor to teaching is useful, Brown (2009, p. 23) explains, because it 'calls attention to the constructive interplay that takes place during instruction between agent (teachers) and tools (curriculum materials)'.…”

Section: On 'Partnerships For Task Design' In Mathematics Educationmentioning

confidence: 99%

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Research on mathematics teachers as partners in task design

Jones

Pepin

2016

J Math Teacher Educ

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Mathematical tasks and tools, including tasks in the form of digital tools, are key resources in mathematics teaching and in mathematics teacher education. Even so, the 'design' of mathematical tasks is perceived in different ways: sometimes seen as something distinct from the teaching and learning process, and sometimes as integral to it. Whilst task design has often been carried out by designers or mathematicians (perhaps as textbook authors), the focus for this review article is research that has involved mathematics teachers as partners in the design of tasks. The article provides a state-of-the-art review of relevant literature and is presented under three headings that consider, in turn, the role of mathematical 'tasks'; the nature of 'task design'; and the notion of 'partnerships for task design' in mathematics education. Subsequently, we present current research that is providing new insights into tasks, task design, and task design partnership. Based on this, we argue that 'task design' needs to pay particular attention to what to design, which tools are necessary or beneficial, and under what conditions; digital tools and task resources offer particular affordances that traditional resources cannot provide; and not only do teachers benefit from being partners in task design (in terms of their professional learning) but without their involvement some aspects of task design would most likely be neglected.

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Section: On 'Partnerships For Task Design' In Mathematics Educationmentioning

confidence: 99%

“…Pepin et al (2013) note that there have been a number of proposals to define 'design research' in mathematics education (e.g. Wittmann 1995Wittmann , 2001) and point to the work of the Freudenthal Institute in the Netherlands (e.g. Gravemeijer 1993;Gravemeijer and Cobb 2006); work in the USA (e.g.…”

Section: Task 'Design' In Mathematics Educationmentioning

confidence: 99%

Research on mathematics teachers as partners in task design

Jones

Pepin

2016

J Math Teacher Educ

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“…Der Kern der Mathematikdidaktik ist laut WITTMANN (1995) das Design von substantiellen Lernumgebungen. Dazu ist es auf der einen Seite notwendig vorab die Lernziele, welche mit der jeweiligen Lernumgebung verfolgt werden sollen, zu formulieren (,Soll-Zustand') (GLASER nach WITTMANN 2002, 11 ff.).…”

Section: Begriffsklärung: Was Sind Grundvorstellungen?unclassified

“…Dazu ist es auf der einen Seite notwendig vorab die Lernziele, welche mit der jeweiligen Lernumgebung verfolgt werden sollen, zu formulieren (,Soll-Zustand') (GLASER nach WITTMANN 2002, 11 ff.). Dabei sind die Lernziele nicht etwa willkürlich zu wählen, sondern sollen auf Grundlage sorgfältiger fachlicher, fachdidaktischer und psychologischer Analysen formuliert werden (VOM HOFE 1995, 128;WITTMANN 1995). Auf der anderen Seite ist es für das Design von Lernumgebungen notwendig, die Ausgangslage der Lernenden bezogen auf die zuvor formulierten Lernziele mittels Diagnoseverfahren zu erheben (,Ist-Zustand'), um darauf aufbauend individuelle Lernprozesse durch die Lernumgebung von der Ausgangslage hin zu den intendierten Lernzielen zu initiieren und strukturieren (WOLLRING 1999;GLASER nach WITTMANN 2002, 11 ff.…”

Section: Begriffsklärung: Was Sind Grundvorstellungen?unclassified

Grundvorstellungen und Vorgehensweisen bei der Subtraktion

Wessel¹

2015

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“…Even within Europe, the comparison of the didactic traditions of Germany, Italy, Netherlands, and France, which has been part of the thematic afternoon at ICME-13, has shown differences in that respect. In Germany, for instance, influential researchers such as Wittmann began early to promote a vision of mathematics education as a design science (Wittmann, 1998). In the Netherlands, the development of Realistic Mathematics Education from the seminal ideas of Freudenthal has also been tightly connected with design (Van den Heuvel-Panhuizen & Drijvers, 2014).…”

Section: A Vision Of Relationships Between Research and Action Emergimentioning

confidence: 99%

The Challenging Relationship Between Fundamental Research and Action in Mathematics Education

Artigue

2017

Proceedings of the 13th International Congress on Mathematical Education

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In this text, associated with my Felix Klein Medal awardee lecture at ICME-13, I develop a reflection on the relationships between fundamental research and action in mathematics education. This reflection is based on my experience as a teacher, teacher educator, and researcher and on what I learned from the responsibilities I had on the ICMI Executive Committee. Using as a filter the concept of didactical engineering, I address several issues: reproducibility, generalization, theoretical diversity, and values, that contribute to making these relationships especially challenging in mathematics education and point out promising evolutions in the field.

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Mathematics education as a ?design science?

Cited by 155 publications

References 7 publications

Research on mathematics teachers as partners in task design

Research on mathematics teachers as partners in task design

Grundvorstellungen und Vorgehensweisen bei der Subtraktion

The Challenging Relationship Between Fundamental Research and Action in Mathematics Education

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