Teaching units as the integrating core of mathematics education

Wittmann, Erich Ch.

doi:10.1007/bf00380437

Cited by 37 publications

(15 citation statements)

References 3 publications

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“…This idea of a blending of mathematical content with pedagogical knowledge (and with knowledge from other fields, as well as that from the practical experience) has indeed been around for some time (see e.g. Wittman, 1984). Such a blending has to draw on different components of current knowledge to produce a restructuring of the teachers craft knowledge.…”

Section: Teachers' Knowledgementioning

confidence: 99%

Teachers' and students' views and attitudes towards a new mathematics curriculum: A case study

et al. 1994

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Section: Teachers' Knowledgementioning

confidence: 99%

Teachers' and students' views and attitudes towards a new mathematics curriculum: A case study

et al. 1994

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“…The constitutive characteristics of natural differentiation are embedded in theoretical concepts of math education which are widespread (not only) in German schools and teacher education, namely discovery learning (Bruner 1961;Winter 2016), productive practicing (Winter 1984;Wittmann 1992), and substantial learning environments (Wittmann 1984(Wittmann , 2001a(Wittmann , 2004.…”

Section: Natural Differentiation-a Redefined Answermentioning

confidence: 99%

Natural Differentiation—An Approach to Cope with Heterogeneity

Krauthausen

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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Teachers in their classes always have to cope with heterogeneity, and that by no means is a new problem. In Germany e.g. plenty of (mostly pedagogical) publications from the midst 1970s until today offer brilliant advice for several kinds of differentiation. How then can it be that after forty years, heterogeneity and differentiation are still called a ›mega issue‹? Could it be that those traditional kinds of differentiation are admittedly to be considered or necessary, but not sufficientand if: why? This paper will discuss questions like these aiming to bring together crucial issues for (primary) math education in heterogeneous classes, like standards for mathematical practice, standards for mathematical content, social learning with and from each other, and heterogeneity. Main theoretical concepts are substantial learning environments (Wittmann in

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“…In the case of routines it is more a change of attitude. Some thirty years ago Wittmann (1984) has presented the idea that routine practices should be built in such a set of tasks that has a certain structure. Then we can, within this structure -along with routine practice -also develop the socalled higher order thinking.…”

Section: Reaching For Goalsmentioning

confidence: 99%