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

Bruder, Regina

doi:10.1007/978-3-030-38744-0_2

Cited by 4 publications

(3 citation statements)

References 11 publications

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“…Bruder ( 2020 ) described differences in policy related to the education of the mathematically gifted between GDR (German Democratic Republic—East Germany) and FRG (Federal Republic of Germany—West Germany) separated during the years 1949–1990. Systematic mathematics talent promotion in GDR as influenced by soviet tradition was among the main organizational and structural differences between the school systems in East and West Germany.…”

Section: How Can the Mathematically Gifted Be Educated?mentioning

confidence: 99%

“…Systematic mathematics talent promotion in GDR as influenced by soviet tradition was among the main organizational and structural differences between the school systems in East and West Germany. Bruder ( 2020 ) noted that after 1990 “The special schools for mathematics and natural sciences working at a high technical level in the GDR had a hard time surviving with the FRG’s concepts of holistic personal development of highly gifted children” (p. 64). Nowadays much attention is given to the education of the mathematically gifted in Germany.…”

Section: How Can the Mathematically Gifted Be Educated?mentioning

confidence: 99%

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When practice needs more research: the nature and nurture of mathematical giftedness

Лейкин

2021

ZDM Mathematics Education

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The educational literature often includes debate over the nature and nurture of mathematical giftedness. The varied schools of thought reflect discrepancies between views, which are to a large extent functions of philosophical, political, and economic considerations. To address this debate, in the context of the current ZDM Special Issue, I attempt to analyze research and practices linked to mathematical giftedness in the Soviet Union in 1960–1980. I also look at the continuation of these Soviet-era practices, and to their influence on practices internationally. Particular attention is paid to the literature devoted to reaching a deeper understanding of the phenomenon of mathematical giftedness and of ways of nurturing this giftedness. The analysis starts with the discussion of domain-specific and domain-general characteristics of mathematical giftedness that have to be taken into account in educational environments for the mathematically gifted. It continues with a review of practices in special mathematical schools and classes in the Soviet Union, and a comparison to similar settings around the world in the twenty-first century. There is also an overview of enrichment mathematical activities, with a focus on mathematical circles, mathematical competitions and Olympiads, accompanied by a description of specificities of the mathematical content employed for the promotion of mathematical giftedness. Finally, the paper focuses on the question of what characterizes an excellent teacher of mathematically gifted students and on new educational technologies that are changing the education of these students worldwide. Following this analysis, I suggest some open questions for future research on the education of mathematically gifted students.

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Section: How Can the Mathematically Gifted Be Educated?mentioning

confidence: 99%

Section: How Can the Mathematically Gifted Be Educated?mentioning

confidence: 99%

When practice needs more research: the nature and nurture of mathematical giftedness

Лейкин

2021

ZDM Mathematics Education

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“…The structure of this paper is based on the two research questions, starting with a discussion of the study's procedures and foundations. Furthermore, this paper also involves the author's findings (Bruder, 2020) on the traditions and changes in the teaching and learning of mathematics in Germany including the period of the German division between 1945 and 1990.…”

Section: Introductionmentioning

confidence: 99%

Comparison of the Abitur examination in mathematics in Germany before and after reunification in 1990

Bruder

2021

ZDM Mathematics Education

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In Germany, the Abitur is the highest qualification granted at the end of secondary education after 12 or 13 years of schooling; it provides a general university entrance qualification. Traditionally, written and oral examinations are required to obtain the Abitur. Until 1990, there were mainly decentralized examinations in mathematics in West Germany (Federal Republic of Germany [FRG]), which were taken after 13 school years, and a centralized examination that students took after 12 years of school in East Germany (German Democratic Republic [GDR]). In the unified Germany, examinations are now increasingly set by the 16 individual federal states. This paper has a special focus on changes and permanent features in the written Abitur examination in mathematics in Germany in the context of the social changes caused by the German reunification in 1990. These changes since 1990 are described with regard to the initial situation and framing conditions for the written Abitur examination. Two time periods are considered: (1) the examination situation in the FRG and GDR before 1990 and (2) the changes in the five eastern German federal states (former GDR) under the system change and accession to the FRG after 1990 but before the PISA shock.

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Zur Etablierung der Mathematikdidaktik nach dem zweiten Weltkrieg – unter Berücksichtigung von Entwicklungen in der DDR

Sträßer,

Bruder,

Büchter

2023

Handbuch Der Mathematikdidaktik

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

Cited by 4 publications

References 11 publications

When practice needs more research: the nature and nurture of mathematical giftedness

When practice needs more research: the nature and nurture of mathematical giftedness

Comparison of the Abitur examination in mathematics in Germany before and after reunification in 1990

Zur Etablierung der Mathematikdidaktik nach dem zweiten Weltkrieg – unter Berücksichtigung von Entwicklungen in der DDR

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