Überlegungen zur Sensibilität von Studierenden für die Komplexität spezifischer Aspekte problemorientierten Mathematikunterrichts

Abstract

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Sensitivity to complexity—an important prerequisite of problem solving mathematics teaching

“…Furthermore, the multidimensional character of numerous decisions seldom became an issue, the test persons' meta-cognitions regarding their made decisions or their own decision behaviour were hardly noticeable. For a comprehensive and detailed depiction of the study please refer to Fritzlar (2004).…”

“…The data gained in this way provided the basis for an extensive, densely ramified network (only manageable by computer) which is the core of the computer scenario. You can find more details about the computer scenario and its development in Fritzlar (2004).…”

“…Fritzlar, 2004;Zimmermann, 1991), it is especially the traditional routines that are often acquired or enhanced during own classroom teaching and university studies that must be broken and overcome. However this does in no way make teaching easier.…”

On the legacy of G. Pólya: some new (old) aspects of mathematical problem solving and relations to teaching

“…Mainly on the basis of the work of Dörner et al (Frensch/Funke [9]) on "Complex Problem Solving" and Kießwetter [19], Fritzlar [10] developed a complex computer scenario to analyze teacher students' sensitivity for the complexity of problem oriented mathematics instruction. This instrument might help to come to a deeper understanding especially of beginning teachers' difficulties in teaching (open ended) mathematical problem solving.…”