Overview
- Presents two important theory strands from German-speaking countries
- Illustrates these theories by analyzing an empirical case study of learning fractions
- Proposes some general issues for a future discourse in the field
- Includes supplementary material: sn.pub/extras
Part of the book series: ICME-13 Topical Surveys (ICME13TS)
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About this book
This survey provides an overview of German meta-discourse on theories and mathematics education as a scientific discipline, from the 1970s to the 1990s. Two theory strands are offered: a semiotic view related to Peirce and Wittgenstein (presented by Willibald Dörfler), and the theory of learning activity by Joachim Lompscher (presented by Regina Bruder and Oliver Schmitt). By networking the two theoretical approaches in a case study of learning fractions, it clarifies the nature of the two theories, how they can be related to inform practice and renew TME-issues for mathematics education as a scientific discipline. Hans-Georg Steiner initiated the first of five international conferences on Theories of Mathematics Education (TME) to advance the founding of mathematics education as a scientific discipline, and subsequently German researchers have continued to focus on TME topics but within various theory strands.
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Table of contents (6 chapters)
Authors and Affiliations
Bibliographic Information
Book Title: Theories in and of Mathematics Education
Book Subtitle: Theory Strands in German Speaking Countries
Authors: Angelika Bikner-Ahsbahs, Andreas Vohns, Oliver Schmitt, Regina Bruder, Willi Dörfler
Series Title: ICME-13 Topical Surveys
DOI: https://doi.org/10.1007/978-3-319-42589-4
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2016
Softcover ISBN: 978-3-319-42588-7Published: 15 August 2016
eBook ISBN: 978-3-319-42589-4Published: 05 August 2016
Series ISSN: 2366-5947
Series E-ISSN: 2366-5955
Edition Number: 1
Number of Pages: VI, 51
Number of Illustrations: 10 b/w illustrations
Topics: Mathematics Education, Learning & Instruction, Semiotics