Zusammenfassung
Mathematikdidaktische Theorien sind nicht nur für die Forschung wichtig, sie rechtfertigen ihren Geltungsanspruch auch aus ihrer Anwendbarkeit in praktischen Kontexten des Lehrens und Lernens. Gemäß diesem Anspruch werden die hier vorgestellten Theorien, Konzepte und Modelle in ihren Grundzügen beschrieben und zugleich im Kontext von Anwendungsbeispielen illustriert. Dadurch soll deutlich werden, wofür diese Theorien, Konzepte und Modelle entwickelt worden sind, wie man sie nutzen kann und welche Einsichten sie ermöglichen. Zu unterscheiden sind dabei drei Gruppen: (1) allgemeine Theoriezugänge, die besonders geeignet sind, auf digital gestütztes Lehren und Lernen angewendet zu werden, (2) Theorien, Konzepte und Modelle, die aus dem Bedürfnis, digitale Werkzeuge und deren Wirkung besser zu verstehen, entwickelt worden sind, und (3) Theorien, Konzepte und Modelle, die Phänomene der digitalen Welt zu fassen versuchen. An dieser Unterscheidung orientiert sich der vorliegende Beitrag.
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Notes
- 1.
Literaturhinweise zu Peirce beziehen sich auf die Collected Papers, CP. Die erste Zahl ist der Band, die zweite der Paragraph. Dann bedeutet CP 2.228 Paragraph 228 in Band 2.
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Danksagung
Ich danke Jana Trgalova für ihren inspirierenden Vortrag auf der YESS 10, der mich dazu ermuntert hat, diesen Artikel mit dem semiotischen Potenzial zu beginnen.
DGS-Zeichnungen wurden mit GeoGebra erstellt (www.geogebra.org).
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Bikner-Ahsbahs, A. (2022). Mathematiklehren und -lernen digital – Theorien, Modelle, Konzepte. In: Pinkernell, G., Reinhold, F., Schacht, F., Walter, D. (eds) Digitales Lehren und Lernen von Mathematik in der Schule. Springer Spektrum, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-65281-7_2
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