Didactics of Mathematics as a Scientific Discipline by Biehler R. (ed.), Scholz R.W. (ed.), Strasser R. (ed.)

By Biehler R. (ed.), Scholz R.W. (ed.), Strasser R. (ed.)

This e-book describes the cutting-edge in a brand new department of technology. the fundamental suggestion was once to begin from a normal viewpoint on didactics of arithmetic, to spot sure subdisciplines, and to signify an total constitution or "topology" of the sphere of analysis of didactics of arithmetic. the quantity presents a pattern of 30 unique contributions from 10 assorted international locations. The e-book can be of curiosity to all researchers within the box of didactics of arithmetic. despite the fact that, arithmetic educators who're drawn to the speculation in their perform and instructor running shoes also will savour the survey and the varied stimulations and reflections given right here. potential and training academics of arithmetic will discover a number of attention-grabbing spotlights on their perform, targeting varied a while and talent levels of their scholars. as well as individuals without delay engaged in arithmetic schooling, the booklet as an entire and/or person papers in it's going to be of curiosity to researchers from neighboring disciplines, equivalent to mathematicians, basic educators, academic psychologists, and cognitive scientists.

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Concepts fondamentaux de la didactique: Perspectives apportées par une perspective anthropologique. Recherches en Didactique des Mathematiques, 12(1), 73-112. Douady, R. (1984). Dialectique outil / objet et jeux de cadres, une réalisation dans tout le cursus primaire. Doctoral dissertation, Université Paris 7. Hubbard, J, & West, B. (1992). Ordinary differential equations. Heidelberg: Springer. Robert, A. (1992). Projet longs et ingénieries pour l'enseignement universitaire: Questions de problématique et de méthodologie.

In addition to the conception of new math, curriculum development concerning the German high school ("Gymnasium") was influenced by a teaching technology based on R. Biehler, R. W. Scholz, R. Sträßer, B. ), Didactics of Mathematics as a Scientific Discipline, 41-53. © 1994 Dordrecht: Kluwer Academic Publishers. Printed in the Netherlands.

6. The basic tools of qualitative solving. 7. Integration of the different tools in the solving of more complex problems. Moreover, each key situation is not described as an isolated object but as one possible representative of a class of situations specified by certain characteristics. In particular, within each class, one can, depending on the population and the time available, adjust the number of situations proposed and their relative complexity. As an example, I present the text introducing the key situation of Step 4 (translated): The key situation retained as a basis for this step is that of forecasting the phase portrait of an equation that can be integrated explicitly and that presents a certain number of characteristics chosen in order to avoid putting one setting at a disadvantage in relation to another and to allow the dialectic between settings to be undertaken at the desired level.

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