European Traditions in Didactics of Mathematics.

European Traditions in Didactics of Mathematics.

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Bibliographic Details
Superior document:ICME-13 Monographs
:
Blum, Werner.
TeilnehmendeR:
Artigue, Michèle.
Mariotti, Maria Alessandra.
Sträßer, Rudolf.
Van den Heuvel-Panhuizen, Marja.
Place / Publishing House:Cham : : Springer International Publishing AG,, 2019.
©2019.
Year of Publication:2019
Edition:1st ed.
Language:English
Series:ICME-13 Monographs
Online Access:
Physical Description:1 online resource (215 pages)
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Table of Contents:
  • Intro
  • Contents
  • 1 European Didactic Traditions in Mathematics: Introduction and Overview
  • 1.1 Introduction
  • 1.2 The Role of Mathematics and Mathematicians
  • 1.3 The Role of Theory
  • 1.4 The Role of Design Activities for Teaching and Learning Environments
  • 1.5 The Role of Empirical Research
  • 1.6 The Presented Cases
  • References
  • 2 The French Didactic Tradition in Mathematics
  • 2.1 The Emergence and Development of the French Didactic Tradition
  • 2.1.1 A Tradition with Close Relationship to Mathematics
  • 2.1.2 A Tradition Based on Three Main Theoretical Pillars
  • 2.1.3 Theoretical Evolutions
  • 2.1.4 Relationship to Design
  • 2.1.5 The Role of Empirical Research
  • 2.2 Research on Line Symmetry and Reflection in the French Didactic Tradition
  • 2.2.1 Students' Conceptions, Including Proof and Proving, and Classroom Design
  • 2.2.2 The Study of Teachers' Practices and Their Effects on Students' Learning
  • 2.2.3 Current Research
  • 2.3 Research on School Algebra in the French Didactic Tradition. From Didactic Transposition to Instrumental Genesis
  • 2.3.1 What Algebra Is to Be Taught: Didactic Transposition Constraints
  • 2.3.2 Teaching Algebra at Secondary School Level
  • 2.3.3 Algebra and ICT
  • 2.4 View of the French Tradition Through the Lens of Validation and Proof
  • 2.4.1 Cohesion
  • 2.4.2 Interchange
  • 2.4.3 Dissemination
  • 2.5 Didactic Interactions Between France and Italy. A Personal Journey
  • 2.5.1 Opportunities for Collaboration: SFIDA, Summer Schools and European Projects
  • 2.5.2 A Personal Scientific Journey
  • 2.6 Didactic Interactions Between France and Latin-America: The Case of Mexico
  • 2.6.1 The DME at CINVESTAV and Its Relation to "the" French School
  • 2.6.2 The DIE-CINVESTAV: A Strong Influence on Basic Education Supported by TDS.
  • 2.6.3 The PROME at CICATA-IPN: A Professionalization Program for Teachers that Generates Relations Between France and Latin America
  • 2.6.4 Theoretical Currents, Methodologies and Tools
  • 2.6.5 Areas of Opportunity and Perspectives
  • 2.7 Didactic Interactions Between France and African Countries. The Case of Tunisia
  • 2.7.1 The Emergence of Didactic Interactions Between France and Tunisia
  • 2.7.2 Development and Institutionalization
  • 2.7.3 Some Outcomes of the French-Tunisian Didactic Collaboration
  • 2.8 Epilogue
  • References
  • 3 Didactics of Mathematics in the Netherlands
  • 3.1 Mathematics Education in the Netherlands Viewed from Four Perspectives
  • 3.1.1 The Role of Mathematics and Mathematicians in Mathematics Education in the Netherlands
  • 3.1.2 The Role of Theory in Mathematics Education in the Netherlands
  • 3.1.3 The Role of Design in Mathematics Education in the Netherlands
  • 3.1.4 The Role of Empirical Research in Mathematics Education in the Netherlands
  • 3.2 Students' Own Productions and Own Constructions-Adri Treffers' Contributions to Realistic Mathematics Education
  • 3.2.1 Introduction
  • 3.2.2 Treffers' Theoretical Framework for Realistic Mathematics Education
  • 3.2.3 Students' Own Productions
  • 3.2.4 Students' Own Constructions
  • 3.2.5 Challenging Students with Classical Puzzles
  • 3.2.6 Students' Input Is the Basis of Everything
  • 3.3 Contexts to Make Mathematics Accessible and Relevant for Students-Jan de Lange's Contributions to Realistic Mathematics Education
  • 3.3.1 Introduction
  • 3.3.2 Using a Central Context for Designing Education
  • 3.3.3 Contexts for Introducing and Developing Concepts
  • 3.3.4 Relevant Mathematics Education
  • 3.3.5 Conclusion
  • 3.4 Travelling to Hamburg
  • 3.4.1 Introduction
  • 3.4.2 Task Design
  • 3.4.3 Field Tests
  • 3.4.4 Possible Task Extensions
  • 3.4.5 Conclusion.
  • 3.5 Voices from Abroad
  • 3.5.1 Realistic Mathematics Education in the United States
  • 3.5.2 Two Decades of Realistic Mathematics Education in Indonesia
  • 3.5.3 Implementing Realistic Mathematics Education in England and the Cayman Islands
  • 3.5.4 Reflections on Realistic Mathematics Education in South Africa
  • 3.5.5 Influences of Realistic Mathematics Education on Mathematics Education in Belgium
  • References
  • 4 The Italian Didactic Tradition
  • 4.1 Introduction
  • 4.2 Mathematicians and Educational Issues: A Historical Overview
  • 4.3 The Development of an Italian Research Paradigm
  • 4.3.1 The Early International Presentations of the Italian Didactics of Mathematics
  • 4.3.2 A Retrospective Analysis 30 Years Later: Some Examples from Classroom Innovation to Theoretical Elaborations
  • 4.3.3 The Impact of Italian Research at the International Level
  • 4.3.4 Mathematics Teacher Education and Professional Development in Italy
  • 4.4 Collective and Personal Experiences of Collaboration Between French and Italian Researchers
  • 4.4.1 The Séminaire Franco Italien de Didactique de l'Algèbre
  • 4.4.2 Encounter with Various Intellectual Traditions and Methods in French-Italian Ph.D. Projects
  • 4.5 The Italian Tradition From a Chinese Cultural Perspective
  • 4.5.1 On the Historical Aspects of the Italian Tradition
  • 4.5.2 On the Characteristic Aspects of the Italian Tradition
  • 4.5.3 On the Institutional Aspects of the Italian Tradition
  • References
  • 5 The German Speaking Didactic Tradition
  • 5.1 Introductory Remark
  • 5.2 Historical Sketch on German Speaking Didactics of Mathematics
  • 5.2.1 Starting Point in the 1960s
  • 5.2.2 Institutionalisation
  • 5.2.3 The 1970s/1980s: The "Realistic Turn"
  • 5.2.4 Didactics in the German Democratic Republic (GDR)
  • 5.2.5 1990s: The PISA Shock
  • 5.3 The 21st Century-At Present.
  • 5.3.1 Stoffdidaktik Enlarged-The Design of Learning Environments
  • 5.3.2 Ongoing Diversification of Classroom Studies
  • 5.3.3 Large Scale Comparative Studies
  • 5.4 About the Future of German-Speaking Didactics of Mathematics
  • 5.5 Comments from Critical Friends
  • 5.5.1 Doing Empirical Research Differently: The Nordic and German Cases. A View from the Nordic Countries
  • 5.5.2 Perspectives on Collaborative Empirical Research in Germany and in Poland
  • 5.5.3 Didaktik der Mathematik and Didaktika Matematiky
  • Appendix
  • References
  • 6 Didactics of Mathematics as a Research Field in Scandinavia
  • 6.1 Introduction
  • 6.2 Historical Background
  • 6.3 Didactics of Mathematics Emerging as a Research Discipline in Scandinavia
  • 6.4 The Development in Denmark
  • 6.4.1 Mathematical Modelling
  • 6.4.2 Mathematical Competencies
  • 6.4.3 Political Aspects of Mathematics
  • 6.4.4 The French Tradition in Denmark
  • 6.5 The Development in Norway
  • 6.5.1 The Constructivist Tradition
  • 6.5.2 The Socio-cultural Tradition
  • 6.5.3 Further Work Within the Socio-cultural Paradigm
  • 6.5.4 Research on University Didactics
  • 6.5.5 Classroom Research and Research on Aspects of Teacher Education
  • 6.5.6 Large-Scale Studies
  • 6.6 The Development in Sweden
  • 6.6.1 Low Achievement
  • 6.6.2 Phenomenography and Variation Theory
  • 6.6.3 Learning by Imitative and Creative Reasoning
  • 6.6.4 Assessment
  • 6.6.5 Mathematics and Language
  • 6.6.6 Early Learning of Mathematics
  • 6.6.7 Inclusive Mathematics Education
  • 6.6.8 Research on Particular Mathematical Topics
  • 6.6.9 Research on Teacher Education
  • 6.7 Important Initiatives Across the Countries
  • 6.7.1 Nordic Studies in Mathematics Education (NOMAD)
  • 6.7.2 The NORMA Conferences
  • 6.7.3 The Nordic Graduate School for Mathematics Education (NoGSME)
  • References.
  • 7 Czech and Slovak Research in Didactics of Mathematics
  • 7.1 Introduction
  • 7.1.1 Aim of the Chapter
  • 7.1.2 Brief History of Schooling and Teacher Education in the Region
  • 7.2 Emergence of Didactics of Mathematics as a Science
  • 7.2.1 International Perspective
  • 7.2.2 National Perspective
  • 7.2.3 Czechoslovak Research in Mathematics Education Before 1989
  • 7.3 Mathematics Education Research in the Czech Republic and in Slovakia After 1989
  • 7.3.1 Methodology
  • 7.3.2 Development of Theories
  • 7.3.3 Knowledge and Education of Future Elementary and Mathematics Teachers
  • 7.3.4 Classroom Research
  • 7.3.5 Pupils' Reasoning in Mathematics
  • 7.4 Current Situation, Perspectives and Challenges
  • References.

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