Theories in and of Mathematics Education : : Theory Strands in German Speaking Countries.
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| Superior document: | ICME-13 Topical Surveys Series |
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| TeilnehmendeR: | |
| Place / Publishing House: | Cham : : Springer International Publishing AG,, 2016. ©2016. |
| Year of Publication: | 2016 |
| Edition: | 1st ed. |
| Language: | English |
| Series: | ICME-13 Topical Surveys Series
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| Online Access: | |
| Physical Description: | 1 online resource (56 pages) |
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Table of Contents:
- Intro
- Contents
- 1 Introduction
- 2 Theories in Mathematics Education as a Scientific Discipline
- 2.1 How to Understand Theories and How They Relate to Mathematics Education as a Scientific Discipline: A Discussion in the 1980s
- 2.2 Theories of Mathematics Education (TME): A Program for Developing Mathematics Education as a Scientific Discipline
- 2.3 Post-TME Period
- 3 Joachim Lompscher and His Activity Theory Approach Focusing on the Concept of Learning Activity and How It Influences Contemporary Research in Germany
- 3.1 Introduction
- 3.2 Conceptual Bases
- 3.3 Exemplary Applications of the Activity Theory
- 4 Signs and Their Use: Peirce and Wittgenstein
- 4.1 Introductory Remarks
- 4.2 Charles Sanders Peirce
- 4.3 Diagrams and Diagrammatic Thinking
- 4.4 Wittgenstein: Meaning as Use
- 4.5 Conclusion
- 5 Networking of Theories in the Tradition of TME
- 5.1 The Networking of Theories Approach
- 5.2 The Networking of Theories and the Philosophy of the TME Program
- 5.3 An Example of Networking the Two Theoretical Approaches
- 5.4 The Sign-Game View
- 5.5 The Learning Activity View
- 5.6 Comparison of Both Approaches
- 6 Summary and Looking Ahead
- References
- List of References
- List of References for Further Reading.