Transformation--a fundamental idea of mathematics education
- New York, NY : Springer Science+Business Media, LLC, 
- Copyright notice
- Physical description
- xxii, 409 pages : illustrations ; 25 cm
QA11.2 .T73 2014
- Unknown QA11.2 .T73 2014
- Includes bibliographical references and index.
- Contents Introduction Sebastian Rezat, Mathias Hattermann Part I Introduction to Part I Sebastian Rezat, Mathias Hattermann 1 How 18th Century Mathematics was Transformed into 19th Century School Curricula Heike Renate Biermann, Hans Niels Jahnke 2 A Framework for Examining the Transfor-mation of Mathematics and Mathematics Learning in the Transition from School to University: An Analysis of German Textbooks from Upper Secondary School and the First Semester Maike Vollstedt, Aiso Heinze, Kristin Gojdka and Stefanie Rach 3 Knowledge Transformation between Secondary School and University Mathematics Oliver Deiser, Kristina Reiss 4 Student Transition to University Mathematics Education: Transformations of People, Tools and Practices Birgit Pepin 5 Overcoming the Gap between University and School Mathematics: The Impact of an Innovative Programme in Mathematics Teacher Education at the Justus-Liebig-University in Giessen Gabriele Kaiser, Nils Buchholtz 6 Mathematical Moments in a Human Life: Narratives on Transformation Barbro Grevholm Discussion to Part I Transitions in Learning Mathematics as a Challenge for People and Institutions Rolf Biehler Part II Introduction to Part II Sebastian Rezat, Mathias Hattermann 7 Constructing Knowledge by Transformation: Diagrammatic Reasoning in Practice Gert Kadunz 8 Transforming Images in a DGS: The Semiotic Potential of the Dragging Tool for Introducing the Notion of Conditional Statement Maria Alessandra Mariotti 9 Dynamic Representations of Complex Numbers: Opportunities to Learn in Teacher Training Reinhard Holzl 10 Dynamic and Tangible Representations in Mathematics Education Colette Laborde, Jean-Marie Laborde 11 The Role of Social Aspects of Teaching and Learning in Transforming Mathematical Activity: Tools, Tasks, Individuals and Learning Communities Vince Geiger 12 Designing a Simulator in Building Trades to Transform Vocational Education Annie Bessot Discussion to Part II Discussion I from an Epistemological Point of View: Representing and Meaning-making: The Transformation of Transformation Falk Seeger Discussion II from a Technological Point of View: Digital Technologies and Transformation in Mathematics Education Rosamund Sutherland Part III Introduction to Part III Sebastian Rezat, Mathias Hattermann 13 From Proof Image to Formal Proof - a Transformation Tommy Dreyfus, Ivy Kidron 14 Elementary Stochastic Seeing in Primary Mathematics Classrooms - Epistemological Foundation and Empirical Evaluation of a Theoretical Construct Judith Stanja, Heinz Steinbring 15 Understanding Geometric Work through its Development and its Transformations Alain Kuzniak 16 Small Steps to Promote "Mathematical Literacy" Lothar Profke 17 Transformation as a Fundamental Concept in Arithmetical Competence Modelling: An Example of Informatical Educational Science Josephus Klep Discussion to Part III Fundamental Ideas of Didactics - Reactions to the Suggested Meta-Theoretical Construct for Reflecting and Connecting Theories Susanne Prediger Epilogue Rudolf Strasser.
- (source: Nielsen Book Data)
- Publisher's Summary
- The diversity of research domains and theories in the field of mathematics education has been a permanent subject of discussions from the origins of the discipline up to the present. On the one hand the diversity is regarded as a resource for rich scientific development on the other hand it gives rise to the often repeated criticism of the discipline's lack of focus and identity. As one way of focusing on core issues of the discipline the book seeks to open up a discussion about fundamental ideas in the field of mathematics education that permeate different research domains and perspectives. The book addresses transformation as one fundamental idea in mathematics education and examines it from different perspectives. Transformations are related to knowledge, related to signs and representations of mathematics, related to concepts and ideas, and related to instruments for the learning of mathematics. The book seeks to answer the following questions: What do we know about transformations in the different domains? What kinds of transformations are crucial? How is transformation in each case conceptualized?
(source: Nielsen Book Data)
- Publication date
- Copyright date
- Sebastian Rezat, Mathias Hattermann, Andrea Peter-Koop, editors.