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dc.contributor.authorWittmann, Erich Christian
dc.date.accessioned2020-12-14T08:27:56Z
dc.date.available2020-12-14T08:27:56Z
dc.date.issued2021
dc.identifierONIX_20201214_9783030615703_32
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/43294
dc.description.abstractThis open access book features a selection of articles written by Erich Ch. Wittmann between 1984 to 2019, which shows how the “design science conception” has been continuously developed over a number of decades. The articles not only describe this conception in general terms, but also demonstrate various substantial learning environments that serve as typical examples. In terms of teacher education, the book provides clear information on how to combine (well-understood) mathematics and methods courses to benefit of teachers. The role of mathematics in mathematics education is often explicitly and implicitly reduced to the delivery of subject matter that then has to be selected and made palpable for students using methods imported from psychology, sociology, educational research and related disciplines. While these fields have made significant contributions to mathematics education in recent decades, it cannot be ignored that mathematics itself, if well understood, provides essential knowledge for teaching mathematics beyond the pure delivery of subject matter. For this purpose, mathematics has to be conceived of as an organism that is deeply rooted in elementary operations of the human mind, which can be seamlessly developed to higher and higher levels so that the full richness of problems of various degrees of difficulty, and different means of representation, problem-solving strategies, and forms of proof can be used in ways that are appropriate for the respective level. This view of mathematics is essential for designing learning environments and curricula, for conducting empirical studies on truly mathematical processes and also for implementing the findings of mathematics education in teacher education, where it is crucial to take systemic constraints into account.
dc.languageEnglish
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subjecten_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher trainingen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and developmenten_US
dc.subject.classificationthema EDItEUR::P Mathematics and Science::PB Mathematicsen_US
dc.subject.otherMathematics Education
dc.subject.otherTeaching and Teacher Education
dc.subject.otherCurriculum Studies
dc.subject.otherMathematics, general
dc.subject.otherMathematics
dc.subject.otherRelating Mathematics to Mathematics Education
dc.subject.otherMathematics Education as a Design Science
dc.subject.otherSubstantial Learning Environments
dc.subject.otherIntegrating Theory and Practice
dc.subject.otherCurriculum Development
dc.subject.otherDeveloping mathematics education courses
dc.subject.otherOpen Access
dc.subject.otherTeaching of a specific subject
dc.subject.otherTeacher training
dc.subject.otherCurriculum planning & development
dc.titleConnecting Mathematics and Mathematics Education
dc.title.alternativeCollected Papers on Mathematics Education as a Design Science
dc.typebook
oapen.identifier.doi10.1007/978-3-030-61570-3
oapen.relation.isPublishedBy6c6992af-b843-4f46-859c-f6e9998e40d5
oapen.imprintSpringer International Publishing
oapen.pages318


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