Understanding and Organizing Mathematics Education as a Design Science–Origins and New Developments-Reference-Cited by-同舟云学术

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Understanding and Organizing Mathematics Education as a Design Science–Origins and New Developments

Published:2020-12-10 Issue: Volume: Page:265-285
ISSN:
Container-title:Connecting Mathematics and Mathematics Education
language:
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Author:

Wittmann Erich Christian

Abstract

AbstractThe objective of this paper is

to revisit briefly the conception of mathematics education as a design science as it has been evolving alongside the developmental research in the project Mathe 2000 from 1987 to 2012

to report in some detail on recent developments, as concerns both conceptual and practical issues.

The paper is a plea for appreciating and (re-)installing “well-understood mathematics” as the natural foundation for teaching and learning mathematics.

Publisher

Springer International Publishing

Link

http://link.springer.com/content/pdf/10.1007/978-3-030-61570-3_14

Reference38 articles.

1. Association of Teachers of Mathematics (ATM): Notes on Mathematics in Primary Schools. CUP, Cambridge (1967)

2. Ausubel, D.P.: Educational Psychology: A Cognitive View. Holt, Rinehart and Winston, New York (1968)

3. Ball, D., et al.: Content knowledge for teaching: what makes it special? J. Teach. Educ. 59(5), 389–407 (2008)

4. Becker, J.P., Shimada, S.: The Open-Ended Approach to Teaching Mathematics. Reston, VA, NCTM (1997)

5. Brousseau, G.: Theory of Didactical Situations. Kluwer Academic Publishers, Dordrecht (1997)

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