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Hypothesenprüfung, Theorieentwicklung und Erkenntnisfortschritt in der Mathematikdidaktik Ein Plädoyer für Methodenpluralismus

Hypothesenprüfung, Theorieentwicklung und Erkenntnisfortschritt in der Mathematikdidaktik Ein... The learning and understanding of mathematical concepts can be facilitated through detailed textual or oral explanation. Here explanation has two different meanings: Explanation as didactical explication of mathematical ideas or explanation as explication of conditions under which some people develope mathematical ideas. The main goal of mathematics instruction is two delineate explanations in such a way that students dont have to make additional inferences in producing a coherent text base. To construct such explanations the application of the theory of text comprehension of Kintsch is being applied to the verbalization of mathematical concepts. The core of real-science explanations are hypotheses. Empirical science has to test such hypotheses in prospective studies in a way that eliminates alternative explanations. After that the contribution of different research methods to scientific progress is discussed. Four different research methods were differentiated: (1) Diagnostic / descriptiv research of learning behavoirs, attitudes and strategies, (2) research of mathematics instruction (teaching and student behavior) (3) experimental research as prospective research and (4) developmental research. It is concluded that all four types of research have their own goals and it seems unfortunate to prefer one type at expense of others. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal für Mathematik-Didaktik Springer Journals

Hypothesenprüfung, Theorieentwicklung und Erkenntnisfortschritt in der Mathematikdidaktik Ein Plädoyer für Methodenpluralismus

Journal für Mathematik-Didaktik , Volume 18 (3) – Dec 20, 2013

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References (52)

Publisher
Springer Journals
Copyright
Copyright © 1997 by GDM - Gesellschaft für Didaktik der Mathematik
Subject
Education; Mathematics Education; Mathematics, general; Science Education; History of Mathematical Sciences
ISSN
0173-5322
DOI
10.1007/BF03338847
Publisher site
See Article on Publisher Site

Abstract

The learning and understanding of mathematical concepts can be facilitated through detailed textual or oral explanation. Here explanation has two different meanings: Explanation as didactical explication of mathematical ideas or explanation as explication of conditions under which some people develope mathematical ideas. The main goal of mathematics instruction is two delineate explanations in such a way that students dont have to make additional inferences in producing a coherent text base. To construct such explanations the application of the theory of text comprehension of Kintsch is being applied to the verbalization of mathematical concepts. The core of real-science explanations are hypotheses. Empirical science has to test such hypotheses in prospective studies in a way that eliminates alternative explanations. After that the contribution of different research methods to scientific progress is discussed. Four different research methods were differentiated: (1) Diagnostic / descriptiv research of learning behavoirs, attitudes and strategies, (2) research of mathematics instruction (teaching and student behavior) (3) experimental research as prospective research and (4) developmental research. It is concluded that all four types of research have their own goals and it seems unfortunate to prefer one type at expense of others.

Journal

Journal für Mathematik-DidaktikSpringer Journals

Published: Dec 20, 2013

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