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The central concern of mathematical teaching is the building up of a knowledge of one’s subject, a knowledge which goes beyond the mechanical mastering of algorithms. If it is the teachers desire that the pupils experience mathematical problem solving from the very beginning, as something meaningful and satisfying, then they have to find and refine the roots of regular concepts and methods in the pupils singular knowledge patterns. Only when mathematics is firmly embedded in the self can it in this way influence all of those pupils, who do not devote themselves particularly to a study of mathematics or sciences, and fulfill, therefore, the standards of a general education (Allgemeinbildung). How the teaching of mathematics can meet the necessary requirements set by these standards, will be shown with examples written by the pupils in their courses. We favour an individual kind of learning based on central ideas (Kernideen) and journey diaries (Reisetagebücher), as opposed to directed and segmented learning. The corresponding two-dimensional allocating of performance grades, enables an individual synthesis of absolute and relative scales of judgement.
Journal für Mathematik-Didaktik – Springer Journals
Published: Dec 20, 2013
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