Lernen und Lehren von Mathematik-Analysen zum Unterrichtshandeln II - Band 6, IDM-Reihe, Untersuchungen zum Mathematikunterricht. (Learning and Teaching of Mathematics - Analysis of Instructional Actions II - Volume 6, IDM Series, Inquiries into Mathematics Instruction.)

Autor/inn/en	Bauersfeld, Heinrich; und weitere
Institution	Bielefeld Univ. (West Germany). Inst. for Didactics in Mathematics.
Titel	Lernen und Lehren von Mathematik-Analysen zum Unterrichtshandeln II - Band 6, IDM-Reihe, Untersuchungen zum Mathematikunterricht. (Learning and Teaching of Mathematics - Analysis of Instructional Actions II - Volume 6, IDM Series, Inquiries into Mathematics Instruction.)
Quelle	(1983), (295 Seiten)Verfügbarkeit
Sprache	deutsch
Dokumenttyp	gedruckt; Monographie
ISBN	3-7614-0729-7
Schlagwörter	Stellungnahme; Algebra; Calculus; Communication Skills; Educational Research; Elementary Secondary Education; Language Processing; Learning Problems; Learning Theories; Mathematics Education; Mathematics Instruction; Mathematics Teachers; Problem Solving; Speech Communication; Student Teacher Relationship; Teaching Methods; Verbal Communication; West Germany + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Kommunikationsstil; Bildungsforschung; Pädagogische Forschung; Sprachverarbeitung; Lernproblem; Learning theory; Lerntheorie; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This set of five papers, written in German with abstracts in English, was collected by the Institut fuer Didaktit der Mathematik (Institute for the Teaching of Mathematics) at the University of Bielefeld in West Germany. In the first paper, Bauersfeld considers domains of subjective experiences as the best issue for an interactive theory of mathematics learning and teaching, using transcripts and interpretations of classroom discourse. Krummheuer, in the second paper, deals with communication problems between teacher and pupils, using instances from beginning algebra. Lorenz discusses learning problems in primary mathematics education in the third paper, describing work with underachieving students. In the fourth paper, Voigt uses transcripts of several lessons introducing probability calculus to make a microethnographic study of typical problem-solving processes with mathematical tasks. Bussman, in the final paper, attempts to show that current paradigms in mathematics education literature thematize both teaching-learning processes and educational processes, but neglect mathematical abilities. (MNS)
Anmerkungen	Aulis Verlag Deubner & Co. KG, Cologne, West Germany.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC