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Theories in and of Mathematics Education

Theory Strands in German Speaking Countries

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  • © 2016

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Overview

Authors:
  1. Angelika Bikner-Ahsbahs

    1. Faculty of Mathematics and Information Technology, University of Bremen, Bremen, Germany

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  2. Andreas Vohns

    1. Department of Mathematics Education, Alpen-Adria-Universität Klagenfurt, Klagenfurt, Austria

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  3. Oliver Schmitt

    1. Fachbereich Mathematik, AG 22, Technical University Darmstadt, Darmstadt, Germany

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  4. Regina Bruder

    1. Fachbereich Mathematik, Technical University Darmstadt, Darmstadt, Germany

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  5. Willi Dörfler

    1. Institut für Didaktik der Mathematik, Alpen-Adria-Universität Klagenfurt Institut für Didaktik der Mathematik, Klagenfurt, Austria

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  • Presents two important theory strands from German-speaking countries
  • Illustrates these theories by analyzing an empirical case study of learning fractions
  • Proposes some general issues for a future discourse in the field
  • Includes supplementary material: sn.pub/extras

Part of the book series: ICME-13 Topical Surveys (ICME13TS)

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Table of contents (6 chapters)

  1. Front Matter

    Pages i-vi
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  2. Introduction

    • Angelika Bikner-Ahsbahs
    Pages 1-2Open Access
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  3. Theories in Mathematics Education as a Scientific Discipline

    • Angelika Bikner-Ahsbahs, Andreas Vohns
    Pages 3-11Open Access
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  4. Joachim Lompscher and His Activity Theory Approach Focusing on the Concept of Learning Activity and How It Influences Contemporary Research in Germany

    • Regina Bruder, Oliver Schmitt
    Pages 13-20Open Access
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  5. Signs and Their Use: Peirce and Wittgenstein

    • Willi Dörfler
    Pages 21-31Open Access
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  6. Networking of Theories in the Tradition of TME

    • Angelika Bikner-Ahsbahs
    Pages 33-42Open Access
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  7. Summary and Looking Ahead

    • Angelika Bikner-Ahsbahs, Andreas Vohns
    Pages 43-44Open Access
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  8. Back Matter

    Pages 45-51
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Keywords

About this book

This survey provides an overview of German meta-discourse on theories and mathematics education as a scientific discipline, from the 1970s to the 1990s. Two theory strands are offered: a semiotic view related to Peirce and Wittgenstein (presented by Willibald Dörfler), and the theory of learning activity by Joachim Lompscher (presented by Regina Bruder and Oliver Schmitt). By networking the two theoretical approaches in a case study of learning fractions, it clarifies the nature of the two theories, how they can be related to inform practice and renew TME-issues for mathematics education as a scientific discipline. Hans-Georg Steiner initiated the first of five international conferences on Theories of Mathematics Education (TME) to advance the founding of mathematics education as a scientific discipline, and subsequently German researchers have continued to focus on TME topics but within various theory strands.

Authors and Affiliations

  • Faculty of Mathematics and Information Technology, University of Bremen, Bremen, Germany

    Angelika Bikner-Ahsbahs

  • Department of Mathematics Education, Alpen-Adria-Universität Klagenfurt, Klagenfurt, Austria

    Andreas Vohns

  • Fachbereich Mathematik, AG 22, Technical University Darmstadt, Darmstadt, Germany

    Oliver Schmitt

  • Fachbereich Mathematik, Technical University Darmstadt, Darmstadt, Germany

    Regina Bruder

  • Institut für Didaktik der Mathematik, Alpen-Adria-Universität Klagenfurt Institut für Didaktik der Mathematik, Klagenfurt, Austria

    Willi Dörfler

Bibliographic Information

  • Book Title: Theories in and of Mathematics Education

  • Book Subtitle: Theory Strands in German Speaking Countries

  • Authors: Angelika Bikner-Ahsbahs, Andreas Vohns, Oliver Schmitt, Regina Bruder, Willi Dörfler

  • Series Title: ICME-13 Topical Surveys

  • DOI: https://doi.org/10.1007/978-3-319-42589-4

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2016

  • Softcover ISBN: 978-3-319-42588-7Published: 15 August 2016

  • eBook ISBN: 978-3-319-42589-4Published: 05 August 2016

  • Series ISSN: 2366-5947

  • Series E-ISSN: 2366-5955

  • Edition Number: 1

  • Number of Pages: VI, 51

  • Number of Illustrations: 10 b/w illustrations

  • Topics: Mathematics Education, Learning & Instruction, Semiotics

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