Rudolf Sträßer – författare

Didactics of Mathematics as a Scientific Discipline describes the state of the art in a new branch of science. Starting from a general perspective on the didactics of mathematics, the 30 original contributions to the book, drawn from 10 different countries, go on to identify certain subdisciplines and suggest an overall structure or `topology' of the field.The book is divided into eight sections: (1) Preparing Mathematics for Students; (2) Teacher Education and Research on Teaching; (3) Interaction in the Classroom; (4) Technology and Mathematics Education; (5) Psychology of Mathematical Thinking; (6) Differential Didactics; (7) History and Epistemology of Mathematics and Mathematics Education; (8) Cultural Framing of Teaching and Learning Mathematics.Didactics of Mathematics as a Scientific Discipline is required reading for all researchers into the didactics of mathematics, and contains surveys and a variety of stimulating reflections which make it extremely useful for mathematics educators and teacher trainers interested in the theory of their practice. Future and practising teachers of mathematics will find much to interest them in relation to their daily work, especially as it relates to the teaching of different age groups and ability ranges. The book is also recommended to researchers in neighbouring disciplines, such as mathematics itself, general education, educational psychology and cognitive science.

This open access book discusses several didactic traditions in mathematics education in countries across Europe, including France, the Netherlands, Italy, Germany, the Czech and Slovakian Republics, and the Scandinavian states. It shows that while they all share common features both in the practice of learning and teaching at school and in research and development, they each have special features due to specific historical and cultural developments. The book also presents interesting historical facts about these didactic traditions, the theories and examples developed in these countries.

This book is the “Study Book” of ICMI-Study no. 20, which was run in cooperation with the International Congress on Industry and Applied Mathematics (ICIAM). The editors were the co-chairs of the study (Damlamian, Straesser) and the organiser of the Study Conference (Rodrigues). The text contains a comprehensive report on the findings of the Study Conference, original plenary presentations of the Study Conference, reports on the Working Groups and selected papers from all over world. This content was selected by the editors as especially pertinent to the study each individual chapter represents a significant contribution to current research.

In diesem Buch werden Rahmenbedingungen und Entwicklungen der Mathematikdidaktik in Deutschland nach 1945 quellenorientiert beschrieben. Gegenstand sind staatliche Vorgaben für den Mathematikunterricht, Lehrkräftebildung, Ausstattung an Hochschulen sowie Themen und Ansätze von Forschungs- und Entwicklungsarbeiten. Dabei werden Wechselwirkungen zwischen sich verändernden Rahmenbedingungen und disziplinspezifischen Entwicklungen mit in den Blick genommen.Im ersten Kapitel wird die Ausgangslage vom Ende des 19. Jahrhunderts bis zum Ende des zweiten Weltkrieges skizziert. In Kap. 2 und 3 wird die Geschichte ab 1945 bis 1990 zunächst weitgehend unabhängig für die DDR und die BRD dargestellt und anschließend verglichen (Kap. 4). Die weitere Entwicklung der Disziplin im vereinten Deutschland bis in die frühen 2020er Jahre wird in Kap. 5 betrachtet. In einem Fazit (Kap. 6) werden nach einer Rückschau Fragen diskutiert, die der weiteren Entwicklung der Mathematikdidaktik Orientierung geben können.Das Buch adressiert die mathematikdidaktische Community und dabei insbesondere den wissenschaftlichen Nachwuchs zur Selbstvergewisserung in einer noch relativ jungen Wissenschaftsdisziplin.

Didactics of Mathematics as a Scientific Discipline describes the state of the art in a new branch of science. Starting from a general perspective on the didactics of mathematics, the 30 original contributions to the book, drawn from 10 different countries, go on to identify certain subdisciplines and suggest an overall structure or `topology' of the field.The book is divided into eight sections: (1) Preparing Mathematics for Students; (2) Teacher Education and Research on Teaching; (3) Interaction in the Classroom; (4) Technology and Mathematics Education; (5) Psychology of Mathematical Thinking; (6) Differential Didactics; (7) History and Epistemology of Mathematics and Mathematics Education; (8) Cultural Framing of Teaching and Learning Mathematics.Didactics of Mathematics as a Scientific Discipline is required reading for all researchers into the didactics of mathematics, and contains surveys and a variety of stimulating reflections which make it extremely useful for mathematics educators and teacher trainers interested in the theory of their practice. Future and practising teachers of mathematics will find much to interest them in relation to their daily work, especially as it relates to the teaching of different age groups and ability ranges. The book is also recommended to researchers in neighbouring disciplines, such as mathematics itself, general education, educational psychology and cognitive science.