Konstruktive Entwicklungsforschung: eine zentrale Aufgabe der Mathematikdidaktik

Friedrich Zech; Martin Wellenreuther

doi:10.1007/BF03338777

Konstruktive Entwicklungsforschung: eine zentrale Aufgabe der Mathematikdidaktik

Friedrich Zech^*
, Martin Wellenreuther

^*Corresponding author for this work

University of Göttingen

Research output: Journal contributions › Journal articles › Research › peer-review

4 Citations (Scopus)

Abstract

In this article „constructive research of development” is pointed out as a central task of mathematics education, which stresses the constructive role of this domain for improvements in instructional practice. The steps of such research are described by examples out of our own project named TELEMA, which means: „Aids in mathematical instruction by special schoolbooks for pupils of lower mathematical ability”. The gap between theory and practice in mathematics education may be bridged in a better manner, if researchers pay more attention to methods of research as described here. © 1992, GDM - Gesellschaft für Didaktik der Mathematik. All rights reserved.

Original language	German
Journal	Journal für Mathematik-Didaktik: Zeitschrift der Gesellschaft für Didaktik der Mathematik (GDM)
Volume	13
Issue number	2
Pages (from-to)	143-198
Number of pages	56
ISSN	0173-5322
DOIs	https://doi.org/10.1007/BF03338777
Publication status	Published - 01.09.1992
Externally published	Yes

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being

Research areas and keywords

Educational science

ASJC Scopus Subject Areas

Mathematics(all)
Education

Access to Document

10.1007/BF03338777

Cite this

@article{73e0dd6279d44d29a90102ff52a686ec,

title = "Konstruktive Entwicklungsforschung: eine zentrale Aufgabe der Mathematikdidaktik",

abstract = "In this article „constructive research of development” is pointed out as a central task of mathematics education, which stresses the constructive role of this domain for improvements in instructional practice. The steps of such research are described by examples out of our own project named TELEMA, which means: „Aids in mathematical instruction by special schoolbooks for pupils of lower mathematical ability”. The gap between theory and practice in mathematics education may be bridged in a better manner, if researchers pay more attention to methods of research as described here. {\textcopyright} 1992, GDM - Gesellschaft f{\"u}r Didaktik der Mathematik. All rights reserved.",

keywords = "Erziehungswissenschaften",

author = "Friedrich Zech and Martin Wellenreuther",

year = "1992",

month = sep,

day = "1",

doi = "10.1007/BF03338777",

language = "Deutsch",

volume = "13",

pages = "143--198",

journal = "Journal f{\"u}r Mathematik-Didaktik: Zeitschrift der Gesellschaft f{\"u}r Didaktik der Mathematik (GDM)",

issn = "0173-5322",

publisher = "Springer Verlag",

number = "2",

}

TY - JOUR

T1 - Konstruktive Entwicklungsforschung

T2 - eine zentrale Aufgabe der Mathematikdidaktik

AU - Zech, Friedrich

AU - Wellenreuther, Martin

PY - 1992/9/1

Y1 - 1992/9/1

N2 - In this article „constructive research of development” is pointed out as a central task of mathematics education, which stresses the constructive role of this domain for improvements in instructional practice. The steps of such research are described by examples out of our own project named TELEMA, which means: „Aids in mathematical instruction by special schoolbooks for pupils of lower mathematical ability”. The gap between theory and practice in mathematics education may be bridged in a better manner, if researchers pay more attention to methods of research as described here. © 1992, GDM - Gesellschaft für Didaktik der Mathematik. All rights reserved.

AB - In this article „constructive research of development” is pointed out as a central task of mathematics education, which stresses the constructive role of this domain for improvements in instructional practice. The steps of such research are described by examples out of our own project named TELEMA, which means: „Aids in mathematical instruction by special schoolbooks for pupils of lower mathematical ability”. The gap between theory and practice in mathematics education may be bridged in a better manner, if researchers pay more attention to methods of research as described here. © 1992, GDM - Gesellschaft für Didaktik der Mathematik. All rights reserved.

KW - Erziehungswissenschaften

UR - https://www.scopus.com/pages/publications/84891679818

UR - https://www.mendeley.com/catalogue/0e2ca1b7-4411-369b-979d-860d6176741b/

U2 - 10.1007/BF03338777

DO - 10.1007/BF03338777

M3 - Zeitschriftenaufsätze

AN - SCOPUS:84891679818

SN - 0173-5322

VL - 13

SP - 143

EP - 198

JO - Journal für Mathematik-Didaktik: Zeitschrift der Gesellschaft für Didaktik der Mathematik (GDM)

JF - Journal für Mathematik-Didaktik: Zeitschrift der Gesellschaft für Didaktik der Mathematik (GDM)

IS - 2

ER -