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In the first BACOMET volume different perspectives on issues
concerning teacher education in mathematics were presented (B.
Christiansen, A. G. Howson and M. Otte, Perspectives on Mathematics
Education, Reidel, Dordrecht, 1986). Underlying all of them was the
fundamental problem area of the relationships between mathematical
knowledge and the teaching and learning processes. The subsequent
project BACOMET 2, whose outcomes are presented in this book,
continued this work, especially by focusing on the genesis of
mathematical knowledge in the classroom. The book developed over
the period 1985-9 through several meetings, much discussion and
considerable writing and redrafting. Our major concern was to try
to analyse what we considered to be the most significant aspects of
the relationships in order to enable mathematics educators to be
better able to handle the kinds of complex issues facing all
mathematics educators as we approach the end of the twentieth
century. With access to mathematics education widening all the
time, with a multi tude of new materials and resources being
available each year, with complex cultural and social interactions
creating a fluctuating context of education, with all manner of
technology becoming more and more significant, and with both
informal education (through media of different kinds) and non
formal education (courses of training etc. ) growing apace, the
nature of formal mathematical education is increasingly needing
analysis."
In the first BACOMET volume different perspectives on issues
concerning teacher education in mathematics were presented (B.
Christiansen, A. G. Howson and M. Otte, Perspectives on Mathematics
Education, Reidel, Dordrecht, 1986). Underlying all of them was the
fundamental problem area of the relationships between mathematical
knowledge and the teaching and learning processes. The subsequent
project BACOMET 2, whose outcomes are presented in this book,
continued this work, especially by focusing on the genesis of
mathematical knowledge in the classroom. The book developed over
the period 1985-9 through several meetings, much discussion and
considerable writing and redrafting. Our major concern was to try
to analyse what we considered to be the most significant aspects of
the relationships in order to enable mathematics educators to be
better able to handle the kinds of complex issues facing all
mathematics educators as we approach the end of the twentieth
century. With access to mathematics education widening all the
time, with a multi tude of new materials and resources being
available each year, with complex cultural and social interactions
creating a fluctuating context of education, with all manner of
technology becoming more and more significant, and with both
informal education (through media of different kinds) and non
formal education (courses of training etc. ) growing apace, the
nature of formal mathematical education is increasingly needing
analysis."
Es besteht heute weitgehend Obereinstimmung darin, daB fUr die
weitere Entwicklung der Mathematikdidaktik lehrbuchartige
Darstellungen umfassender Teilbereiche, vor all em Dar- stellungen
der Didaktik einzelner Schulstufen, besonders wichtig sind. FUr den
dadurch erhofften ProzeB der Systematisierung und der Integration,
der gegenseitigen Anregung und Erganzung, der Kritik und der
Herausarbeitung offener Fragen wird es zweifellos be- lebend sein,
wenn Darstellungen miteinander konfrontiert werden k6nnen, die aus
ver- schiedenen Richtungen kommen und dementsprechend verschiedene
Akzente setzen. Ich begrUBe es aus den genannten GrUnden, daB der
Verlag Vieweg in sein Programm "Didaktik der Mathematik" auch die
vorliegende Obersetzung eines Lehrbuches aufge- nommen hat, das in
den Niederlanden 1973 erschienen ist und dort mittlerweile als
Stan- dardwerk gilt. Der Autor, Johan van Dormolen, ist ein
Didaktiker, der Uber die Grenzen seines Landes hinaus anerkannt ist
und durch seinen Vortrag anlaBlich der Bundestagung Augsburg 1976
einem breiteren deutschen Publikum bekannt geworden ist. Herr van
Dormolen verfUgt Uber eine langjahrige Berufserfahrung als
Gymnasiallehrer und ist seit mehreren J ahren als Dozent an der
Universitat Utrecht mit der fachdidaktischen Ausbildung von
Studenten befaBt. 1m vorliegenden Such ist ihm m.E. eine gelungene
Synthese seiner reichen praktischen Lehrerfahrungen mit Konzepten
der Unterrichtspsychologie (de Cecco, Skemp, van Hiele) gelungen
und es ist zu wUnschen, daB das Buch die weitere fachdidaktische
Diskussion in Deutschland befruchten wird.
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