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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.
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.
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.
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