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Handbuch der Mathematikdidaktik
Forschungsgegenstände und Forschungsziele
other
Author(s):
Maike Vollstedt
,
Stefan Ufer
,
Aiso Heinze
,
Kristina Reiss
Publication date
(Online):
April 15 2015
Publisher:
Springer Berlin Heidelberg
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Hogrefe Pflege
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Those Who Understand: Knowledge Growth in Teaching
L. SHULMAN
(1986)
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Content Knowledge for Teaching: What Makes It Special?
D. Loewenberg Ball
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M. H. Thames
,
Fiona Phelps
(2008)
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Sociomathematical Norms, Argumentation, and Autonomy in Mathematics
Erna Yackel
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Paul Cobb
(1996)
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Book Chapter
Publication date (Print):
2015
Publication date (Online):
April 15 2015
Pages
: 567-589
DOI:
10.1007/978-3-642-35119-8_21
SO-VID:
525af2fa-7bfb-40b9-98b7-264d41bca0fe
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Book chapters
pp. 3
Gesellschaftliche Bedeutung der Mathematik
pp. 19
Schulmathematik und Realität – Verstehen durch Anwenden
pp. 51
Bildungstheoretische Grundlagen des Mathematikunterrichts
pp. 77
Arithmetik: Leitidee Zahl
pp. 117
Algebra: Leitidee Symbol und Formalisierung
pp. 149
Analysis: Leitidee Zuordnung und Veränderung
pp. 185
Geometrie: Leitidee Raum und Form
pp. 221
Stochastik: Leitidee Daten und Zufall
pp. 255
Begriffsbildung
pp. 279
Problemlösen lernen
pp. 303
Algorithmik
pp. 331
Argumentieren und Beweisen
pp. 357
Anwendungen und Modellieren
pp. 385
Darstellen und Kommunizieren
pp. 411
Unterrichtsmethoden und Instruktionsstrategien
pp. 435
Aufgaben in Forschung und Praxis
pp. 461
Medien
pp. 491
Diagnostik und Leistungsbeurteilung
pp. 513
Individualisieren und differenzieren
pp. 539
Zur geschichtlichen Entwicklung der Mathematikdidaktik als wissenschaftlicher Disziplin
pp. 567
Forschungsgegenstände und Forschungsziele
pp. 591
Qualitative mathematikdidaktische Forschung: Das Wechselspiel zwischen Theorieentwicklung und Adaption von Untersuchungsmethoden
pp. 613
Quantitative Forschungsmethoden in der Mathematikdidaktik
pp. 643
Theorien und Theoriebildung in didaktischer Forschung und Entwicklung
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