Collective Teaching Experiments: Organizing a Systemic Cooperation Between Reflective Researchers and Reflective Teacher
The success of any substantial innovation in mathematics teaching depends crucially on the ability and readiness of teachers to make sense of this innovation and to transform it effectively and creatively to their context. This refers not only to the desi
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Connecting Mathematics and Mathematics Education Collected Papers on Mathematics Education as a Design Science
Connecting Mathematics and Mathematics Education
Erich Christian Wittmann
Connecting Mathematics and Mathematics Education Collected Papers on Mathematics Education as a Design Science
123
Erich Christian Wittmann Department of Mathematics Technical University of Dortmund Dortmund, Germany
ISBN 978-3-030-61569-7 ISBN 978-3-030-61570-3 https://doi.org/10.1007/978-3-030-61570-3
(eBook)
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Foreword
One of us, who had the good fortune of meeting Trevor Fletcher in the symposium on the centennial of L’Enseignement Mathématique held in Genève in October of 2000, received a piece of excellent advice from this notable mathematics educator, namely, that a fundamental task of the teacher of mathematics is to let students experience the intellectual life that the teacher really lives. Fletcher placed this quote (from E.E. Moise) at the forefront of his paper of 1975 that bears the title “Is the teacher of mathematics a mathematician or not?” [Schriftenreihe des Instituts für Didaktik der Mathematik Bielefeld, 6 (1975), 203–218]. Everybody began with a world “without mathematics”, this term to be t
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