5 Ergebnisse.

I: The ICMI Study Conference.- Discussion Document.- List of Participants.- What is the Specific Object of Study in Mathematics Education? Report of Working Group 1.- What are the Aims of Research in Mathematics Education? Report of Working Group 2.- What are the Specific Research Questions or Probl¿tiques of Research in Mathematics Education? Report of Working Group 3.- What are the Results of Research in Mathematics Education? Report of Work...

In 1978, in the foreword to Weeding and Sowing: A Preface to a Science of Mathematics Education, Hans Freudenthal wrote that his book is a preface to a science that does not exist. Almost 20 years later, does his claim still hold true? The present book is the result of the reflection of many individuals in mathematics education on this and related questions. Is mathematics education a science? Is it a discipline? In what sense? What is its p...

The present book is the result of the reflection of many individuals in mathematics education on questions such as: Is mathematics education a science? Is it a discipline? In what sense? The reader will find a range of possible answers to these questions, a variety of analyses of the actual directions of research in different countries, and a number of visions for the future of research in mathematics education.

No one disputes how important it is, in today's world, to prepare students to un­ derstand mathematics as well as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda­ mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more stude...

No one disputes how important it is, in today's world, to prepare students to un­ derstand mathematics as well as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda­ mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more stude...