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  • 1
    Type of Medium: Book
    Pages: XXIII, 377 S.
    ISBN: 9783319732527 , 9783319732534 , 9783319892450
    Series Statement: ICME-13 Monographs
    Language: German
    Note: This book focuses on issues related to mathematics teaching and learning resources, including mathematics textbooks, teacher guides, student learning and assessment materials, and online resources. The book highlights various theoretical and methodological approaches used to study teaching and learning resources, and addresses the areas of resources, teachers, and students at an international level. As for the resources, the book examines the role textbooks and other curricular or learning resources play in mathematics teaching, learning, and assessment. It asks questions such as: Could we consider different types of textbooks and roles they play in teaching and learning? How does the digitalization of information and communication affect these roles? What are defining features of e-textbooks, and how could we characterize the differences between the traditional textbooks and e-textbooks? As for the teachers, the book discusses the relationships between teachers’ individual and collective resources, and the way in which we could model such relationships. Specific questions addressed are: What is the role of teachers in developing textbooks and other teaching and learning materials? What are the relationships between resource designers and users? What are the consequences of these changing roles and relationships for the teaching of mathematics, and for teacher knowledge and professional development? As for the students, the book explores how students, as well as their teachers, interact through resources. It raises and addresses questions such as: What are the effects of modern ICT (particularly internet) on students’ use and the design of resources? How do changing patterns of use and design affect student behaviour, learning, and relationships to the subject of mathematics?
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  • 2
    Type of Medium: Unknown
    Pages: 356 S.
    Edition: 1. Auflage
    ISBN: 9783834809711
    Language: German
    Note: Teilw. zugl.: Gießen, Univ., Diss., 2009
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  • 3
    Keywords: Unterrichtsanalyse ; Problemlösen ; 6. Schuljahr ; 7. Schuljahr ; Entdeckendes Lernen ; Unterrichtsmethode ; Arbeitsblatt ; Mathematikunterricht ; Multiplikation ; Negative Zahl ; Zahl
    In: Mathematik lehren, Bd. 31 (2014) H. 183, S. 11-14, 0175-2235
    Description / Table of Contents: Der Beitrag stellt einen Weg vor, die elementaren Aufgaben der Addition und Multiplikation im Bereich der ganzen Zahlen mittels Permanenzüberlegungen aus den entsprechenden Aufgaben mit natürlichen Zahlen zu entwickeln. Über das Erforschen von Mustern und Strukturen in diesen Aufgaben werden die Rechenregeln auf negative Zahlen übertragen. Arbeitsblätter mit 1+1- bzw. 1x1-Tafeln bieten Anregungen zum Erkunden von Regelmäßigkeiten und fördern Problemlösekompetenzen.
    Type of Medium: Article
    ISSN: 0175-2235
    Parallel Title: Experiencing the principle of permanence. Discovering operatively the calculating with negative numbers with the aid of the 1+1-board and the 1x1-board.
    Language: German
    FIS Link: 1055890
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  • 4
    Keywords: Schulbuch ; Mathematikunterricht ; Entwicklung ; Nutzung ; Praxis ; Verwertung
    In: ZDM : the international journal on mathematics education, Bd. 45 (2013) H. 5, S. 659-670, 1863-9690
    In: 1863-9704
    Description / Table of Contents: This paper presents a qualitative study on how students make use of their mathematics textbooks for practicing. The study was carried out in two German secondary schools with 74 students (44 in 6th and 30 in 12th grade). Students' utilization of textbooks for practicing is analyzed using the theoretical framework of instrumental genesis. The results indicate that students' choices of contents from the book for practicing can be categorized into three utilization schemes: position-dependent practicing, block-dependent practicing, and salience-dependent practicing. In terms of position-dependent practicing the relative position of the textbook's contents to teacher-mediated sections guides the students' choice. Block-dependent practicing relates to the use of contents from the book that belong to particular blocks. Finally, salience-dependent practicing is a utilization scheme of the book where students' choice is guided by perceptual salience of the book contents. These findings both show how textbook users are influenced by the way mathematics is presented in textbooks and provide insights into students' conceptions of practicing mathematics.
    Type of Medium: Article
    ISSN: 1863-9690 , 1863-9704
    Language: English
    FIS Link: 1028357
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  • 5
    Keywords: Fallstudie ; Sekundarstufe I ; Gesamtschule ; Unterrichtsplanung ; Lehrerhandbuch ; Fachdidaktik ; Bruchrechnung ; Mathematikunterricht ; Deutschland ; Nordrhein-Westfalen ; Warendorf
    In: Beiträge zum Mathematikunterricht 2014. 2., (2014), S. 971-974
    Type of Medium: Online Resource
    Language: German
    Note: Internetadresse , Literaturangaben
    FIS Link: 1043695
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  • 6
    Keywords: Bildungstransfer ; Fachdidaktik ; Dimension ; Mathematik ; Mathematikunterricht ; Wissenschaftsdisziplin ; Fundamentale Idee ; Theorie
    In: Beiträge zum Mathematikunterricht 2013 Digital., (2013), [4 S.]
    Type of Medium: Online Resource
    Language: German
    Note: Literaturangaben
    FIS Link: 1015882
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  • 7
    Keywords: Problemlösen ; 7. Schuljahr ; 8. Schuljahr ; Mittelstufe ; Sekundarstufe I ; Unterrichtseinheit ; Arbeitsblatt ; Algorithmus ; Addition ; Arithmetik ; Arithmetikunterricht ; Ganze Zahl ; Mathematikunterricht ; Mathematische Operation ; Rechnen ; Zahlbegriff ; Zahlenverständnis
    In: Mathematik lehren, (2012) H. 171, S. 23-24, 41-43, 0175-2235
    Description / Table of Contents: Der Beitrag erörtert drei Aspekte des Zahlenblicks beim Addieren und Subtrahieren ganzer Zahlen: die adäquaten Vorstellungen von ganzen Zahlen sowie den Operationen Plus und Minus, die Frage des Ergebnisvorzeichens und das geschickte Rechnen. Vorschläge zur Förderung dieser drei Aspekte des Zahlenblicks bei ganzen Zahlen werden in Aufgabenbeispielen unterbreitet.
    Type of Medium: Article
    ISSN: 0175-2235
    Parallel Title: Calculating with integers. Training the number sense for addition and subtraction.
    Language: German
    FIS Link: 1022889
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  • 8
    Keywords: Soziokultureller Faktor ; Lehrer ; Didaktik ; Didaktisches Dreieck ; Unterrichtspraxis ; Arbeitsmittel ; Schulbuch ; Kulturgeschichte ; Digitaltechnik ; Mathematikunterricht
    In: ZDM : the international journal on mathematics education, Bd. 44 (2012) H. 5, S. 641-651, 1863-9690
    In: 1863-9704
    Description / Table of Contents: Research on the use of artifacts such as textbooks and digital technologies has shown that their use is not a straight forward process but an activity characterized by mutual participation between artifact and user. Taking a socio-cultural perspective, we analyze the role of artifacts in the teaching and learning of mathematics and argue that artifacts influence the didactical situation in a fundamental way. Therefore, we believe that understanding the role of artifacts within the didactical situation is crucial in order to become aware of and work on the relationships between the teacher, their students and the mathematics and, therefore, are worthwhile to be considered as an additional fundamental aspect in the didactical situation. Thus, by expanding the didactical triangle, first to a didactical tetrahedron, and finally to a "socio-didactical tetrahedron", a more comprehensive model is provided in order to understand the teaching and learning of mathematics.
    Type of Medium: Article
    ISSN: 1863-9690 , 1863-9704
    Language: English
    FIS Link: 989564
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  • 9
    Keywords: Sekundarbereich ; Lehrerhandbuch ; Schulbuch ; Mathematikunterricht ; Online-Publikation ; Deutschland
    In: Jones, Keith (Hrsg.), Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014)., Southampton: University of Southampton (2014), S. 401-406, 978-0-85432-984-7
    In: 978-0-85432-985-4
    Description / Table of Contents: In Germany, teacher guides to secondary mathematics textbooks were merely solution manuals for the past 20 years. A new textbooks series for secondary school now offers a teacher guide, with a comprehensive didactical and methodological commentary to each page of the mathematics textbook. The teacher guide is structured in terms of blocks with different functions. In order to understand how teachers use these teacher guides to prepare mathematics lessons a case study with two teachers (cases) was conducted. The instrumental genesis (Rabardel) of these two cases was analysed. The study shows that among different kinds of resources the teacher guides are the most important and are heavily used for preparing mathematics lessons. However, the analysis of utilization schemes shows that both teachers show different instrumentations of the teacher guides. Whereas one teacher is clearly instrumented by the block structure of the teacher guide the other is not. Furthermore, the results indicate possible factors that are likely to be responsible for teachers' following or deviating from the textbook and the intended implementation of it.
    Type of Medium: Online Resource
    Pages: grafische Darstellungen
    ISBN: 978-0-85432-984-7 , 978-0-85432-985-4
    Language: English
    Note: Literaturangaben S. 405-406
    FIS Link: 1102448
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  • 10
    Keywords: Schulbuch ; Mathematikunterricht ; Verwendung
    In: Andrews, Paul (Hrsg.); Rowland, Tim (Hrsg.), MasterClass in mathematics education. International perspectives on teaching and learning., London: Bloomsbury (2014), S. 51-62, 978-1-4411-7235-8
    In: 978-1-4411-7975-3
    Type of Medium: Article
    Pages: Illustrationen
    ISBN: 978-1-4411-7235-8 , 978-1-4411-7975-3
    Language: English
    Note: Literaturangaben S. 61-62
    FIS Link: 1111629
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