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Teaching-studying-learning mathematics: approaches to research for holding complexity
Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning. (Mathematics Education Research Centre)
2005 (English)In: Researching the teaching and learning of mathematics: proceedings of MATHED intensive programme 2003, Linz: Trauner Verlag , 2005, 111-125 p.Chapter in book (Other academic)
Abstract [en]

This paper explores differences between traditions in relation to teaching and learning. Taking the Anglo/American curriculum tradition as my starting point, I seek to highlight the ways in which the Central and Northern European tradition of Didaktik has offered a new dimension and fresh insights to the notion of reflective practice. In particular the paper highlights the way in which the tradition of Didaktik offers tools for recognising and holding the complexity associated with teaching-studying learning processes. Furthermore it explores the potential of these tools for the analysis and evaluation of the teaching-studying-learning of mathematics by seeking to make connections with other frameworks for analysis in the field.

Place, publisher, year, edition, pages
Linz: Trauner Verlag , 2005. 111-125 p.
, Schriften der Pädagogischen Akademie des Bundes in Oberösterreich
Keyword [en]
Teaching, Studying, Learning, Mathematics
National Category
Research subject
URN: urn:nbn:se:umu:diva-18764ISBN: 3-85487-915-6OAI: diva2:174728
Socrates Erasmus Intensive Programme MATHED. Web site, Socrates ErasmusSocrates Erasmus Advanced Curriculum Develooment Project EUDORA
Available from: 2009-02-24 Created: 2009-02-24 Last updated: 2012-09-22Bibliographically approved

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