LEADER 03695 am  22006973u 450 
001 9910161650703321
005 20200703140419.0
010   $a3-319-42589-7
024 7 $a10.1007/978-3-319-42589-4
035   $a(CKB)3710000000838189
035   $a(DE-He213)978-3-319-42589-4
035   $a(MiAaPQ)EBC5577287
035   $a(Au-PeEL)EBL5577287
035   $a(OCoLC)960716209
035   $a(MiAaPQ)EBC6422509
035   $a(Au-PeEL)EBL6422509
035   $a(OCoLC)1231605764
035   $a(EXLCZ)993710000000838189
100   $a20160805d2016      u|             0
101 0 $aeng
135   $aurnn|008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aTheories in and of Mathematics Education$b[electronic resource] $eTheory Strands in German Speaking Countries /$fby Angelika Bikner-Ahsbahs, Andreas Vohns, Oliver Schmitt, Regina Bruder, Willi Dörfler
205   $a1st ed. 2016.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016.
215   $a1 online resource (VI, 51 p. 10 illus.) 
225 1 $aICME-13 Topical Surveys,$x2366-5947
311   $a3-319-42588-9 
327   $aMain Topics You Can Find in this ?ICME-13 Topical Survey? -- Introduction -- Survey on the State-of-the-art -- Summary and Looking Ahead.
330   $aThis survey provides an overview of German meta-discourse on theories and mathematics education as a scientific discipline, from the 1970s to the 1990s. Two theory strands are offered: a semiotic view related to Peirce and Wittgenstein (presented by Willibald Dörfler), and the theory of learning activity by Joachim Lompscher (presented by Regina Bruder and Oliver Schmitt). By networking the two theoretical approaches in a case study of learning fractions, it clarifies the nature of the two theories, how they can be related to inform practice and renew TME-issues for mathematics education as a scientific discipline. Hans-Georg Steiner initiated the first of five international conferences on Theories of Mathematics Education (TME) to advance the founding of mathematics education as a scientific discipline, and subsequently German researchers have continued to focus on TME topics but within various theory strands.
410  0$aICME-13 Topical Surveys,$x2366-5947
606   $aMathematics?Study and teaching 
606   $aLearning
606   $aInstruction
606   $aSemiotics
606   $aMathematics Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O25000
606   $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000
606   $aSemiotics$3https://scigraph.springernature.com/ontologies/product-market-codes/N53000
608   $aElectronic books.
615  0$aMathematics?Study and teaching .
615  0$aLearning.
615  0$aInstruction.
615  0$aSemiotics.
615 14$aMathematics Education.
615 24$aLearning & Instruction.
615 24$aSemiotics.
676   $a370
700   $aBikner-Ahsbahs$b Angelika$4aut$4http://id.loc.gov/vocabulary/relators/aut$0960007
702   $aVohns$b Andreas$4aut$4http://id.loc.gov/vocabulary/relators/aut
702   $aSchmitt$b Oliver$4aut$4http://id.loc.gov/vocabulary/relators/aut
702   $aBruder$b Regina$4aut$4http://id.loc.gov/vocabulary/relators/aut
702   $aDörfler$b Willi$4aut$4http://id.loc.gov/vocabulary/relators/aut
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910161650703321
996   $aTheories in and of Mathematics Education$92175839
997   $aUNINA