Transformation-- a fundamental idea of mathematics education [electronic resource] / Sebastian Rezat, Mathias Hattermann, Andrea Peter-Koop, editors.
Peter-Koop, Andrea, editor of compilation.; Rezat, Sebastian, editor of compilation.; Hattermann, Mathias, editor of compilation.
2014
QA11.2
Available Online

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Title Transformation-- a fundamental idea of mathematics education [electronic resource] / Sebastian Rezat, Mathias Hattermann, Andrea Peter-Koop, editors.
ISBN 9781461434894 electronic book
1461434890 electronic book
9781461434887
DOI https://doi.org/10.1007/978-1-4614-3489-4
Published New York : Springer, 2014.
Language English
Description 1 online resource.
Item Number 10.1007/978-1-4614-3489-4 doi
Call Number QA11.2
Dewey Decimal Classification 510.71
Summary This book opens up a discussion on fundamental ideas of mathematics education as a means to focus on the overarching core issuesand to reflect upon the identity of the scientific discipline. The concept of transformation is introduced as one fundamental idea in the discipline and examined from different perspectives. Transformations are related to knowledge,to signs and representations of mathematics,to concepts and ideas central to teaching and learning mathematics, andto instruments for the learning of mathematics. With an international pool of authors, this book seeks to answer the following questions: What do we know about transformations in the different domains? What kinds of transformations are crucial? How is transformation in each case conceptualized? The book is meant for researchers, teacher educators and curriculum designers in the field of Mathematics Education. It is destined tooccupy an important place in current literature on the topic of transformationas a way of uncovering and explaining mathematical practice and the very essence of mathematics as well as a way of creating and maintainingsemantic networks between different content areas.
Bibliography, etc. Note Includes bibliographical references and index.
Access Note Access limited to authorized users.
Source of Description Description based on online resource; title from PDF title page (SpringerLink, viewed Dec. 23, 2013).
Added Author Peter-Koop, Andrea, editor of compilation.
Rezat, Sebastian, editor of compilation.
Hattermann, Mathias, editor of compilation.
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Introduction to Part I
How 18th Century Mathematics was Transformed into 19th Century School Curricula
A Framework for Examining the Transformation of Mathematics and Mathematics Learning in the Transition from School to University: An Analysis of German Textbooks from Upper Secondary School and the First Semester
Knowledge Transformation between Secondary School and University Mathematics
Student Transition to University Mathematics Education: Transformations of People, Tools and Practices
Overcoming the Gap between University and School Mathematics: The Impact of an Innovative Programme in Mathematics Teacher Education at the Justus-Liebig-University in Giessen
Mathematical Moments in a Human Life: Narratives on Transformation
Transitions in Learning Mathematics as a Challenge for People and Institutions
Introduction to Part II
Constructing Knowledge by Transformation: Diagrammatic Reasoning in Practice
Transforming Images in a DGS: The Semiotic Potential of the Dragging Tool for Introducing the Notion of Conditional Statement
Dynamic Representations of Complex Numbers: Opportunities to Learn in Teacher Training
Dynamic and Tangible Representations in Mathematics Education
The Role of Social Aspects of Teaching and Learning in Transforming Mathematical Activity: Tools, Tasks, Individuals and Learning Communities
Designing a Simulator in Building Trades to Transform Vocational Education
Discussion I from an Epistemological Point of View: Representing and Meaning-making: The Transformation of Transformation
Discussion II from a Technological Point of View: Digital Technologies and Transformation in Mathematics Education
Introduction to Part III
From Proof Image to Formal Proof
a Transformation
Elementary Stochastic Seeing in Primary Mathematics Classrooms
Epistemological Foundation and Empirical Evaluation of a Theoretical Construct
Understanding Geometric Work through its Development and its Transformations
Small Steps to Promote 'Mathematical Literacy'
Transformation as a Fundamental Concept in Arithmetical Competence Modelling: An Example of Informatical Educational Science
Fundamental Ideas of Didactics
Reactions to the Suggested Meta-Theoretical Construct for Reflecting and Connecting Theories
Epilogue.

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