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Table of Contents
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.
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.