Zobrazeno 1 - 10
of 43
pro vyhledávání: '"Heinz Steinbring"'
Autor:
Heinz Steinbring, Katharina Mros
Publikováno v:
Mathematik treiben mit Grundschulkindern – Konzepte statt Rezepte. Festschrift für Günter Krauthausen
Wie entwickelt sich aus einem spontan vertrauten und dem Alltag verhafteten Symbolgebrauch ein spezifischer mathematischer Symbolgebrauch? Wie selbstverständlich nutzen Grundschulkinder schon vor und bei Schulbeginn (geschriebene, gemalte und an Mat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::baba2718ee12e9a0f00cfcd315ad358f
https://doi.org/10.37626/ga9783959871624.0.08
https://doi.org/10.37626/ga9783959871624.0.08
Autor:
Heinz Steinbring, Andrea Gellert
Publikováno v:
ORBIS SCHOLAE. 6:103-118
Disputed points in school mathematical discourse are rarely discussed. If mathematics is seen as a “ready-made” discipline which teaches dealing with right and wrong only, mathematical questions which require debating do not play an essential rol
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::638a0fdaea9613223bc4b9b760730b8f
https://doi.org/10.14712/23363177.2015.43
https://doi.org/10.14712/23363177.2015.43
Autor:
Andrea Gellert, Heinz Steinbring
Publikováno v:
ZDM. 46:15-27
In mathematics classroom interaction, the multiple meanings of mathematical visual diagrams are often ignored; instead, depending on the given situation, they are read in a well-defined and unitary way. Mathematical visual representations are thus us
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::13bef9c2ddfee26a8b07a58790f8b821
https://doi.org/10.1007/s11858-013-0548-9
https://doi.org/10.1007/s11858-013-0548-9
Autor:
Kerstin Bräuning, Heinz Steinbring
Publikováno v:
ZDM. 43:927-939
In-service teachers actively collaborated in a developmental research project. The main aim of the research project was the advancement of one central aspect of teacher professionalism: teachers’ diagnostic competencies. Conditions of understanding
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4d58d7798e826e4b09b1f8f665a09418
https://doi.org/10.1007/s11858-011-0351-4
https://doi.org/10.1007/s11858-011-0351-4
Autor:
Heinz Steinbring, Marcus Nührenbörger
Publikováno v:
Journal of Mathematics Teacher Education. 12:111-132
The study presented in this article investigates forms of mathematical interaction in different social settings. One major interest is to better understand mathematics teachers’ joint professional discourse while observing and analysing young stude
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::eccde720f3f351ea93b85d5aa3fdbad3
https://doi.org/10.1007/s10857-009-9100-9
https://doi.org/10.1007/s10857-009-9100-9
Autor:
Heinz Steinbring
Publikováno v:
ZDM. 40:303-316
The study tries to show one line of how the German didactical tradition has evolved in response to new theoretical ideas and new—empirical—research approaches in mathematics education. First, the classical mathematical didactics, notably ‘stoff
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2c753ec807618a6f88900dad7c6fd4da
https://doi.org/10.1007/s11858-008-0077-0
https://doi.org/10.1007/s11858-008-0077-0
Autor:
Heinz Steinbring
Publikováno v:
ZDM. 39:95-106
The paper discusses some important epistemological aspects of the concept of the zone of proximal development when applied to everyday mathematics teaching. The analysis of a lesson transcript on the calculation of the average of experimental values
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4d37a8303b1879e0fae2d85fd7526759
https://doi.org/10.1007/s11858-007-0017-4
https://doi.org/10.1007/s11858-007-0017-4
Autor:
Heinz Steinbring
On the surface, mathematical interaction often appears as an immediately transparent event that could be directly understood by careful observation. Theoretical considerations, however, clearly show that mathematical speaking and conversation in teac
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e36ed0a3c4e3d64ab0df0e9927684597
Autor:
Heinz Steinbring, Petra Scherer
Publikováno v:
Journal of Mathematics Teacher Education. 9:411-436
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::98d0eb79eade7e9fbc6080dc85bace94
https://doi.org/10.1007/s10857-006-9016-6
https://doi.org/10.1007/s10857-006-9016-6
Autor:
Heinz Steinbring, Anke Steenpaß
During the last few decades several studies have showed that mathematical visual aids are not at all self-explanatory. Nevertheless, students do make sense of those representations spontaneously and—as a matter of course—cannot avoid their own se
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fb8f93d2b18a8227b79ca1edeccd3791
https://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&origin=inward&scp=84893612825
https://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&origin=inward&scp=84893612825